Implementation Of Learning Technologies Research Articles

Didactic aspects of the transformation of clip thinking in the context of teaching of construction mechanics

The relevance of the problem of transforming the clip-based thinking of higher education students in the conditions of teaching construction mechanics and its solution taking into account the didactic capabilities of educational and digital technologies is undeniable in view of the dynamics of the growth of the volume of educational information, which requires the subjects of the educational process to flexibly adapt scientific approaches, teaching technologies , ways of thinking to modern educational needs. It was determined that clip thinking, which is characterized by speed and superficial consideration of information, lack of attention and its concentration, fragmentation and mosaicism of the world picture, loss of desire for knowledge, reduced need and ability for productive activity, can be both an advantage and a disadvantage in the conditions of digital era, modern system requirements for the training of professionals with a formed system of value orientations, innovative thinking, a culture of cognitive activity. It was established that the essence of the transformation of clip thinking of higher education students in the context of teaching construction mechanics is the integration of educational innovations with the aim of improving the quality of learning and teaching, developing students' critical thinking, and changes in the ways of perceiving and processing information. It was found that didactic mechanisms for the transformation of clip thinking - effective use of data analytics, interactive educational platforms, data visualization, joint platforms and exchange of opinions, automation of processes for data collection and processing, stimulation of critical thinking - contribute to the balanced use of educational tools to improve the perception of information , the development of cognitive competence and contribute to the creation of an educational environment that meets the needs of today. It was concluded that the properties of "clip thinking" can be transformed under the condition of the appropriate construction of the organization of the study of construction mechanics in the direction of the logical presentation of educational material; compliance of training with practical goals; implementation of learning technologies aimed at educational interaction; ensuring an individual approach to the organization of students' educational and cognitive activities.

Systematic process for crop insurance development: area-yield rice insurance with machine learning technology implementation in Thailand

PurposeThis paper presents the systematic process framework to develop the suitable crop insurance for each agriculture farming region which has individual differences of associated crop, climate condition, including applicable technology to be implemented in crop insurance practice. This paper also studies the adoption of new insurance scheme to assess the willingness to join crop insurance program.Design/methodology/approachCrop insurance development has been performed through IDDI conceptual framework to illustrate the specific crop insurance diagram. Area-yield insurance as a type of index-based insurance advantages on reducing basis risk, adverse selection and moral hazard. This paper therefore aims to develop area-yield crop insurance, at a provincial level, focusing on rice insurance scheme for the protection of flood. The diagram demonstrates the structure of area-yield rice insurance associates with selected machine learning algorithm to evaluate indemnity payment and premium assessment applicable for Jasmine 105 rice farming in Ubon Ratchathani province. Technology acceptance model (TAM) is used for new insurance adoption testing.FindingsThe framework produces the visibly informative structure of crop insurance. Random Forest is the algorithm that gives high accuracy for specific collected data for rice farming in Ubon Ratchathani province to evaluate the rice production to calculate an indemnity payment. TAM shows that the level of adoption is high.Originality/valueThis paper originates the framework to generate the viable crop insurance that suitable to individual farming and contributes the idea of technology implementation in the new service of crop insurance scheme.

Developing GeoHepi Application as Interactive Learning Media for Flood Disaster Mitigation Materials

The purpose of this research is to develop a learning application related to flood disaster mitigation materials for 11th grade high school students in Kendal Regency. The method used is ADDIE. The average result of media expert validation is 3.80, material expert 3.48, geography learning practitioner 3.86, small-scale and large-scale trials sequentially get responses from students after using the application with an average score of 3.27 and 3.42. From the results of all responses, an average was carried out with a result of 3.58 so that it got an A value, which is a very suitable category for use in the implementation of learning technology for flood disaster mitigation materials. Keywords: GeoHepi; Learning Media; Flood Disaster Mitigation.

Learning management system as a means of mastering Internet programming technologies

Problem. A step towards building an automated system of pedagogical diagnostics and forecasting based on the information system for managing educational activities Moodle has been taken. Goal. The goal of this work is to develop variants for learning the Internet programming, which can be implemented in the information and communication pedagogical environment based on the information system for managing learning activities Moodle. The aim of the discipline is to develop competence in the use of modern Internet programming tools and technologies for developing the server part of web applications in Python. Methodology. The method of information-logical modelling was used to design automated pedagogical diagnostics system. The model of training technology realization for Internet programming study according to the educational program of bachelors' instruction in a specialty "Software engineering" was constructed as a part of this system database and cooperates with the model of educational purpose and the psychologic and pedagogic model of student. Results. Automated pedagogical diagnostics system helps a student to choose a variant of learning educational material in accordance with the existing competencies of the student, knowledge and skills and the expected development of the student in the process of mastering the discipline. Variants for implementing learning technology include the use of the project method as the main way to develop learning material and use interactive elements of Moodle, such as Lesson for programmed learning, Workshop for inter-reviewing process, Quiz for training and diagnosis at the preparatory stages of independent student work. Originality. A model of implementation of learning technology according to study of the discipline "Internet Programming" was built for managing independent work of students in the Moodle system. Practical value. The proposed model should become the basis for automated pedagogical forecasting and design of an individual version of the learning technology implementation for each student.

Students’ self-educational activity actualization based on the mixed learning technology implementation

The phenomenon of self-educational activity as a factor of ensuring prospective specialists quality of education and successful training is actualized in this paper. The need for innovative technologies development contributing to the self-educational activities actualization and meeting both patterns of students development, their needs, and modern trends in the educational process organization at the university is indicated here. Noting the advantages of traditional and distance learning forms, their disadvantages are also identified when applied separately. Students needs in terms of choosing the format of study at the university are analyzed. The necessity to use the students digital potential with benefit and for the benefit, which consists in the fact that modern youth easily own various gadgets and spend most of their time on the Internet is shown in the paper. Based on the theoretical analysis carried out, the essence and content of the mixed learning technology is presented as an integration of traditional and electronic formats, organically combining pedagogical components, collectively ensuring the actualization of students self-educational activities. The content of the mixed learning technology is revealed as a series of consistently implemented stages (motivational, integration-activity, reflexive-evaluative). Reflection and formative assessment are of great importance at all stages of its implementation. A high degree of flexibility and adaptability of this technology in the educational space of the university is indicated in the paper.

How Did We Get Here? One District’s Approach to Device Assisted Learning Technology Implementation

The COVID-19 pandemic necessitated the importance of online and device-assisted learning. What was demonstrated at this time was how prepared districts were to make this transition. Lincoln Public Schools, in Lincoln, Nebraska, was one district that successfully planned and implemented device-assisted learning technology into their school system ahead of the pandemic. This study sought to better understand the process that district leadership enacted to inform practice on developing a technology plan and its implementation. The study's findings show that five key elements are required for successful replication: (a) shared goals, (b) right people and right-fit, (c) cross-communication, (d) implementation, and (e) growth and support. This article serves as a practitioner's guide to implementation as many districts across the country are still trying to figure out how best to serve their students and families.

PREPARING FUTURE ELEMENTARY SCHOOL TEACHERS TO IMPLEMENT LEARNING TECHNOLOGY THROUGH RESEARCH

The article is devoted to understanding the essence of learning technology through research and training of future teachers to use it in practice activities. The use of elements of this technology in primary school allows students to join in creative activities, to be interested in activities. Many educators believe that the use of learning technologies in the study needs necessity, because the teacher must be the organizer, observer, researcher of the team and each child individually. Therefore, it is very important that students acquire research skills while still in an educational institution. Analyzing the formation and development stages of research work, we can say that the origin came from the creation of scientific circles, which initially had a scientific, entertainment or political nature. Later, scientific offices, laboratories, and libraries began to be established. After the university reform, scientific societies were organized to stimulate students' scientific and cognitive activities, the purpose of which was to deepen the study of various aspects of science. Writing of term papers, diploma theses, participation in conferences, round tables, competitions of scientific works is widely used in modern institutions of higher education. All this contributes to the activation of the creative scientific potential of each student. The main directions of work and student`s preparation for the implementation of learning technology through research in working with primary school children are analyzed on the example of the student scientific society “Academy” of The Municipal Higher Educational Institution “Lutsk Pedagogical College” of the Volyn Regional Council . It is noted that the number of participants increases every year, which indicates the interest of students and the desire to learn. It is determined that the teacher should promote the development of children's abilities, involve in research work, not be afraid to experiment, create favorable conditions for learning. This is possible when he is able to research and use this technology in practice by himself.

The challenges we face: A professional identity analysis of learning technology implementation

ABSTRACT Institutionally implemented learning technologies are often not adopted or are underused by academic staff. We aimed to better understand this problem by drawing on the notion of professional identity to explore the challenges academic staff experienced when they were to adopt a replacement learning management system (LMS). We describe a single case study approach in which focus group discussions, workshop evaluation data and documents are analysed. We found that challenges academic staff faced lay in the technology being a threat to professional identity, in the sense-making process, and in the diverse and individually distinct nature of teachers’ professional identities. Institutional support offered to facilitate staff adoption appeared not to fully address these challenges. The implications for academic development and technology implementation are explored.

Tathbîq Tiknûlûjiyâ (Istirâtîjiyah al-Kharîthah al-Dzihniyah) li Hilli Musykilah Ta'lîm Mufradât al-Lughah al-'Arabiyah Lada Thullâb al-Fashl al-Sâbi' fî al-Madrasah al-Tsânawiyah "Nurul Jadid Banyuputih - Situbondo"

The inhibiting factor for students having difficulty in learning Arabic is that vocabulary mastery is still very limited, even though the vocabulary is an elementary language that must be mastered by foreign language learners including the Arabic Language. Therefore learning methods and strategies are very influential in the learning process and student's motivation to study. Learning strategies included in the design of domain learning technology. So the teacher in this school uses mind mapping strategies to solve the student's problem in mastering Arabic vocabulary. In this study, the researcher used a qualitative method. While the process, the researcher has a source of data from the mufradat/vocabulary learning process as well as the students involved in it. This paper discusses the implementation of learning technology (mind mapping strategy) to solve the problem of learning mufradat. And The results of this study prove that the mind mapping strategy help to improve mufradat mastery of the students and them following the learning process with pleasure.

Tathbîq Tiknûlûjiyâ (Istirâtîjiyah al-Kharîthah al-Dzihniyah) li Hilli Musykilah Ta'lîm Mufradât al-Lughah al-'Arabiyah Lada Thullâb al-Fashl al-Sâbi' fî al-Madrasah al-Tsânawiyah "Nurul Jadid Banyuputih - Situbondo"

The inhibiting factor for students having difficulty in learning Arabic is that vocabulary mastery is still very limited, even though the vocabulary is an elementary language that must be mastered by foreign language learners including the Arabic Language. Therefore learning methods and strategies are very influential in the learning process and student's motivation to study. Learning strategies included in the design of domain learning technology. So the teacher in this school uses mind mapping strategies to solve the student's problem in mastering Arabic vocabulary. In this study, the researcher used a qualitative method. While the process, the researcher has a source of data from the mufradat/vocabulary learning process as well as the students involved in it. This paper discusses the implementation of learning technology (mind mapping strategy) to solve the problem of learning mufradat. And The results of this study prove that the mind mapping strategy help to improve mufradat mastery of the students and them following the learning process with pleasure.

Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation

The aim of this research is to identify best practice when adopting new learning technologies in UK higher education. Although technology is widely used in institutions and often has a positive impact on the students’ learning experiences, there is only limited research designed to help lecturers with its implementation. This research presents a critical review and assessment of the practices being incorporated in higher education teaching, learning from both students’ and lecturers’ experiences. The outcome of two case studies are presented where Tophat and Socrative learning technology tools have been used in the classroom. The findings highlight the challenges and best practice.. Based on the case studies and the critical review of other, similar research, a Learning Technology Conceptual Implementation Framework has been developed, which offers guidance on the implementation of learning technology in the classroom.

Human Being Emotion in Cognitive Intelligent Robotic Control Pt I: Quantum / Soft Computing Approach

The article consists of two parts. Part I shows the possibility of quantum / soft computing optimizers of knowledge bases (QSCOptKB™) as the toolkit of quantum deep machine learning technology implementation in the solution’s search of intelligent cognitive control tasks applied the cognitive helmet as neurointerface. In particular, case, the aim of this part is to demonstrate the possibility of classifying the mental states of a human being operator in on line with knowledge extraction from electroencephalograms based on SCOptKB™ and QCOptKB™ sophisticated toolkit. Application of soft computing technologies to identify objective indicators of the psychophysiological state of an examined person described. The role and necessity of applying intelligent information technologies development based on computational intelligence toolkits in the task of objective estimation of a general psychophysical state of a human being operator shown. Developed information technology examined with special (difficult in diagnostic practice) examples emotion state estimation of autism children (ASD) and dementia and background of the knowledge bases design for intelligent robot of service use is it. Application of cognitive intelligent control in navigation of autonomous robot for avoidance of obstacles demonstrated.

The Implementation of Innovation in Educational Technology to Improve The Quality of Website Learning in Industrial Revolution Era 4.0 Using Waterfall Method

Implementation of learning technology is one of the necessary ways to demonstrate the competence of qualified graduates. This research aim to make model of website Implementation to improve student quality. The Current Study Provided only provides the existing General Implementation. The Participants of this study were lecturers, undergraduate and postgraduate students and education practitioners throughout Indonesia using online form. Data collection Methods used were direct interview, online survey and needs analysis using waterfall method. The results show that the implementation of existing learning does not lead to the needs in the industry era 4.0 almost no change. This research produces a complete learning implementation innovation as required by the Policy Makers.

ФОРМУВАННЯ ТЕХНІКИ МОВЛЕННЯ ЯК УМОВА РОЗВИТКУ МОВЛЕННЄВОЇ МАЙСТЕРНОСТІ СТУДЕНТІВ

The formation of students' speech skills is a very important problem of pedagogical education. This is especially true for students who have a related profession to acting - future teachers. After all, the task of teachers is to positively influence the consciousness of the younger generation for the education of socially active citizens, conscious, responsible individuals, creators of a better future for our society.The technique of the teacher's speech is a basic component of professional skill, which is associated with the formation and manifestation of the pedagogical voice, phonation breathing, clear diction and is a means of pedagogical influence. All elements of speech technique in pedagogical speech as one of the types of professional activity are realized.The dominant element of speech technique is the voice. It provides intonation, the creation of adequate to the design of the tonal characteristics of a particular expression. It is a professional "tool" of the teacher.The pedagogical voice is a professionally formed voice, which fully provides the sound range of pedagogical communication. Its features are: high volume, wide dynamic and pitch range, variety of timbres, melodiousness, adaptability, suggestiveness, volatility, noise resistance, flexibility, stability, endurance, it reveals the specifics of other professional voices and complements a number of professional voices - vocal voice, team voice, stage (acting) voice, narrator's voice.The first condition for the development of speech skills in the process of professional training of students is - the successful functioning of technology, i.e. the intensity of learning speech techniques in order to translate actions-exercises into pedagogical skills.It can be realized on the principle of differentiated selection of theoretical material, as a material "practically working", i.e. "serving" certain skills. Only information is selected that helps to understand the essence of the exercises and the technique of their implementation, and which will help in the independent work of the student.Thus, the theoretical consideration of the components of speech technique and awareness of their features create conditions for the development of the necessary techniques, technologies aimed at the formation of speech skills.The second condition is communicativeness, understood as the inclusion of exercises in the real practice of communication of the teacher in order to obtain constant feedback.Calling speech technique a component of communicativeness, we thus emphasize that all preparatory work should be based on achieving a high level of communication efficiency, when the exchange of information between interlocutors is carried out with minimal effort, and it is clear what, to whom and for what purpose (with what intentions) said.The real functioning of breathing, articulation and voice, in a communicative act, ensuring optimal pedagogical communication at the level of oral (acoustic) interaction; bringing to a professional level: "polishing" the voice, diction, breathing in different pedagogical situations, in direct contact with students, their parents and colleagues. - This is the main task of the teacher-educator, which must be solved and why it is necessary to learn.The third condition for the successful implementation of learning technologies is the organization of independent work on speech technique. Each methodical technique is implemented in specific exercises, which are selected depending on the individual characteristics of the performer.To consolidate the speech skills, the basis of which is laid in the classroom, it is necessary for students to train the language apparatus. Work on daily exercises for the development of combined breathing, clear pronunciation of sounds and sound combinations. Constant control over the sound quality of the voice and the clarity and standardization of speech should become a common process in the structure of professional training of speech skills of future teachers.For a professional, harmonious, meaningful interaction of the teacher with the audience, it is necessary to know and master the technique of speech action, this is the fourth condition.There is an important connection - if the teacher speaks well, diction is clear, expressive, voice, speech are melodious - then the listeners hear him/her well. If he/she has a beautiful timbre range, "paints with the voice of thought" - teacher is well understood. If the teacher is inspired, clearly intones, using the bright subtext of a living word empathizing with what is said, then the listeners feel the speaker, worried with him/her.Accordingly, the external technique of speech action provides the opportunity to hear the word, understand and feel. Namely, this is the basis of the art of speech - the speech skills of the teacher, a manifestation of intelligence, education and respect for students.Thus, the formation of speech technique in students, future teachers is a leading condition for the development of speech skills, communication in professional activities.

Critical Analyses of PBL and Students Learning Process

There are two major aspects in the educational process: i) learning-style model which is based on how students receive projected knowledge and ii) teaching-style model, which is based on instructional methods, teacher characteristic, and assessment methods. Both models are influenced by teaching method used in the class room. In this sense, engineers require specialized skills and training which are –usually- not included of the typical curricula. Instead, engineering students insinuated in a range of occasional or observational assignments. Therefore, problem based learning (PBL) is crucial method to bridge this gap and promote students for real professional practice. This manuscript explored both theory and practices of PBL by reviewing many research papers; however, personal evaluation is given in this concern. A new model called SMART (Scope, Measurements, Assessment, Reflection, and Thematic Analysis) to design the PBL task and overcome difficulties found in related literatures was introduced. The purpose of this manuscript is to highlight the importance of problem based learning (PBL) application in engineering and critically analyse the factors influencing the method from students’ learning experience and how it impacts upon approaches to teaching and assessment, including the appropriate implementation of learning technologies in PBL.

Human being emotion in cognitive intelligent robotic control. Pt.I: Quantum/ soft computing approach

The article consists of two parts. Part I shows the possibility of quantum / soft computing optimizers of knowledge bases (QSCOptKB™) as the toolkit of quantum deep machine learning technology implementation in the solution’s search of intelligent cognitive control tasks applied the cognitive helmet as neurointerface. In particular case, the aim of this part is to demonstrate the possibility of classifying the mental states in on line of a human being operator with knowledge extraction from electroencephalograms based on SCOptKB™ and QCOptKB™ sophisticated toolkit. Application of soft computing technologies to identify objective indicators of the psychophysiological state of an examined person described. The role and necessity of applying intelligent information technologies development based on computational intelligence toolkits in the task of objective estimation of a general psychophysical state of a human being operator shown. Developed information technology examined with special (difficult in diagnostic practice) examples emotion state estimation of autism children (ASD) and dementia and background of the knowledge bases design for intelligent robot of service use is it. Application of cognitive intelligent control in navigation of autonomous robot for avoidance of obstacles demonstrated.

Teachers’ Professional Training for the Implementation of Learning Technologies

Regarding to the rapid development of technique and technology in all areas of life, also in the education field such developments have a great impact. The frequent use of technologies and their advancement influence on students for the main purpose to achieve faster the knowledge. For this reason teachers should be in trend with new technological developments and they should be familiar with the technology usage in schools. In order that teaching process to be attractive and at the same time to achieve the highest quality of education there is a need that teachers should know the usage and application of technology during the process of teaching. The effect and the progress of teaching labor are gained with usage improvement of teaching technology. The purpose of this research is related to the professional training of primary school teachers in Gjakova municipality for the use of learning technologies as computers, projectors, laptop, etc, and their application in teaching practices in order to improve the quality of teaching and learning facilitation.

СОЦІАЛЬНО-ПЕДАГОГІЧНА ВІДКРИТІСТЬ ПРОФЕСІЙНОЇ МИСТЕЦЬКОЇ ОСВІТИ: УМОВИ ЗАБЕЗПЕЧЕННЯ | Padalka | Musical art in the educological discourse

The article reveals the problem of providing social and educational openness of arts education based on the achievement of personal motivation and interaction targeting students in vocational preparation. It is determined pedagogical conditions and methods of encouraging students to self-realisation through their creativity and implementationof integration approaches to acquiring personal and social-oriented experience in personality’s professional activities. One of the possible ways of “combined”, mutual education of personal motivation and professional goalsetting is the method of “professional-problem reflexion”. Obtained effective results encourage students to recognize the contradiction between the learning goal and the real, concrete existence. Effective results obtained encouraging students to realize the contradiction between the goal of training and real, concrete existence. Thus, social and practical openness training of education arises as a pedagogical response to the needs of modern life and means such orientation in professionals’ training, in which in which the identification of the processes of personal self-determination of students and the satisfaction of the needs of sociocultural practice is maximized. The main conditions for the implementation of social and educational openness of education include: - development of special techniques that engage students in active forms of paid professional activity; - strengthening the practical aspect of learning, overcoming isolation academic curriculum; - implementation of learning technologies that could radically free time for students self-study. Overall, the achievement of a balance between spontaneously-personalized forms of acquiring life experience and scientifically-based areas of educational forecasting can actively contribute to the realization of the tasks of personal self-determination of future specialists to meet the needs of socio-cultural practices in in today’s conditions.

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ НАВЧАННЯ ПРИ ПІДГОТОВЦІ МОЛОДШИХ МЕДИЧНИХ СПЕЦІАЛІСТІВ

<p>У статті описано досвід впровадження інноваційних технологій навчання при підготовці молодших медичних спеціалістів у Артемівському медичному училищі.</p>

Digging Up: A Five-Year Journey to Instructional-Design Stability in a Postsecondary Distance Education Unit

This report of practice describes a five-year process to establish and implement quality standards for a substantial portfolio of distancedelivered courses at the Centre for Continuing and Distance Education, University of Saskatchewan. The report describes an analysis of the issues and the solutions found that led to our current curriculum design standards and procedures, the implementation of learning technologies, and the identification of issues and solutions regarding copyright law. Lastly, the future prospects of these distance-delivered postsecondary courses are considered. Focusing on the issues and solutions for each category of challenges, this report describes the five-year journey of a small instructional-design team that faced roadblocks and barriers common to many postsecondary continuing and distance education units.