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Relevant bibliographies by topics / Further education

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Academic literature on the topic 'Further education'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Further education"

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Harris, Maggie. "Further education." Wasafiri 7, no. 14 (September 1991): 22. http://dx.doi.org/10.1080/02690059108574248.

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Wiedemann, H. P. "'Further education'... and further refinements." Cleveland Clinic Journal of Medicine 62, no. 2 (March 1, 1995): 83. http://dx.doi.org/10.3949/ccjm.62.2.83.

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Alibabić, Šefika. "Konceptualne i organizacione karakteristike daljeg obrazovanja." Obrazovanje odraslih/Adult Education 11, no. 2 2011 (2011): 83–95. http://dx.doi.org/10.53617/issn2744-2047.2011.11.2.83.

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The purpose of this paper is to analyse conceptual and organisational features of further education - the status of further education concept in the notional conceptual system of further education studies, as well as the place of further education in educational system; to identify the bearer of organization and program orientation of further education in practice, enviromental factors which stimulate or inhibit the idea of further education; to point out the scientific and research activities in the field; and, based on this, to comprehend further education prospects in Serbia. For this purpose, available and relevant goverment and non-goverment sectors' data and empirical research results about the shape aspects form of further education have been used. Strategic analysis method has been used to identify strenghts and weaknesses, opportunities and threats for further education, which represents the for ground basis foundation framework mild optimism for further education planing in our educational system.

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Partridge, G. A. W. "FURTHER EDUCATION - READING." Journal of the Institute of Mental Subnormality (APEX) 3, no. 4 (August 26, 2009): 33. http://dx.doi.org/10.1111/j.1468-3156.1976.tb00200.x.

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Ainsley, Dorothy. "Further education curriculum." British Journal of Special Education 11, no. 1 (May 31, 2007): 38. http://dx.doi.org/10.1111/j.1467-8578.1984.tb00207.x.

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Mendes, Isabel Amélia Costa, and Maria Helena Palucci Marziale. "Distance education: getting further." Revista Latino-Americana de Enfermagem 15, no. 6 (December 2007): 1059–60. http://dx.doi.org/10.1590/s0104-11692007000600001.

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Locke, Michael. "Further and Higher Education." Management in Education 1, no. 4 (December 1987): 16–17. http://dx.doi.org/10.1177/089202068700100410.

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Locke, Michael. "Further and Higher Education." Management in Education 2, no. 3 (September 1988): 16–17. http://dx.doi.org/10.1177/089202068800200307.

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Martin, Lindsay. "Focus on Further Education." Management in Education 3, no. 2 (January 1989): 11–13. http://dx.doi.org/10.1177/089202068900300206.

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Martin, Lindsay. "Focus on Further Education." Management in Education 3, no. 3 (January 1989): 9–10. http://dx.doi.org/10.1177/089202068900300304.

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Dissertations / Theses on the topic "Further education"

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Alexiadou, Nafsika. "Markets and further education." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310276.

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Stokes, Michael. "Leadership in further education." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/36374/.

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This study is concerned with the leadership of the post-incorporation college of further education. The aim is to determine the leadership attributes and role of the principal/chief executive of the newly incorporated colleges and the influence of the corporation and external factors on this role. The 1992 Further and Higher Education Act gave a statutory duty to the principal to lead staff in the college; what it did not do was define that role. The Act was farreaching in its ramifications for the further education sector as it removed colleges from the management structure of the Local Education Authority and converted them into corporate, charitable organisations with autonomous governing bodies, variously called corporations, corporation members or, board members. These corporations were given responsibility for not only the financial status of the college but also for the selection and support of the principal. The principal in turn becomes the Chief Executive Officer(CEO) to the corporation, an unfamiliar business role as well as the traditional leader of the college. With reference to the literature the historical context of the Act and its impact has been researched and the influence and ideologies for the changes have been identified. The identity, reputation and responsibilities of the further education colleges have all been enhanced in part as a result of the Act and partly as the result of a demanding Further Education Funding Council(FEFC) which are at the interface between the government and the colleges and are the financial masters of the sector. The change models for further education have been led by college principals and their corporations. The leadership literature has also been reviewed to provide the empirical support for the identification of the leadership attributes of principals of colleges. The literature on leadership is very substantial and much of it theoretical, contradictory and lacking in application. Much of it is about non-college leadership but some is considered to be relevant to the leadership required in colleges. The identification of what is required was made up of the results of a survey of the attributes that were considered important for leading a college of further education by the principals themselves. The views of corporations were determined by analysing the application details for principal/chief executive posts. Since incorporation, colleges have had to face up to quite dramatic and considerable change. Within colleges, principals have had a major role to play in the leadership of such change. The factors that influence this leadership have been identified along with their responsibilities as leaders. The corporations' view of leadership is used both as a comparison and as a way of identifying their relationship with the principal. This relationship is considered in the light of new and developmental policies in further education on the election of a Labour Government in 1997.

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Masunga, Robert. "Further education governance : the role of governors in further education (FE) college improvement." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5024/.

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This research investigates Further Education (FE) governance and governors’ role(s) in college improvement and related issues. Empirical data is derived from semi-structured interviews and documentary analysis of governors’ meeting minutes. A total of 14 Standards committee (SC) governors and 6 principals from 6 FE colleges in the Midlands region of England agreed to be interviewed. Data from these individual interviews were supplemented by an analysis of SC governors’ meeting minutes from each of the 6 colleges in order to obtain rich data on the role of governors in college improvement. Findings suggest that ‘good’ governors with a good skill base can contribute to college improvement through their monitoring and challenging role; their role in appointing the principal and senior management; setting the strategic direction of the college and by acting as a ‘critical friend’ to the principal. It emerged from this study that governors are a group of individuals with different family, educational and professional backgrounds who are seeking a new identity and they need help in their ‘identity transformation’. This study, therefore, suggests the need for an induction and training programme for new governors, which includes ‘coaching and mentoring’ so that governors are continually supported in their ‘governorship’ journey.

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Bland, Kathy. "Shared services in further education." Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.

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McLachlan, Marian. "Further education as a business?" Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508384.

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Hannagan, Tim. "Strategic change in further education." Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396813.

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Webster, Dereck. "Managing marketing in further education." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/20508/.

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Preliminary research suggests that approaches to marketing within further education are poorly developed and inadequately executed. The research programme starts with a review of literature in order to identify patterns of thought and the application of marketing within further education. The demands by the public and the Government for greater accessibility and responsiveness in further education, has created an awareness of the need for a more committed approach to marketing. One of the specific aims of the research is to identify patterns of current thinking and staff perceptions of the role of marketing, and to identify the principal dimensions of best marketing practice within further education. For the selected colleges, a case study approach consisting of a mixture of marketing questionnaires and interviews with a range of staff, is made. From this research, similarities and differences between the perceived and actual approaches to marketing are analysed, tables compiled and comparisons are made. The final outcome is a list of detailed recommendations of best marketing practice for further education colleges.

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Sutton, Claire. "Further education(s): Scrapbooking existences; remembering a lecturer in further education, a bulimic, a daughter." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489112.

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I did not think I would produce myself in/scripture such as this - of my scrapbooking endeavours. The pages of the Scrapbooks were awry. The punched holes did not match up in places. The edges overlapped in places. Scrappy (re)presentation, in one view. Yet through another's lenses and in alternative words, this work: cultured descriptions of three kinds of experiences: lecturing/teaching in a college of Further and Higher Education between January 2003 and August 2006; bingeing and purging behaviours; creating an understanding of who I was/am as a daughter.

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Mennell, Laura. "The role of the educational psychologist in further education." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690777.

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The Special Educational Needs and Disability (SEND) Code of Practice (CoP) (DfE, 2014) places a duty upon further education (FE) settings to support young people (YP) up to the age of 25, with SEN, in FE. College settings can choose to commission external services such as the Educational Psychology Service (EPS) to support them to fulfil these duties. Relatively little EP work has been carried out in FE. The aim of this research is to explore the challenges for the role of the EP in colleges by gaining the views of frontline and senior college staff from two mainstream college settings, and EPs from one local authority EP service, through the use of focus groups. Focus group discussions were informed by introductory data, deriving from two young people, who attended local mainstream college settings. The data collected from college staff and EPs was analysed using Grounded Theory tools. The findings demonstrate that there are opportunities for EP work in FE, especially in conjunction with staff development, working with individual students or where a college has a potential student problem. However, the research also demonstrated how misunderstandings can arise between colleges and EPs. In the main this is due to the nature of a potential buyer and seller relationship, the sense of their competence being questioned, the lack of knowledge of each other, and differing views about the type of role the EP may have in college. Implications for the role of the EP in FE are discussed.

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Etherington, Neil. "Quality regimes in Scottish further education." Thesis, University of Strathclyde, 2008. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=13315.

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Books on the topic "Further education"

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Mitchell, Carole. Educational psychologists in further education. Bristol: FEDA, 1997.

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Chartered Institute of Public Finance and Accountancy. Further education finance. London: CIPFA, 1995.

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Education, Strathclyde (Scotland) Department of. Strathclyde further education. [Glasgow]: Strathclyde Regional Council., 1991.

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Strathclyde (Scotland). Department of Education. Strathclyde further education. [Glasgow]: Strathclyde Regional Council., 1988.

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Department of Education & Science. Statistics of education: Further education. London: DES, 1986.

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Great Britain. Further Education Unit. Further education and YTS. London: FEU, 1985.

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Great Britain. Parliament. House of Lords. Further education bill [H.L.]. London: H.M.S.O., 1985.

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8

Hall, Vince. NCVQ and further education. Bristol: Further Education Staff College, 1987.

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Great Britain. Parliament. House of Lords. Further Education Bill (H.L.). London: H.M.S.O., 1985.

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Science, Department of Education &. Statistics of further education. London: Department of Education and Science, 1987.

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Book chapters on the topic "Further education"

1

Pinion, F. B. "Further Education." In Thomas Hardy: His Life and Friends, 23–38. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-11426-9_3.

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Pinion, F. B. "Further Education." In Thomas Hardy: His Life and Friends, 23–38. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-13594-3_3.

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Milne, David. "Further Education." In The Scottish Office, 91–93. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212782-14.

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Sträßer, Rudolf, and Robyn Zevenbergen. "Further Mathematics Education." In International Handbook of Mathematics Education, 701–53. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_20.

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Cantor, Leonard M., and I. F. Roberts. "Administering further education." In Further Education in England and Wales, 12–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003159445-2.

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Ingleby, Ewan. "Neoliberalism and Further Education." In Neoliberalism Across Education, 73–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73962-1_5.

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Clancy, Sharon. "Adult and further education." In Education System Design, 128–37. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-14.

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Harford, Judith. "Higher and Further Education." In Springer International Handbooks of Education, 1–12. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_42-1.

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Harford, Judith. "Higher and Further Education." In Springer International Handbooks of Education, 717–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_42.

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Steiner, Ursula. "Further Education for BIOTAS." In Fachenglisch für BioTAs und BTAs, 153–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-60666-7_10.

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Conference papers on the topic "Further education"

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Torosyan, Liya D., Katerina А. Stepanenko, Vera V. Semina, and Armine E. Grigoryan. "Further Education as an Integrative Pivot of Lifelong Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.023.

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this study is focused on analysing further education as an integrative pivot of lifelong learning. Modern universities are currently undergoing changes in terms of transformation into entrepreneurial units aimed at commercialization of educational services including further educational programs. The topicality of the research is stipulated by the global urge to stay competitive in the saturated educational services market due to the increasing number of institutions both state and private rendering educational services. The aim of the study is to reveal the needs for further education of representatives among young and academic audiences and devise a course syllabus within further educational programs relevant to the detected requirements of potential listeners. The authors put forward a hypothesis suggesting that there are courses whose unique selling points might be attractive to learners. The results obtained through the questionnaires demonstrated that students and academic staff envision an ideal course to meet all their educational needs in a different way which gives momentum to reconsider the format of rendering educational services and recompose further educational programs making them client-friendly in terms of duration, group size, location, range of courses available and flexibility regarding program contents. The results of the study are of significance due to the fact that further educational programs will be far more susceptible to the needs and requirements of the target audience possessing such features as adjustability, flexibility and modularity.

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Briede, Baiba, and Viktorija Portere. "FURTHER EDUCATION MILESTONES OF THE MEDIATOR." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0194.

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Müller-Kreiner, Claudia, and Sandra Niedermeier. "GAME-BASED LEARNING IN (FURTHER) EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0144.

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Matulčíková, Marta, and Daniela Breveníková. "DISTANCE EDUCATION IN FURTHER PROFESSIONAL TRAINING IN ENTERPRISES DURING PANDEMIC PERIOD." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/04.

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Constraints on our personal and professional life imposed by the COVID 19 pandemic have radically influenced our approach to forms of education, including those used in further professional training of employees. This shift means the focus on distance education as a managed educational form, which is suitable for further professional training. The aim of the paper is to present the implementation of distance education in further professional training in enterprises and based on the empirical research propose ways of improving options of education. Distance education is characterised in terms of its principles and developmental stages. Its first generation was correspondence education. The Learning Management System (LMS) and Learning Content Management System (LCMS) are described as the systems applied in further professional training. The research was conducted by means of the questionnaire method, combined with the pre-research survey. Results of empirical research are presented in tables. Separate parts of the paper deal with ICT application in corporate education (correspondence education, Computer-based training (CBT), Web-based training (WBT), Technology Based Training (TBT) and with the utilisation of Learning Management Systems (LMS). Analysis of respondent opinions shows that respondents tend to prefer the face-to-face form of corporate education. The length of the pandemic is going to affect the spread of e-learning in corporate education and its role in education. The learners’ interest may be expected to be shifted to LCM and LCMS utilisation. The paper is a partial result of the research scheme VEGA No. 1/0309/18 “Social networks in human resource management” supported by the Ministry of Education, Science and Research and Sports, Slovakia

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Hong, Xuan, and Mi Wen. "Further simplified servers assisted threshold RSA signature." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593694.

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Baša, Patrik, Enikő Korcsmáros, and Bence Csinger. "Students Further Learning Preferences in Higher Education." In Hradec Economic Days 2021, edited by Jan Maci, Petra Maresova, Krzysztof Firlej, and Ivan Soukal. University of Hradec Kralove, 2021. http://dx.doi.org/10.36689/uhk/hed/2021-01-002.

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"Differences between Further and Higher Education Enterprise Education in South Wales." In 14th European Conference on Innovation and Entrepreneurship. ACPI, 2019. http://dx.doi.org/10.34190/ecie.19.249.

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Pei, Hongmei, Xin Wang, and Jielin Shang. "Further Results on False-Assignments." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.57.

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Johnston-Wilder, Sue, Steve Pardoe, Hani Almehrz, Bernadette Evans, Jane Marsh, and Sarah Richards. "DEVELOPING TEACHING FOR MATHEMATICAL RESILIENCE IN FURTHER EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1652.

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Razumova, Tatiana O., and Irina D. Burak. "Further professional education: challenges in an unstable environment." In Sustainable and Innovative Development in the Global Digital Age. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.hkrc3496.

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One of the indicators of human capital development today is the degree of involvement of the country's adult population in lifelong learning. And it seems reasonable from the point of view of the Decent Work concept proposed by the International Labor Organization, thanks largely to which society has come to understand the importance of self-realization and personal development of workers. This article highlights the field of further professional education, demonstrating its opportunities, prospects, and impact on changes in an employee's work career, particularly in the transition from an executive to managerial position. The authors used the example of Master of Business Administration (MBA) programs to demonstrate the return on investment in this type of training, confirming the development of relevant managerial competencies in the majority of MBA graduates. Moreover, it is shown that further professional education can be an effective instrument for adapting to the labor market even in an unstable environment.

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Reports on the topic "Further education"

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Tahir, Imran, and Luke Sibieta. Further education and sixth form spending in England. Institute for Fiscal Studies, August 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0333.

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Rauh, Christopher, Jonathan Shaw, Teodora Boneva, and Chris Belfield. Money or fun? Why students want to pursue further education. IFS, August 2016. http://dx.doi.org/10.1920/wp.ifs.2016.1613.

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Rozelle, Scott, Albert Park, Sangui Wang, Linxiu Zhang, Wang Rong, Yingquan Song, Prashant Loyalka, and Yaojiang Shi. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.

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Kolo, Castulus, Ute Masur, Merle Emre, and Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, and Vladimir I. Zaselskiy. TODOS as digital science-support environment to provide STEM-education. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3250.

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The amount of scientific information has been growing exponentially. It became more complicated to process and systemize this amount of unstructured data. The approach to systematization of scientific information based on the ontological IT platform Transdisciplinary Ontological Dialogs of Object-Oriented Systems (TODOS) has many benefits. It has been proposed to select semantic characteristics of each work for their further introduction into the IT platform TODOS. An ontological graph with a ranking function for previous scientific research and for a system of selection of journals has been worked out. These systems provide high performance of information management of scientific information.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, Fabian Andruszkiewicz, and Nataliia P. Volkova. Analyzing of main trends of STEM education in Ukraine using stemua.science statistics. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3883.

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STEM-education is a modern effective approach that nowadays can be interpreted in very different ways and it even has some modification (STEM/STEAM/STREAM). Anyway, the “New Ukrainian school” concept includes approaches similar to STEM-education. However, there wasn’t analyzed the current state of STEM-education in Ukraine. We propose to analyses it by using SEO analysis of one of the most popular STEM-oriented cloud environment in Ukraine stemua.science. It is proposed to use the cycle for cloud-based educational environments (publishing/SEO analysis/team’s brainstorm/prediction/creation of further plan) to improve their efficiency. It is found, that STEM-based and traditional publications are characterized by similar demand of educational process stakeholders. However, the way how teachers and students found the publication proves that traditional keywords (47.99 %) used significantly more common than STEM keywords (2.67 %). Therefore, it is proved that STEM-methods are less in demand than traditional ones. However, considering the huge positive effect of the STEM method, stemua.science cloud educational environment provides a positive effect on the educational process by including the STEM-aspects during finding traditional approaches of education by stakeholders of the educational process.

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