Adaptação de material didático para u-learning: Sistema Odin

The article discusses the issues of creating software and tools for managing the processes of training specialists in an intellectual educational environment. The complex of tools is being developed as part of a hyper-converged computing ecosystem to support open personalized learning technologies and is designed to customize and adaptively update educational programs and content, taking into account the requirements of federal standards and regional labor markets. At the first stage, the tools solve the problems of searching, collecting, consolidating and intelligent analysis of requirements for specialists extracted from open sources on the Internet, such as sections with employers’ vacancies on the websites of enterprises, recruitment agencies, labor exchanges, message boards, forums, chats, groups of social networks and messengers. At the next stage, the process of adaptive adjustment and synchronization of educational programs is implemented, taking into account the consolidated information and predicted data on the required competencies in the short and medium term in a given region. Setting up the educational process in an open information environment occurs during the evolutionary transition to a convergent learning model, continuous updating of educational programs and content, personalization of training trajectories. The convergent model determines the convergence of educational programs and content for different specialties in accordance with the digitalization processes of all spheres of human life, which is reflected in the requirements for competencies in professional and educational standards, as well as on the part of employers. The processes of actualization and personalization make it possible to increase the efficiency and quality of training specialists by reducing the risks of obtaining a low-quality and morally obsolete education. The architecture of the adaptive management system of the educational environment includes the following components: a) Learning Management System (LMS), b) Education Content Management System (ECMS), c) Learning Activity Management System (LAMS), d) tools for searching, collecting and analyzing employers’ requirements, e) cloud storage of educational content.

Methods. The results were obtained by applying the following methods: stratified sampling – when determining the preferences, experience and expectations of students regarding the integration of digital tools into education, as well as the quality and formats of digital educational materials; data collection – in order to study the key aspects of the digitalization of higher education; casestudy – to identify the best practices and strategies used by higher education institutions to improve the quality and accessibility of education; data analysis – to generalize the preferences and needs of students and teachers of higher education institutions when implementing digital tools into education. Results. A survey of teachers and students was conducted among more than 50% of the total number of higher education institutions in Ukraine regarding the digitalization of educational content and general trends in modern higher education. The adaptability of students and teachers of higher education institutions in Ukraine to the modern conditions of functioning and digitalization of higher education with the has been identified the need for constant improvement of the disciplines taught. The need for adaptation of curricula, as well as enhanced cooperation with European universities in both educational and scientific activities, has been identified to create modern content that will meet the needs of students and the labor market and their competitiveness in modern conditions of globalization. Novelty. The results of the study indicate the need to improve digital educational technologies and content by Ukrainian universities, their active involvement in new formats of learning and integration of international experience with the creation of joint educational initiatives with foreign partners and expanding opportunities for the internationalization of higher education. Practical value. Strategic ways of developing the Ukrainian higher education system are identified, which consist in integrating educational content into the European educational space by creating joint educational programs and scientific projects that will ensure the exchange of experience and increase the competitiveness of Ukrainian higher education institutions.

Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information. This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented. Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive algorithms for the educational content in the adaptive e-learning resource made it possible to implement individual educational paths in the electronic environment. For each student it was formed a personal space of mathematical educational content that “adapts” to its level of mastering the material, which contributed to improving the quality of the educational process in mathematical disciplines. In this paper, the methods of mathematical modeling and logicalgnosiological analysis, the theory of graphs and hypergraphs, system analysis, dynamic processes and systems control theory, complex systems design and imitation modelling methods were used. Approbation of the proposed algorithms for the educational content organization of adaptation in the adaptive electronic learning resource for the discipline “Discrete mathematics” showed the productivity of the proposed approach in the teaching process. The obtained results could be used for adaptive electronic educational resources construction in other educational institutions of higher education. Further development of the proposed approach involves the development of a formal model of the educational content adaptation, including control rules, based on the expert evaluation methods and the fuzzy-set theory.

The article deals with the synthesis of tools for optimizing the process of training specialists in an intellectual educational environment. The complex of tools is being developed in a hyper-converged computing ecosystem to support open personalized learning technologies. The complex is necessary to update the training programs for specialists and content in accordance with the changing requirements of federal educational standards and the requirements of employers in labor markets. The developed tools search, collect, consolidate and intelligent analyze the requirements for specialists, which can be found in Internet sources, for example, on the websites of enterprises or recruiting agencies, as well as in the corresponding sections of social networks and messengers. At the next stage, the process of setting up and synchronizing educational programs is implemented, taking into account the consolidated information and predicted data on the required competencies in the short and medium term in the region. Setting up the educational process in the information environment takes place in a convergent learning model by updating educational programs and personalizing the trajectories of training specialists. The convergent model determines the convergence of educational programs and content for different specialties in accordance with the processes of digitalization of all spheres of human life, which is reflected in the requirements for competencies in professional and educational standards on the part of employers. The processes of actualization and personalization make it possible to increase the efficiency and quality of training specialists by reducing the risks of obtaining a low-quality and morally outdated education. The architecture of the adaptive management system of the educational environment includes components: a) Learning Management System (LMS), b) Education Content Management System (ECMS), c) Learning Activity Management System (LAMS), d) tools for searching, collecting and analyzing employers’ requirements, e) cloud storage of educational content.

Student is becoming the key focus of the educational process, where students' creativity and interactions are strongly encouraged. Student role changed to be knowledge and information hunter rather than receiver, and teaching, meanwhile, is becoming a peripheral activity. Several interactive and new methods of learning has evolved in the last two decades aimed to utilizing the information and communication technology tools to improve the educational process availability and accessibility. The learning management system (LMS) is the system responsible for integrating all learning services and managing teaching and learning activities. It provides a collection of tools and functions to support teaching and learning processes, usually including course management tools, online group discussion, homework collections and grading, and course evaluation. This study was conducted to evaluate different open source learning management systems that were under consideration to be implemented by the College of Medicine, King Saud University (CMKSU), Riyadh, Saudi Arabia. The study reviewed open source and commercial LMS systems as a future strategy. Objectives: the main objective of the current study was to assess the open source LMS systems based on conducting literature review and practical evaluation. The study included a literature review on LMS including commercial and open source systems. The study focused on evaluating three open source LMS systems, Jusur, Sakai, and Moodle. Jusur is the LMS adopted by the National E-learning center in Saudi Arabia, and the other two LMS systems are considered as the principal open source LMS systems implemented worldwide. Methodology: this study depended on published technical reports, LMS systems official websites, and industry reviews, as well as examining the products features and evaluating how they meet CMKSU needs and requirements. Results: All the three LMS systems provide excellent tools including discussion boards, chat sessions, and other collaboration tools. Jusur has a strong localization features and technical support and training. On the other hand Sakai and Moodel were ranked better for the user interface and other content and course management features. Sakai is having the advantage of being developed in Java platform. Moodle and Sakai support integration with other systems, while Jusur support the integration in the offline mode only. Conclusion: Open source LMS systems is more recommended because of its popularity among reputable universities, and the benefits of such systems including exchange of experience and e-courses if the development efforts are guaranteed, as well as the availability of the skills required for the development. In the current study, the evaluation focused on the features of LMS systems and a combination of several frameworks to enhance the evaluation process. All three LMS systems provide excellent tools for student interactions and activities. Standards and integration that make these systems able to communicate with other students and hospitals systems are critical features. In addition, the LMS system should be able as well to mange and accommodate a huge amount of information that needed among medical and educational content, including different subjects, lecture notes, lecture videos, text books, videos of surgeries, and radiology images.

ABSTRACTOver the past few years, a number of software applications have been proposed to tackle the administration, documentation, tracking, and reporting of training programs and contents such as CMS (Content Management System) and LMS (Learning Management System). However, CMS focuses on the administration and development of websites, while LMS is mainly focused on the management of training through the use of learning objects. CMS and LMS have features that can be used in conjunction in order to create educational environments which enhance the teaching–learning process in classrooms. This article presents a hybrid management system called Athena for multi‐device educational content providing a set of Web‐based interfaces for managing, presenting, and generating PHP‐based applications with educational content, reducing both the time and effort invested during the development process of this type of software. Athena borrows the main features of both CMS and LMS in order to manage and reuse educational content. Athena allows the user to develop platform‐independent multi‐device educational software using existing educational content. Athena aims to provide new forms of accessibility to educational content, envisioning a better future for online education. To demonstrate Athena's capabilities, we have presented a case study for generating a multi‐device physics course to emphasize our contribution.© 2012 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:750–763, 2014; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21567

Introduction. The relevance of the study is due to increased efficiency and accessibility of education in the context of digitalization. Materials and methods. In the research process, general and special methods of scientific knowledge were used: systemic, structural and functional analysis, expert assessments, analysis and comparison of statistical data obtained as a result of studying the media market. Results and discussion. The main feature of the media market is that the actors in the media market are firms, individuals involved in the production and promotion of media content, i.e. text messages, audio, video messages, infographics and other types of content. The emphasis in the study is on the modern media market, changing under the influence of a new generation of digital technologies. It is proved that the value of digital transformation for consumers of educational content is associated with the ability to meet individual educational needs, build individual educational trajectories. Analyzed are data on monitoring the effectiveness of economic activity of EdTech companies offering educational content and working in the field of its promotion. The educational trends in the educational segment of the media market and the factors affecting their promotion are identified. Conclusions. The study allowed concluding that there is a high demand among users of digital, accessible and high-quality educational content for all levels of education from different fields of knowledge

Media accessibility in education is vital for inclusive learning. It ensures that all students can engage with educational content, regardless of their abilities. By offering accessible formats like closed captions, transcripts, and audio descriptions, barriers to learning are eliminated. Media accessibility benefits not only those with sensory impairments but also students with learning disabilities, language barriers, or different learning preferences. Legislation and scientific studies emphasize the importance of media accessibility in education. From a methodological point of view, we will use the bibliometric study and literature review. By applying criteria specific to the two methods of analysis (keywords, language of writing documents, type of journal, number of citations, etc.), we will select articles that correspond to the objectives of the research. From an empirical point of view, theories such as social-cognitive theory, social constructivism or media richness theory will guide us in analyzing the data and establishing relevant conclusions for this field. The results we obtained confirm the importance of the study of specialized literature through specific methods and techniques in the development of new perspectives in the field of media accessibility.

Two-dimensional (2D) materials are attracting an increasing interest in the domain of energy conversion due to their thermoelectric and thermal properties foreseeing increased efficiency. Actual application as thermoelectric materials relies on the ability to fully explore their physical properties once included in real devices, which is a complex task due to the difficulty in managing thermal transport at the nanoscale. Furthermore, 2D materials are extremely sensitive to the environment and device-fabrication contaminants, that can alter their properties with respect to their isolated form. We demonstrate here a complete thermoelectric characterization of devices based on thin flakes ($5$--$6\phantom{\rule{0.2em}{0ex}}\mathrm{nm}$) of tungsten diselenide (${\mathrm{WSe}}_{2}$) and multilayer graphene (MLGN) deposited on hexagonal boron nitride ($h$-BN), by coupling electric and thermoelectric measurements with modulated thermoreflectance (MTR). Flake-by-flake MTR scans allow the separate extraction of the anisotropic thermal conductivities of each device's layer. We find out values for the in-plane ${k}_{\ensuremath{\parallel}}$ and out-of-plane ${k}_{\ensuremath{\perp}}$ thermal conductivities of ${k}_{\mathrm{WS}{\mathrm{e}}_{2}\ensuremath{\parallel}}\ensuremath{\sim}24\phantom{\rule{0.2em}{0ex}}{\text{W m}}^{\ensuremath{-}1}\phantom{\rule{0.2em}{0ex}}{\mathrm{K}}^{\ensuremath{-}1}$, ${k}_{\mathrm{WS}{\mathrm{e}}_{2}\ensuremath{\perp}}\ensuremath{\sim}0.13\phantom{\rule{0.2em}{0ex}}{\text{W m}}^{\ensuremath{-}1}\phantom{\rule{0.2em}{0ex}}{\mathrm{K}}^{\ensuremath{-}1}$, ${k}_{\mathrm{MLGN}\ensuremath{\parallel}}\ensuremath{\sim}1050\phantom{\rule{0.2em}{0ex}}{\text{W m}}^{\ensuremath{-}1}\phantom{\rule{0.2em}{0ex}}{\mathrm{K}}^{\ensuremath{-}1}$, ${k}_{\mathrm{MLGN}\ensuremath{\perp}}\ensuremath{\sim}1\phantom{\rule{0.2em}{0ex}}{\text{W m}}^{\ensuremath{-}1}\phantom{\rule{0.2em}{0ex}}{\mathrm{K}}^{\ensuremath{-}1}$, ${k}_{h\text{-BN}\ensuremath{\parallel}}\ensuremath{\sim}250\ensuremath{-}284\phantom{\rule{0.2em}{0ex}}{\text{W m}}^{\ensuremath{-}1}\phantom{\rule{0.2em}{0ex}}{\mathrm{K}}^{\ensuremath{-}1}$, and ${k}_{h\text{-BN}\ensuremath{\perp}}\ensuremath{\sim}1.9\ensuremath{-}5.5\phantom{\rule{0.2em}{0ex}}{\text{W m}}^{\ensuremath{-}1}\phantom{\rule{0.2em}{0ex}}{\mathrm{K}}^{\ensuremath{-}1}$, which are generally in agreement with the literature. Our work unveils the possibility to perform selective nondestructive measurements of the thermal conductivity of thin flakes of 2D materials embedded in a device configuration, encouraging the use of MTR coupled to electric and thermoelectric characterization to evaluate the overall device thermoelectric performances.

Introduction. The relevance of the study is caused by an increase in the efficiency and accessibility of education in the context of global digitalization and digital transformation of the contemporary world, which is certainly reflected in the media transformation of legal phenomena and concepts. The media sphere is saturated with content that has both scientific and educational potential. The improvement of IT technologies and new media is focused on the development of legal media content. Legal culture, concepts and phenomena in the context of digital and media transformation are adapting to new formats of the media sphere and digital reality. The aim of the article is to identify and study the educational potential of media content in the context of the formation of the legal culture of the individual in new conditions. Materials and methods. The research methodology is based on criterial, utilitarian, competence-based approaches. Evaluative analysis is used to “weigh” the quality of media content and the educational tasks being solved. The study is based on critical discursive analysis. At the preliminary stage, the section of the main blogs was analyzed for the presence/absence of legal educational media content. At the second stage, the videos were ranked and the popular ones were selected, which were given a qualitative assessment. Research results. The media sphere in the 21st century, with the advent of new digital technologies, is actively using modern media formats that allow the development of educational content aimed at raising the level of legal culture. The value of media transformation plays an important role for consumers of educational legal media content in the process of meeting individual educational needs and forming individual educational paths. Conclusion. The transformation of legal culture into legal media culture proves the demand for and popularization of media content of legal content by Internet users. The authors came to the conclusion that high-quality legal media content evokes an adequate response from Internet users and enhances the legal culture of an individual in the context of global digitalization and sociocultural transformations.

The purpose of the article is to assess the accessibility of electronic educational resources (EER) published in the university Moodle Learning Management System (LMS). The analysis involved 22 EERs in mathematical and information technology disciplines, located in the Moodle LMS of the V. I. Vernadsky Crimean Federal University. The examination algorithm included analysis using the Web Accessibility Evaluation Tool (WAVE) and expert analysis of web accessibility using visual, auditory and manual methods based on 89 checklist attributes. In the result of the analysis, multiple accessibility errors of the Moodle platform and the EERs hosted on it were found. The most serious platform problems include: lack of compatibility with text browsers; errors of reproduction by screen readers; errors of content reproduction on mobile devices. The list of accessibility errors made by the authors of EERs includes: incorrect design of hyperlinks (22.7 % of the EERs); lack of subtitles (13.6 %), transcripts (22.7 %), synopses of video lectures (27.3 %); lack of alternative descriptions for figures (68.2 %); time limit for tests (9.1 %); lack of special markup for mathematical notation (36.4 %) and program code (13.6 %), etc. Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content. It is advisable to familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules in order to select the most suitable platform, determine and install the required set of accessibility tools. Before launching all EERs should be subject to mandatory examination for compliance with the web accessibility guidelines.

Fuzzy contextual information is utilized within this paper in order to assist the process of educational multimedia content adaptation. Towards this scope, we extend on previous work in order to address the problem of educational personalization at a semantic level. In different previous works we have developed algorithms to address computationally efficient handling of fuzzy relations, and theory to address knowledge representation, thematic categorization and user profiling. In this work we take two further steps: first, we integrate ontologies in the original knowledge modeling approach and then we explain how these diverse algorithms and methodologies can be combined in order to approach a greater goal, that of educational content personalization. Prior work on Web-based educational content adaptation is now extended with semantic Web functionalities and features. The basis of this work is the role of context, as it improves the quality of the produced results, by utilizing fuzzy algebra, fuzzy sets and relations, towards efficient manipulation of the utilized user profiles. The novelty of the presented work is the ontological representation of contextual knowledge and its utilization within the personalized e-learning process.

Fuzzy contextual information is utilized within this paper in order to assist the process of educational multimedia content adaptation. Towards this scope, we extend on previous work in order to address the problem of educational personalization at a semantic level. In different previous works we have developed algorithms to address computationally efficient handling of fuzzy relations, and theory to address knowledge representation, thematic categorization and user profiling. In this work we take two further steps: first, we integrate ontologies in the original knowledge modeling approach and then we explain how these diverse algorithms and methodologies can be combined in order to approach a greater goal, that of educational content personalization. Prior work on Web-based educational content adaptation is now extended with semantic Web functionalities and features. The basis of this work is the role of context, as it improves the quality of the produced results, by utilizing fuzzy algebra, fuzzy sets and relations, towards efficient manipulation of the utilized user profiles. The novelty of the presented work is the ontological representation of contextual knowledge and its utilization within the personalized e-learning process.

Adults increasingly spend time on Short Video Applications (SVAs) like TikTok, Reels, and YouTube Shorts, with content expanding beyond entertainment to include a significant amount of informational and educational videos. This study explored the social representations of SVA content creators and examined the age-related differences in the trust that Italian users place in SVA creators who provide informational and educational content. The study used an ad hoc online survey among 767 Italian users aged 18 to 88, recruited through non-probability snowball sampling between 19 and 25 October 2022. Results indicate that Italian SVA users perceive short video content creators as creative individuals skilled in short-form video production and knowledgeable in specific subjects. Informational and sports & entertainment are the primary types of content viewed across all age groups. While younger users place greater emphasis on professional skills and authoritative content, older users tend to prioritize engagement and presentation skills. Quantitative analysis also indicates that trust in SVA creators is moderate overall but higher among students and users who engage more frequently and for extended periods. Trust is further shaped by communication skills, responsiveness, and the creator's willingness to create and share content. Lastly, algorithmic recommendations, user-friendly interfaces, and the accessibility of content are key factors that drive SVA usage.

Relevance. The creation and support of open online-schools for teaching foreign citizens in Russian is part of the complex of measures of the state program “Development of Education” implemented under the auspices of the Ministry of Education of the Russian Federation. The popularization of Russian higher education and the possibility of subsequent employment in Russia attract an increasing number of foreign students to Russian universities, who strive to learn the Russian language as quickly as possible, but also to join the cultural and spiritual values of our country. The use of technologies for the development and implementation of mass open online-courses, as an effective mechanism for increasing the openness and accessibility of education, makes it possible to create conditions for the promotion of the Russian language based on the organization of open education courses in the Russian language and Russian culture.Purpose of this paper is to develop and scientifically and pedagogically substantiate the effectiveness of an open online school of additional education in Russian for foreign citizens living both in Russia and abroad, with the ability of self-registration for courses and choosing an individual training route.Materials and methods. The concepts of continuing education, the principles of adult education, approaches to the use of e-learning, distance learning technologies, principles and approaches to the development and implementation of mass online-courses are the theoretical basis of our paper. The relevance and practical significance of creating an online school were substantiated at the initial stage, the concept of this resource and its content component were developed, and an educational platform project was created. The design development of the technological platform was carried out at the second stage. The educational content of online-courses was created using the maximum variety of forms of presentation of educational material and taking into account the principles of ergonomics of the user’s work with electronic content. At the third stage, based on surveys and processing of statistical data, an assessment of the effectiveness of the created resource was determined in the context of the openness and accessibility of the educational content provided its relevance and demand by foreign citizens.Results. The results of the design, development and testing of the functionality of the open online school “Russia. Vector of possibilities” are presented in the article. The concept, principles and formats of the organization of this virtual space are considered. The results of testing the created package of online courses are presented. It is possible to judge the relevance of this resource on the basis of the statistical data obtained about the participants of online courses and the analysis of their reflexive reviews.Conclusion. The free and open nature of online school courses, the opportunity to study at a convenient time and receive a personally significant additional education in Russian, necessary for a comfortable stay in Russia, attracts foreign students receiving Russian education. The statistical data obtained by us as a result of testing the educational platform allow us to conclude that the developed resource is in demand. The specification of the structural and content of the online school and the description of the technological process of its creation can be useful to regional developers of such resources.