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ICT Advanced Training of University Teachers

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Nowadays ICT is the integral part of modern teacher's and scholar's activity. For teachers it is reasonable to allocate two basic approach of ICT use: e-learning courses designing (to satisfaction of educational needs of students and implementation of new educational approaches) and openness in the presentation of their own research interests. For effective implementation of these approaches it requires information and educational environment of the university and special training of teachers. The model of informational and educational environment of Kherson State University, which is regarded as a set of processes and activities is presented in the article. The curriculum of advanced training course for teachers of the University was designed; the successful completion will allow teachers effectively use ICT to solve professional tasks in educational and research activities. The results of training of group of teachers of Kherson State University are analyzed.
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ICT Advanced Training of University Teachers
Oleksandr Spivakovskiy, Nataliya Kushnir, Nataliya Valko, Maksym Vinnyk
Kherson State University, Universytets'ka Street 27 73000 Kherson Ukraine
spivakovsky@ksu.ks.ua, kushnir@ksu.ks.ua, valko@ksu.ks.ua,
vinnik@ksu.ks.ua
Abstract. Nowadays ICT is the integral part of modern teacher’s and scholar’s
activity. For teachers it is reasonable to allocate two basic approach of ICT use:
e-learning courses designing (to satisfaction of educational needs of students
and implementation of new educational approaches) and openness in the pres-
entation of their own research interests. For effective implementation of these
approaches it requires information and educational environment of the univer-
sity and special training of teachers. The model of informational and educa-
tional environment of Kherson State University, which is regarded as a set of
processes and activities is presented in the article. The curriculum of advanced
training course for teachers of the University was designed; the successful
completion will allow teachers effectively use ICT to solve professional tasks in
educational and research activities. The results of training of group of teachers
of Kherson State University are analyzed.
Key words. Advanced training; information-educational environment; informa-
tion technology; distance learning; blended learning.
Key terms. ICT Tool Teaching Methodology, Technology.
1 Introduction
In an era of rapid change of all spheres of society’s’ and development of technologies
such as ICT, Big Data, robotics, self-learning neural networks, etc., there is special
meaning of training of specialists according to the requirements of labor market, able
to work in a situation of uncertainty and information overload, quickly adapt, work in
the field, that will develop in the future. It defines a socially significant task for the
education system; it is affected by macro trends: globalization, demographic changes
and the emergence of new knowledge and competences. Therefore, it is necessary to
build the learning process taking into account the trends of society’s development, to
introduce systematically the new technologies, to create an appropriate educational
environment of the educational institution. It is important teachers of the high school
aware the necessity of innovation introduction and was able to arrange the training in
accordance with educational requirements of today's students.
2 Related Work
University competitiveness on the educational market is determined by its ranking
among other schools. The number of students of the University is depended on it. In
turn, the ranking of universities depends on the quality of educational services, and
the quality of teaching and students’ learning (fig. 1). The advanced training of teach-
ers, support of initiatives and innovations is a strategic task of modern University.
Fig. 1. Components of competitiveness of university
Important components in formation of unitary educational and scientific environ-
ment are clear standards, criteria and requirements of evaluation of quality of educa-
tional services. The analysis of standards and guidelines of quality assurance in the
European higher education noted that the principal activities of scientific and peda-
gogical worker of modern university should be aimed at creating and using qualitative
electronic content of the educational environment [8, 9]. One of the factors of ensur-
ing standards is the policy of educational institution. The problem of standard’s de-
velopment of ICT competence of university’s teachers was investigated by N. Morze,
A. Kocharyan. The proposed model of the corporate standard of ICT competence of
scientific-pedagogical staff describes the three levels of activities: understanding the
role of ICT and education and its use, ICT, educational work, research activities, ad-
vanced training.
Foreign studies raise the problem of students’ educational activity in the Internet.
According to the study “Pew Internet & American Life Project” there is nearly three
quarters (73%) of students more often used the Internet for studies than university
libraries (D. J. Grimes and C. H. Boening [11]). Other studies show the majority of
students address to the Internet more often (J. Griffiths and P. Brophy [12]). Some
authors argue that students use commercial search engines such as Google, and avoid
the difficulties of printed sources processing (C. Thompson [10]).
In response to this trend, nine out of ten teachers (90%) ask students to use specific
Internet resources that they consider the most appropriate for a particular task, and
83% of respondents formulate tasks that require using a wider variety of information
sources.
At the same time some teachers worry about over-dependence of students from the
search engines; lack of ability to assess the quality of online information; the decrease
of general level of literacy; the depletion of time management skills; potential reduc-
ing of critical thinking capabilities; the plagiarism.
Exploring of Ukrainian teachers’ meanings, we have conducted a similar survey of
universities’ teachers of Ukraine. There were 126 teachers, the majority of them
agreed that priority task of modern education is teaching students to evaluate the in-
formation quality in the Internet. As a result, the significant part of interviewed teach-
ers indicated that they discussed the question of assessment of online information
reliability, improvement of information search skills. The experience of tasks’ formu-
lation, directed students to the best online resources is positive and it encourages us-
ing the alternative sources of search engines.
So, the important part of educational process, significantly affects on its efficiency,
is development of training courses in accordance with requirements of students [4],
teachers’ training to organize and conduct distance or blended learning [3, 2], the use
of web 2.0 services and blended learning technologies [7]. The necessary condition in
ensuring effective management of the university and building research and educa-
tional work on ICT base is information and educational environment of the university
[6].
There are activities associated with the research: project TEMPUS TACIS “ECDL
for Ukrainian Administrators” ICTERI 2014, project of the Ministry of Education and
Science of Ukraine “Creating the Internet Portal for Distance Learning ECDL for
Higher Educational Establishments” and “Creating Electronic Data Bank on Distance
Learning for Higher Pedagogical Education”
3 Experimental Settings
An important component of modern education system is information and educational
environment of the university (IEE). Kherson State University has the infrastructure
that provides a wide range of possibilities for realization of individual educational
trajectories for teacher and for student. In the process of IEE building for KSU it was
necessary to solve the main problems, which are important for its effective function-
ing.
coordination of different processes management;
search of financing;
cooperation with external partners;
design, build, management and support of information network of the university
(software);
install and configure of servers;
antivirus protection of information system;
development and maintenance of information-analytical systems;
Web hosting and services of implementation and IT support by other structural
departments of the university.
designing and development of Web sites in various educational areas with the use
of informational and educational and Open-source systems;
designing, development and support of educational software;
designing, development and support of distance learning systems, etc.
educational process ensuring by technical equipment (installation of equipment in
accordance with the topics of lesson and technical requirements of the teacher, ac-
cess of students and teachers in classrooms for lessons and other events according
the schedule, the restriction of access in classrooms by strange persons).
highly skilled work performance in the maintenance of computer, printing and
copying, video projection equipment in University’s departments and classrooms;
repair and maintenance.
configuring and maintenance of LAN, telephone and alarm systems of the univer-
sity.
development of guidance materials of alarm systems, telephone usage.
control over the implementation of fire safety requirements and sanitary-and-
hygienic norms in computer classrooms.
development of methodological support;
development of electronic means of educational purpose, particular in research
activity of students;
distance learning courses designing [6].
To solve these tasks, the functions among three departments of the university were
distributed:
1. Infrastructure - internal communications building.
2. Technological - development and administration of IT.
3. Content - the development and support of educational services.
Effective content environment, content creation and its use significantly improve
the quality of educational services and affect the overall ranking of the University.
However, the developed services don’t used. For example, KSU has two platforms
of learning management content system for distance or blended learning “Kherson
Virtual University” (KVU, Copyright © Research Institute of IT of KSU, 2003-2010)
and “KSUOnline” (LMCS Moodle, start using - 2005). The employees of the De-
partment of Support for Academic, Informational and Communicational Infrastructure
conduct the training seminars for responsible employees of the departments of the
university in distance learning technologies (2 times a month at KVU and 2 times a
month for the Moodle system during the last 5 years). However, visitors of seminars
are laboratory assistants who are not teachers, and they do not design the training
courses. Thus, the teachers know about learning management content systems of the
University, some teachers have the basic skills of development of courses and only a
small part of teachers has developed e-learning courses and regularly uses one of the
platforms. The main reason for the reluctance to develop and use of e-learning
courses is the lack of time. The process of distance course development is time-
consuming, but, in our opinion, this is actually an underestimation of the importance
of new learning approaches and technologies using.
There is the same situation with registration of teachers in scientometric databases.
Employees of the Department of computer science, software engineering and eco-
nomic cybernetics made the search, analysis and systematization of the registration
accounts of part of the University’s scientists and the University in the scientometric
databases. The result of this work is increasing at 30 publications in Scopus database;
it leads to the rise of the University’s ranking. Also, the accounts of KSU scientists,
which had the different spelling of the surname, the name of the institution, changing
the name of the educational institution in accordance with its renaming were com-
bined. During the work of this group and the practical training of the students, the
teachers of the University (about 60) were guided to create the account in Google
Scholar. However, only a small part of teachers continues to do this work. The results
of making accounts in Google Scholar are listed in table 1 (according Bibliometrics of
Ukrainian science (http://nbuviap.gov.ua/bpnu/index.php?page_sites=poisk)), where
is actually a spot in the ranking.
Table 1. The results of making profiles of research teams in Google Scholar, volumes of scien-
tific works of Kherson State University and Kherson State University
Research teams rating
Chair, Department, Laboratory, University, Volume h- index
37 Specialized academic Council К 67.051.02 21
39 Department of computer science, software engineering and economic
cybernetics
20
41 Faculty of physics, mathematics and computer science 20
University ranking
36 Kherson State University of Ministry of Education of Ukraine 21
Google Academy
University Account
1 Kherson State University 195
2 Kherson State Agrarian University 21
3 Kherson Polytechnic College of Odessa National Polytechnic University 21
4 Kherson National Technical University 14
5 Kherson Maritime Academy 5
6 Other 45
Total 301
Top publications – Ukrainian (Google Academy)
Publication h5-index h5-median
1. Managing of complex systems development 14 32
2. Marketing and management of innovations 14 23
3. Actual problems of Economics 13 19
4. Information technologies and learning tools 13 17
5. Ukraine's Economy 12 21
6. Information technologies in education
(Kherson State University) 11 17
Thus, at the creation and expansion of functionality of the informational and edu-
cational environment of the University, it is required to develop the system of motiva-
tion of scientific-pedagogical and teaching staff of the University, the formation of the
concept “brand of researcher” in the minds of modern teachers.
Under “brand” it is understood “a strong link of the name of researcher with his
studies, that is, by name it can be easy to find the interests of the researcher, on the
contrary, by the scientific interest, you can find the researcher who work in this area”
[5]. We can say that brand of researcher is a strategic tool in his research activities.
The solutions of the questions can be:
1. Initialization of solution of the task from “above”, it should be developed and im-
plemented in the University the motives system for teachers, for example, the re-
duction of academic hours if the teacher develops and passes the internal certifica-
tion of learning course, bonuses; it should be accounted as criteria for rating teach-
ers and others. Ukraine has a positive experience in the development and wide us-
age of distance learning courses, in particular the Borys Grinchenko Kiev Univer-
sity, National University of Life and Environmental Sciences of Ukraine, Sumy
State University, Donetsk national University.
2. The creation of “critical mass” of teachers, able to support and implement IT in the
practice (if the leaders is not ready to initiate the process, but are willing to support
the initiative).
Due to the network it was increased the speed of propagation, transmission of in-
formation, so scientists (professors) should process it faster. At the same time with the
appearance of IT, there are new opportunities to express yourself, scientific interests.
Traditional academic channels of communication are:
publication in national journals;
participation in specialized scientific events, congresses, conferences, symposia,
seminars;
exchange programs, internships, professional development;
participation in competitions for grants.
New channels associated with activity in the sphere of international publications
are followings [1]:
publication in international journals included in the database of Web of Science
and Scopus;
participation in social and professional networks, forums, blogs in the Internet;
use of academic on-line services: ResearcherID, ORCID, Scopus, Web of Science,
EndNote, and others;
citations in scientometric databases.
In our opinion, this list should be added by the development of open online
courses. Examples of Coursera and Khan Academy indicate that open course devel-
opment is a good channel for the dissemination of the work and positively affects the
awareness of the teacher, the researcher.
Thus, the area of the effective cooperation is formed at the intersection of the needs
of all participants of educational process by means of information and educational
environment (fig. 2).
Fig. 2. The needs of educational process participants
One of the ways to achieve a high level of proficiency of ICT use by academics is
the introduction of regular courses, seminars of advanced training.
The support tools of the work of the scientist-teacher can be divided into three cat-
egories:
1. The resource block is a totality of information and technical facilities required for
teaching and research activity; it can be used as a resource in purposeful activity of
the teacher and it allows obtaining a specific professional result.
2. Activity block – activities, aimed at solving professional tasks, creation of the par-
ticular information product; it is a series of actions aimed at execution of their du-
ties as teachers, the needs of the generation, transfer and synthesis of new knowl-
edge.
3. Creative block appears only at further independent work of the teacher in using
ICT in the professional activities, it formed on the basis of resource and activity
blocks, the motivation and ability of teachers to creative activity. At this level, the
teacher creates new learning methods that motivate students to independently ac-
quiring of new knowledge by means of ICT, independently mastering and using
untraditional tools in the educational process as social networks.
At activity block there is advisably to distinguish three level of mastering of ICT
tools: basic, sufficient, effective (table 2). Basic is the existing level of formed abili-
ties and skills; sufficient - we want to form in learning process of courses; effective -
the level which the scientist reaches by yourself in the process of purposeful applica-
tion of acquired knowledge in professional activities. The accordance of activity’s
results to its purposes should be characteristics of this level.
Table 2. Levels of ICT knowledge of the university’s teachers (action block)
Basic Sufficient Effective
E-mail skills know own e-mail ad-
dress, able to check the
mail from different
computers, able to
write, send, receive and
read an email, answer.
able to configure the
address book, attach
files, use styles, tem-
plates, signatures
Able to use mailing
lists, to create rules to
import calendar events,
conduct synchronization
between multiple ac-
counts and devices
Using the pro-
files of SD and
Scopus system
has the profile, knows
how to view it
monitors the work of
the TOP groups in
the World in the
research field
Using the pro-
files of SD and
Google Acad-
emy
has the profile, able to
view it
able to edit the list of
articles, to change
profile settings
follow news in scientific
publications, updates in
the index of articles,
able to use links to other
electronic resources
portfolio
Using the pro-
files of SD and
Research Gate
created the profile,
following the forum
posts, and updates the
publications
takes part in discus-
sions, following the
articles, share docu-
ments
debating, blogging
E-portfolio (own
website, blog)
has the e-portfolio can edit e-portfolio able to change the struc-
ture of the e-portfolio
Youtube use video Manager to
browse videos
able to subscribe to
channels, has own
channel, able to pub-
lish and edit videos
able to broadcast, run-
ning the own channel
Access to Cloud
Services (Google has the account, able to
create documents,
able to connect appli-
cations, able to pro-
Able to integrate in
services documents
Drive) download and upload
files
vide different rights
of access to own
documents, able to
orient in the updates
from disk, use tools for
planning meetings,
organizing surveys,
compare different ver-
sions of files and select
the correct
The possibility
of organizing
collective meet-
ings
able to prepare materi-
als, to make an an-
nouncement and ex-
pansion it
able to develop a
program of meetings,
make announcement,
find speakers, to hold
a meeting
able to organize the
discussion, to highlight
the results of the meet-
ing, making meetings
periodic, constant
Skype existing profile, able to
correspond in chat, to
take an incoming call,
to make the call
able to find and add
users, call via Skype,
send files
able to organize a
Skype-conference, to
create groups
Webinars skills understanding the
principle of conducting
the webinar, able to
join the webinar.
able to download
files of webinar,
interact with other
members, participate
in polls, check the
settings
Able to organize webi-
nar
Effective use of
social networks
in educational
process
Able to publish or
distributes the learning
content, respond to
comments, able to
configure the access
Able to make the
group, initiate and
support discussion of
questions, problems
Able to produce events,
conduct surveys, re-
searches
4 Experimental Results
We have developed the advanced training course “Distance learning” for teachers of
the University in which much attention is paid to new trends in education, the use of
information technologies in research, learning, common work with various types of
documents, tools to design the distance course. In particular, the purpose was not just
to teach teachers to develop online courses, and effectively use information technolo-
gies to identify themselves as a scientist in research and in the student's environment.
The course includes the following thematic blocks:
1. Distance learning as an element of educational environment of modern University;
2. Informatization of teacher’s research activity;
3. The learning management content system Moodle;
4. Tools Web 2.0 for content development of distance course;
5. Google services in educational process.
The content of the course was chosen to achieve the sufficient level of ICT profi-
ciency and to promote the development of internal motivation to further self-
development and use of ICT in the professional activities.
Let’s consider the content of each theme in details.
Thematic unit: “Distance learning as an element of the educational environment
of modern University”. This block is very important for formation of internal motiva-
tion for active information technologies usage in professional activity not just on the
level of correspondence, searching information in Internet and the development of
presentations. One of the tasks of this block is the destruction of stereotypes and pre-
judices in using new channels of popularization of the studies, associated with copy-
right.
Social networks are becoming popularity not only as a platform for communica-
tion, but also as a source of news, knowledge. Organization of group in social net-
works provides the ability to transfer the information quickly in a convenient and
familiar mode to modern students.
Taking into account the UNESCO recommendations on the diversification of
learning platforms [2] we included two thematic blocks related to the use of Google
Services and web 2.0 services to create the professional activities and the develop-
ment of more attractive educational content.
Thematic unit “Tools Web 2.0 for content development of distance course” is di-
vided into two sections: information technologies and online editors, graphics, video,
audio. In the section “Information technologies” we included the resources that help
make the course’s content more interesting for the representatives of the Net genera-
tion [4]: educational online games (LearningApps), mindmap (Cacoo, Mindmup,
Creately), the cloud of word (Tagxedo), time line (Dipity, Tiki-Toki), quiz (Kahoot,
Riddle). Each of the tools is considered from a practical point of view: to make a
word cloud and develop tasks; design online game to support the course, which will
help the student to test skills and knowledge. This section has the online graphic edi-
tors and audio and video content editors. Teachers familiar with text processors and
multimedia editors are still remain outside their attention and the work with them
causes some difficulties. However, the success of the course depends on technical
aspects. The content should be arranged in such way students can use mobile devices,
it imposes a number of restrictions on size of image file, video length etc. Therefore,
we proposed to consider the graphic and video editors, and services to create in-
fographics (easel.ly, piktochart, infogr.am, vizualize.me) and interactive training vid-
eos (eduCanon, Teachem, EdPuzzle). Infographics is a powerful tool in teaching.
Information presented graphically is better remembered. Therefore, data visualization
has received the considerable attention.
Thematic block “Google services in educational process”. It was selected Google
services to work with shared documents. These resources have several advantages,
including:
free cost;
easy registration and use;
similar interface in different applications;
ease data exchange between different applications;
integration with other applications;
import and export data from/to different formats;
sufficiently large set of tools.
In addition, among these applications is Google Scholar, which coordinates with
the theme of scientometric databases.
To build the course the following topics were chosen:
Time management for teachers (work with calendar, schedule of classes). Using
the Calendar app, the teacher can plan and organize not only the activities, but the
activities of the group. Calendar is synchronized with e-mail and list of recipients,
so it is easy to send messages about upcoming events for the group. During the
classes we develop a timetable which is synchronized with the schedule of the trai-
nees. In addition, smart phone owners have possibility to quickly receive updates
to the schedule in the appropriate widget.
Blogging. This is one of the ways to disseminate (publish) research papers, create
the archive of events, displaying the work of the scientific circle and so on.
Maintain of YouTube channel. Developing of the video is difficult task for teacher:
recording, editing, installing requires considerable efforts. But there is a possibility
to use already developed professionally made recordings. Therefore, the work with
YouTube channel at first it is the development of collection of videos required for
the distance course designing. The second stage is to edit the video (cutting, glu-
ing). In the third stage the students are trying to record, edit the video, upload it on
the channel and notify the group about it. Video Manager allows you to subscribe
to interesting channels, sort selected videos, and create the own educational chan-
nel.
Google Maps. Maps are powerful data visualization tool. The teacher of Geogra-
phy can use the coordinates, develop maps of fields. The teacher of History - the
maps of events, the teacher of Mathematics can develop maps of distances, angles,
etc. Also, scientists can visualize the travels, public speeches and researches. De-
velopment of the own map is another stage of informatization activity of the teach-
er, the student.
Google Survey. The tool of Google Forms is Quizzes, it designs surveys and tests
[7]. This service allows the teacher quickly assess the knowledge with the help of
automatic validation. In addition, to consolidate the material, you can add explana-
tions and videos.
Website design. Design and support of website and blogging, this is another oppor-
tunity of creating the own research environment. Using these tools the teacher can
organize the work of group, to inform about new research and results. The advan-
tages of these tools before CMS (Content Management System) are they do not re-
quire any special server setup and hosting because the server place is allocated au-
tomatically. However, there are drawbacks: the domain name can be unknowable
and difficult to remember. The website (blog) is informative without accounting
students’ rating. The website is gradually filled by the results in other applications:
visitors’ survey of the site, Google map with showing the educational institutions,
video page of YouTube channel, results of work using Web 2.0. services.
Thematic section: “Content Management System Moodle” includes the stages of
planning, development and launching of e-learning course. The purposes of this the-
matic unit is to acquaint teachers with the functionality of Moodle; to determine the
pedagogical appropriateness of the use of certain units; to plan and develop learning
course on the basis of experience of the teacher and with the use of content developed
by tools of Web 2.0; to learn how to do course settings required to run it (to create
groups, to decide the method of registration of students, limit the period for download
completed task, test, etc.).
Thematic unit: “Informatization of teacher’s research activity” includes theoreti-
cal and practical modules. The theoretical part consists of the following topics:
Infometrica (scientometric, bibliometric, Webometrics).
Databases (bibliographic, scientific).
Styles of literature.
Modern publications and publishers.
Web services for publishing of scientific information.
Modern tools of communication.
Social networking for scientists.
The repository.
System of links’ calculation.
The practical module includes:
Work with scientific databases.
Search and systematization of scientific literature.
Designing of the studies in publications by ICT means.
Practical work with modern communication means.
Create the own profile in educational and scientific services.
The objectives of the thematic unit are to provide dynamic knowledge of IT use in
research activities of teacher and the practical skills to support individual professional
growth.
The growth of specialist is associated with the publication of his scientific work in
journals with high impact factor or in resources that have the great rating in the world.
Scientometric databases, professional and social networks contribute to improve the
scientific status of scientist, to broaden his research activities. As a result, it affects
one the University rating.
Thus, the developed course of advanced training “Distance learning” for teachers
of the University, will allow participants to obtain the results, in particular:
1. Development of distance course in the specific discipline, taught by the teacher.
2. Development collection of academic content in the discipline by web 2.0 services.
3. Create a Google account and use of Google services for the educational process,
the organization of private professional activities and cooperation with colleagues.
4. Making account in scientometric databases, particularly in Google Academy.
5. Development of the professional resume by online editors of infographic.
6. Design of the scientist’s website.
An important aspect was to build the course in such way the teachers of the Uni-
versity will form the necessary skills and received the results. An additional motiva-
tion for teachers was getting the certificate. The proposed curriculum of distance
course meets the needs of a modern scientist. In the development of the curriculum
we took into account the trends of ICT development and the requirements of scientific
activities at the University. It covers the various types of scientific activities of teach-
ers.
We have formed the group of 16 listeners, age 45 years and older, which includes
15 teachers of the Humanities and 1 lecturer of Economics. The important fact was
that 8 of the 16 listeners - are the officials who determine the KSU development: 1
person is the Vice-rector, 1 is the Dean, 1 is the Deputy Dean, 2 persons are the head
of departments, 1 person is the head of the Academic Lyceum at KSU, 1 son is head
of educational-methodical Department.
At the beginning of the course we have recorded the current level of ICT mastering
according to the themes of the course. Note that we have not defined the level of MS
Office mastering, and course’s curriculum is not provided by the organization of col-
lective meeting, however, participants were introduced with tools and platforms of
organizing and conducting webinars. According to the results of the diagnosis it was
established results of educational achievements of participants at the end of the
course, which is shown in picture 3.
Fig. 3. Dynamics of the number of resources used by participants at the course
Examples of personal sites of course’ participants and the course’s curriculum can
be viewed at the link: http://ksuonline.kspu.edu/mod/assignment/view.php?id=9808
Fig. 4. Example of participant’s page https://sites.google.com/site/tuhtenkonatalia/
5 Conclusions and Future Work
Therefore, an important factor to ensure competitiveness of the university is to organ-
ize training according to the needs of all participants in the educational process. An
important role is giving to the information educational environment of the university.
However, the conducted study showed that the presence of functional environment is
a necessary but not a sufficient condition for the effective use of ICT in teaching and
research work. Therefore, from our point of view, it is advisable to conduct of ad-
vanced training courses of teachers of the University according the ICT possibilities
in the following areas:
1. Developing of e-learning courses that conform to the educational needs of Net
generation of students, provides the opportunity for educational approaches such as
blended learning, flipped learning, etc.;
2. Developing of e-portfolio, in particular the personal website of the researcher and
profiles in scientometric databases, which promotes the exchange of scientific in-
formation and integration into the universal scientific society.
The developed training course for teachers of KSU was implemented by means of
platform of learning management content system Moodle and includes thematic units,
aimed at the formation of ICT competence of teachers, namely: distance learning as
an element of the educational environment of a modern university; informatization of
scientific research activity of the teacher; the content management system Moodle;
Web 2.0 for content developing for distance learning; Google services in the educa-
tional process.
The course was attended by 16 teachers of the humanitarian disciplines in the age
above 45 years. After training, the teachers received the practical results: profiles in
scientometric databases, the personal website of the researcher and developed online
course. However, it should be noted that not all attendees completed the objectives of
the course because of full-time employment. Appropriate step was the developing of
video tutorials for performing certain tasks of the course.
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... -The topic of the subject is studied at the low level. Researchers confirmed (Osadchyi, Valko, & Kushnir, 2019;Spivakovskiy, Kushnir, Valko, & Vinnyk, 2017) that the shortcomings highlighted by teachers can be decided as follows: ...
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The influence of specialized training on the decision of future study direction is taken into account in the work. The underlying presumption is that pupils should be exposed to mathematical and natural sciences subjects early on, with a focus on mathematics. It will encourage kids to pursue STEM studies in the future. The problem of learning motivation is a crucial factor in future professional choice, development, and formation. It is crucial to note that students in modern times are rapidly losing their motivation to learn. Nearly a third of individuals who select the right study profile experience conflicts between their desire for professional autonomy and the availability of the information required for the profession, as well as between their desire to attend a higher education institution and their ability to do so. The paradox necessitates the deliberate formulation of a deliberate choice of future actions. The results of the research reveal that the study of natural and mathematical disciplines using contemporary teaching technologies and the planning of extra lesson systems based on the anticipated teaching techniques form the foundation of the motivational component of the choice of STEM-learning. It satisfies the expanding demand for education, intellect, and motivational beliefs to comprehend the subtleties of the upcoming vocation.
... The article "Cloud resources use for students' project activities" [253] by Nataliia V. Valko ( figure 17) and Viacheslav V. Osadchyi and Vladyslav S. Kruhlyk highlights further research by the authors, begun in [42,88,89,214]. The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. ...
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... Issues of analysis and assessment of student achievement during distance learning and cloud technologies were studied in the works of Bondarchuk et al. [3], Harrison and Hutton [12], Kiv et al. [13], Kostikov et al. [14], Proskura, Lytvynova and Kronda [18], Samchynska and Vinnyk [19,20], Sherman and Samchynska [23], Spivakovskiy et al. [24], Todeush and Sherman [25], Tomaino et al. [26], Vincent-Lancrin [28], Wang [29], Wijekumar, Ferguson and Wagoner [30], Zaytseva [31]. ...
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The system for remote assessment of knowledge automates formation of task (tickets) with questions and tasks for conducting intermediate and final monitoring of knowledge of students is offered. In the process of developing an electronic system for knowledge assessment, the basic requirements for a web application and the modules that the system consists of were determined, the main roles of users in the system and their functionality were identified, access rights were established. The technical, functional, and non-functional features of the software product are described, web technologies for creating an application for knowledge assessment are considered. The diagram of system sequences, the use-case diagram, which schematically describing roles and functions of agents in an information system, the diagram of classes of a database structure are presented with UML description. Based on the defined requirements for the resource in cloud-based learning environment, the following technologies for its development were chosen: the server programming language PHP, JavaScript programming language and its libraries were used, as well as the MySQL database with PhpMyAdmin tool for administration of chosen database management system. OpenServer software complex system was used to develop and test the application functionality. The usage of the proposed electronic assessment system of knowledge contributes to the formation of an open information and cloud-based learning environment of a modern educational institution, enhances the efficiency and more rational distribution of teacher time in preparing tests or exams, activates repetition of educational material and knowledge assimilation, indirectly motivates students to more honest learning.
... As our work shows, the benefits of teacher training programs at the University are evident and transferable to all subjects, competencies, and areas. This is the case of the study by Spivakovskiy et al. (2017) which concludes with the satisfactory results of a group of professors from Kherson University, regarding the acquisition of competence in information and communication technology through the University's training programs. These benefits are transferred to the resolution of educational and research tasks. ...
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The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance.
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This article reports results of two user studies of search engine use conducted to evaluate the United Kingdom’s national academic sector digital information services and projects. The results presented here focus on student searching behavior and show that commercial Internet search engines dominate students’ information-seeking strategy. Forty-five percent of students use Google as their first port of call when locating information, with the university library catalogue used by 10 percent of the sample. Results of students’ perceptions of ease of use, success, time taken to search, and reasons for stopping a search are also presented. published or submitted for publication
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The purpose of this research project was to determine whether students are using unauthenticated resources, whether they are evaluating their resources, and whether there is a gap between the quality of resources expected by instructors and the quality of resources used by students. Using case study methodology, the authors interviewed instructors and students and analyzed Web resources cited in research papers in two English composition classes. The findings show that students are using unevaluated resources and that there is a gap between what instructors expect students to use and what students actually use. Ways to alleviate ìworries with the Webî are discussed.
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This article reviews several studies of student usage of the Internet to determine how they use the Web for research. Preliminary data suggest that the majority of students begin a research assignment with the Internet, most often with a commercial search engine. What is not known is whether students have adequate information literacy skills to find authoritative information and then to evaluate the information for use in their research. Evidence indicates that there is yet room for improvement in how students conduct research, as well as how library instruction is designed.
Diversification of Learning Platforms: Analytical Note. UNESCO Institute for Information Technologies in Education
  • Y.-S Cho
Cho, Y.-S.: Diversification of Learning Platforms: Analytical Note. UNESCO Institute for Information Technologies in Education, p. 12 (July 2011)
  • V M Kukharenko
Kukharenko, V. M.: Methodological Complex of Distance Learning. Information Technologies and Learning Tools 3(2) (2007) (in Ukrainian)
The Brand of a Scientist: How to Make Us Cited
  • S Paramonov
Paramonov, S.: The Brand of a Scientist: How to Make Us Cited. http://wokinfo.com/media/pdf/ru-researcher_brand.pdf (in Russian)
University ICT Infrastructure Construction: Problems and Solutions
  • O Spivakovsky
  • M Vinnik
  • Yu Tarasich
Spivakovsky, O., Vinnik, M., Tarasich, Yu.: University ICT Infrastructure Construction: Problems and Solutions. Information Technologies and Learning Tools 39(1). 99-116 (2014)
Technology to Help Teachers Do what they Do Best
  • B Bout
Bout, B.: Technology to Help Teachers Do what they Do Best. https://googleblog.blogspot.ru/2016/06/technology-help-teachers.html (2016)
Model Standard of ICT Competence of University Teachers in the Context of Improving the Quality of Education
  • N S Morse
  • A Kocharian
Morse, N. S., Kocharian. A.: Model Standard of ICT Competence of University Teachers in the Context of Improving the Quality of Education. Information Technologies and Learning Tools 43(5). 27--39 (2014)