Relevant bibliographies by topics / Innovative forms of learning

Academic literature on the topic 'Innovative forms of learning'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Innovative forms of learning"

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Gielen, Patricia M., Aimée Hoeve, and Loek F. M. Nieuwenhuis. "Learning Entrepreneurs: Learning and Innovation in Small Companies." European Educational Research Journal 2, no. 1 (March 2003): 90–106. http://dx.doi.org/10.2304/eerj.2003.2.1.13.

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This article concerns agricultural entrepreneurs involved in organising their learning so as to develop innovative and learning enterprises. In hi-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature, we conclude that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team and employers learn by creating networks of colleagues and advisers. The results of two research projects suggest that interactive learning and innovation should be analysed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, they need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty with the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.
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Arpaci, Ibrahim, and Tarkan Gürbüz. "Innovation in Learning." International Journal of E-Adoption 3, no. 1 (January 2011): 29–37. http://dx.doi.org/10.4018/jea.2011010104.

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Innovation is a key for the growth, productivity, competitiveness, survival, and profitability in the today’s competitive world. This paper examines the relevant aspects of literature on invention and innovation concepts, including characteristics of innovation, types of innovation, diffusion of innovation, innovation process, types of innovators, importance of innovation, tools and techniques for innovation. This study forms an extensive review of relevant academic literature through continuous iterative and comprehensive literature study to develop a conceptual framework. Consequently, tools and techniques to generate new ideas for innovation are explored and, to improve learning, how these innovative tools and techniques can be used in educational settings is explained.
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Fenwick, Tara. "Innovation: examining workplace learning in new enterprises." Journal of Workplace Learning 15, no. 3 (June 1, 2003): 123–32. http://dx.doi.org/10.1108/13665620310468469.

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Innovation is argued here to be a significant and complex dimension of learning in work, involving a mix of rational, intuitive, emotional and social processes embedded in activities of a particular community of practice. Dimensions of innovative learning are suggested to include level (individual, group, organization), rhythm (episodic or continuous), and magnitude of creative change (adaptive or generative) involved in the learning process. Drawing from a study of women who leave organizational employment to develop an enterprise of self‐employment, this article explores these dimensions of innovative learning. Two questions guide the analysis: what conditions foster innovative learning; and what are the forms and processes of the innovative learning process? Findings suggest that innovative processes involve multiple strategies and demand conditions of freedom, patience, support, and recognition.
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Шендерук, Олена, and Оксана Биконя. "INNOVATIVE TECHNOLOGIES AND INTERACTIVE LEARNING TOOLS AS A SOURCE OF NEW OPPORTUNITIES." Молодий вчений, no. 1 (101) (January 31, 2022): 158–61. http://dx.doi.org/10.32839/2304-5809/2022-1-101-33.

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In this paper an attempt to present innovative and interactive learning tools has been made. The concepts such as "innovation", "innovative technology", "interactive learning tools" have been analyzed and defined. Thus, innovation is a novelty, and innovative pedagogical technology is the introduction into practice of original, innovative methods, techniques of pedagogical actions and tools. Under interactive learning tools we consider interactive whiteboards, a multimedia projector. It is spoken in detail about their advantages in the educational process. Much attention is given to novelty and innovative pedagogical technologies, innovative methods, techniques of pedagogical actions and tools. It is reported that forms of innovation can be divided into structural, educational, innovations in scientific and international activities, innovations in the system of professional development of teaching staff and in information support, innovations in employment of graduates. The article is of great help to interactive learning as a special form of organization of cognitive activity where comfortable learning conditions are created and each student feels his success and intellectual ability.
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Kiryakova, Gabriela, and Nadezhda Angelova. "Are the Digital Learners Ready for Innovative Forms of Learning?" Mathematics and Informatics LXIV, no. 1 (February 25, 2021): 52–61. http://dx.doi.org/10.53656/math2021-1-4-got.

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The integration of modern technologies in the learning process is a key component of the strategies of educational institutions for effective education. Through them the educational content and learning activities are enriched and realized quickly and easily with the active participation of the students. At the same time, technologies are a prerequisite for the realization of new forms of education, adequate to the learners’ needs and expectations. For teachers, the benefits of applying digital technologies in the learning process and their contribution to improving the quality of education are undeniable. For the current generation of learners, technologies are an essential part of their daily lives. But the readiness of digital learners to accept and participate in new forms of learning based on technological innovations is a matter of crucial importance. The aim of the current paper is to present an analysis of the results of a study about the students’ attitude to the implementation of various innovative forms of learning.
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Meniailo, Viktoriia, Yurii Shapran, Olha Shapran, Olena Serhiichuk, Yuliia Bahno, and Olha Kanibolotska. "Innovative Training of Future Teachers of Higher Education Institutions in the Conditions of Distance Learning." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 288–303. http://dx.doi.org/10.18662/rrem/13.2/422.

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The study examined the change in the attitude of students and teachers to the system of distance learning of future teachers of higher education institutions after passing the blitz course "Modern distance education". The experiment was conducted in Ukraine -a post-Soviet state, where part-time and part-time education still prevails, and distance learning still remains innovative and is gradually being implemented within the transitional credit transfer system. The article used sociological methods to study the acceptability of innovative forms of learning. In particular, after the participants of the blitz course "Modern Distance Learning" sociologically measured the attitude to innovative areas of distance learning, namely: work with electronic resources,counseling, modeling personal educational trajectory, organization and self-organization of independent forms of work and psychological training (motivation, training in self-regulation techniques, trainings and self-trainings on the practice of independent decision-making and responsibility). Particular attention was paid to diagnosis and self-diagnosis, as well as control and self-control. After a theoretical (sociological) discussion of innovative forms of distance learning, it was found that teachers are interested in innovative methods of work, but prefer a stationary form of educational services; during distance learning, emphasis is placed on consulting forms of work and multifaceted monitoring of competencies. Students, on the other hand, showed a high sensitivity to e-learning, providing maximum academic freedom and self-control. However, the dynamics of a positive attitude to distance innovation had a slight increase in students and moderate -in teachers. At an international level, the scientific novelty of the article involves subjective views of students and university teachers on distance learning in the post-Soviet countries, where until now such learning was implemented only by the top-down approach. Thus, the article can become a theoretical basis for the development of contact educational programs in the humanities for the implementation of innovative methods of distance learning in the studied region.
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Беденко, Надежда Николаевна, Давид Ильич Мамагулашвили, Светлана Васильевна Чегринцова, Анна Владимировна Бородина, and Ирина Евгеньевна Мамитова. "COMPARING DUAL EDUCATION AND WORK-BASED LEARNING IN THE RUSSIAN CONTEXT." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(57) (December 24, 2021): 130–40. http://dx.doi.org/10.26456/vtpsyped/2021.4.130.

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Осуществлен сравнительный анализ дуального образования и обучения, совмещенного с работой, в российской практике при рассмотрении базовых характеристик видов и форм обучения, их сравнении с традиционными формами. Постоянно возрастающие требования современного рынка труда к квалифицированным специалистам формируют предпосылки для активного перехода от традиционных форм обучения к инновационным. Это влечет за собой существенные изменения в системе образования, в том числе в высшей школе. Посредством анализа и обобщения инновационных форм обучения, их сравнения между собой выявлены преимущества по отношению к традиционным формам. Результаты исследования могут быть успешно применены при разработке образовательных программ с применением инновационных форм и моделей обучения. The paper aims to compare the dual education and the work-based learning models in the Russian context building on the basic characteristics of the types and forms of education as compared with traditional forms. The constantly growing requirements of the contemporary labor market have been shaping prerequisites for the active transition from the traditional forms of education to the innovative ones. As a result, the educational system, including the higher education, is being substantially modified. Having analyzed, generalized and compared the innovative learning models, their advantages have been revealed as compared with traditional ones. The research outcomes can be successfully implemented when developing educational programs with innovative forms and models of education.
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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.

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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Vasiukovych, Oksana. "INNOVATIVE LEARNING TECHNOLOGIES FOR PROFESSIONALLY-ORIENTED ENGLISH LANGUAGE TEACHING IN THE HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS OF EUROPE." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 52–55. http://dx.doi.org/10.36550/2415-7988-2020-1-191-52-55.

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The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.
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Rashidovna, Muradova Firuza. "VIRTUAL LABS IN DISTANCE LEARNING." Psychology and Education Journal 58, no. 1 (February 1, 2021): 4547–52. http://dx.doi.org/10.17762/pae.v58i1.1561.

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The article describes the types and structures of innovative teaching materials with computer support, the class of practical training tools, as well as the functions and significance of virtual laboratories, new information technologies, the possibilities of new information technologies, the main types of educational activities using new technologies, the goals of innovative training, current forms and methods of cooperation between teachers and students in order to activate their intellectual and creative resources.
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Dissertations / Theses on the topic "Innovative forms of learning"

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Ronchi, Federica. "DEVELOPMENT OF INNOVATIVE MODIFIED-RELEASE LIQUID ORAL DOSAGE FORMS." Doctoral thesis, Universite Libre de Bruxelles, 2020. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/312267.

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Modified-release oral drug delivery dosage forms are widely used in the pharmaceutical field to overcome all the potential issues imposed by the physiological variabilities of the gastrointestinal tract as well as to maintain drug concentrations within the therapeutic window. In the market, they are available only as solid dosage forms such as capsules or tablets. The development of a liquid oral dosage form with modified-release properties has been keenly awaited. This form could increase the compliance of patients with a swallowing impairment (i.e. paediatric, older or critically ill patients) and, consequently, the efficacy of the therapeutic treatment. In this study, a new technology has been developed that consists of multi-layered particles suspended extemporaneously in a syrup. Omeprazole and budesonide have been employed as model drugs. The coating procedure was optimized to obtain a yield of minimum 90% w/w and a median diameter below 500 µm. Once the final suspension is prepared extemporaneously, it presents sufficient stability to guarantee the administration of multiple doses filled into a syrup bottle and kept for a limited storage time at room temperature (e.g. up to 10 doses to be administered within 10 days).
Doctorat en Sciences biomédicales et pharmaceutiques (Pharmacie)
info:eu-repo/semantics/nonPublished
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Holmquist, Mats. "Collective Learning in Innovative Networks." Högskolan i Halmstad, Regionalt lärande och ledarskap (RELL), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21771.

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There are different forms for boundary-crossing learning in and between organizations. One growing form is network. This paper will present a study of collective learning in two innovative networks at the west coast of Sweden. One network is about regional health and growth, the other about leadership development among general directors. Representatives from different organizations meet to learn from each other’s practice. How does this learning take place? What supports and what prevents it? Does it have any effects in their own organizations? Data has been collected through questionnaires, observations, systematic reflections and focus interviews. Results show that the participants express great satisfaction with their outcomes on a personal base. It gives them inspiration, ideas, knowledge and contacts. It also gives them support, strength and self-confidence. One important factor in this context is differences. The participants are coming from different organizations, have different perspectives and experiences. The findings show interesting variances between the two networks that has effects on the type of learning. A problem is the transformation of learning from the network, by the participants into their organizations. There seems to be some important learning barriers. This will be further discussed in the paper.
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Бобко, Євгеній. "Innovative technologies in foreign languages learning." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7214.

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Васильєва, Тетяна Анатоліївна, Татьяна Анатольевна Васильева, Tetiana Anatoliivna Vasylieva, and O. Skrynnyk. "Comparison of Open Learning Forms in Organizational Education." Thesis, RWTH Aachen University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/85485.

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This article describes the insights from the analysis of the comparative evaluation of open learning methods in organizational education and will be of most interest to researchers and practitioners with non-university background. The approaches considered focus on the selection of solutions based on the methods, which can be individually adapted in the future and applied, for example, by using artificial intelligence technologies to achieve organizational goals without direct human intervention. In this paper we describe the evaluation methods of the learning forms based on the principles of andragogy and consider the software specifics of investigated methods. The obtained conclusions show that the open source course, online learning communities, training with virtual reality and artificial intelligence can be successfully implemented separately and in combination according to the purposes of organizational development. However, learning with artificial intelligence has also a great potential due to the extensive knowledge base and diverse ways of knowledge mediation.
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Dobbs, Mia Summer. "Innovative Instruction| Learning in Blended Human Anatomy Education." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858536.

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Despite the robust literature surrounding the benefits of blended learning including improved student learning and positive student perceptions of learning (Bishop & Verleger, 2013; O’Flaherty & Phillips, 2015), simply rearranging the structure of activities or incorporating technology does not ensure a more meaningful learning experience (Duffy & McDonald, 2008; Gopal et al., 2010; Lim & Morris, 2009; Mitchell & Honore, 2007; Okojie, Olinzock, & Boulder, 2006). There exists a danger of educators attempting the transition to blended learning without thoroughly understanding how it works (Ash, 2012). Considering the definition of blended learning as “the organic integration of thoughtfully selected and complementary F2F and online approaches and technologies” (Garrison & Vaughan, 2008, p. 148), achieving meaningful learning in the blended classroom requires intentional design, mindful collaboration, and complete integration between the F2F experience and asynchronous online technology. Therefore, this study aimed to understand how anatomy faculty create meaningful learning spaces within their blended anatomy course. By conducting formal research that is focused on understanding the experiences of anatomy faculty in their blended learning course through the theoretical framework of community of inquiry, collaborative learning, and discovery learning, this study informs current and future undergraduate anatomy education by providing insight into how learning happens within this space.

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Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.

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Snyman, Andries. "Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.

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Published Article
In 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.
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Брайко, Б. В., and B. V. Braiko. "Професійна підготовка магістрів з кібербезпеки в університетах Великої Британії." Дисертація, Хмельницький національний університет, 2019. http://elar.khnu.km.ua/jspui/handle/123456789/10229.

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У дисертації здійснено цілісний порівняльний аналіз професійної підготовки майбутніх магістрів з кібербезпеки в університетах Великої Британії з метою запозичення прогресивних ідей досвіду для впровадження окремих його елементів у вітчизняну освітню практику. Обґрунтування нових концептуальних підходів до вдосконалення професійної підготовки магістрів з кібербезпеки потребує в контексті інтеграції України до європейського освітньо-інформаційного простору ретельної уваги до результатів наукових пошуків і прогностичних ідей зарубіжного досвіду, зокрема Великої Британії. Схарактеризовано стан дослідження проблеми професійної підготовки магістрів з кібербезпеки в психолого-педагогічній літературі, обґрунтовано залежність розвитку кібербезпекової політики від рівня професійної компетентності фахівців із кібербезпеки. З’ясовано, що зовнішня та внутрішня безпека держави, захист інтересів і здоров’я її громадян, особистої інформації залежать від якісної й ефективної діяльності інституцій і структур, які надають послуги з інформаційної безпеки, тобто від професійної компетентності фахівців із кібербезпеки. Проаналізовані вимоги міжнародних організацій («ENISA», «IMPACT», «OSCE», «NSA») до професійної діяльності та підготовки фахівців із кібербезпеки відображено у формулюванні цілей, конкретизації змісту, форм, методів і технологій професійної підготовки магістрів з кібербезпеки, в обґрунтуванні їхніх професійних компетентностей у кіберпросторі. Зафіксовано напрями кібербезпекової політики у Великій Британії: узгодженість критеріїв глобального індексу кібербезпеки та сприяння досягненню основних цілей і концептуальних рамок «Програми глобальної кібербезпеки»; створення платформи для кібербезпеки різних секторів економіки; розроблення спеціальних інформаційних систем і технологій, окремих програмних продуктів; активний розвиток державно-приватного партнерства щодо обміну інформацією про кіберзагрози, управління кіберінцидентами, розроблення галузевих стандартів та рамкових програм кібербезпеки з представниками бізнесу, науки й громадськості; запровадження системи сертифікації компаній та фахівців; залучення бізнесу до фінансування університетських освітніх програм у сфері кібербезпеки та створення спеціальних центрів обміну досвідом. На підставі аналізу законодавчої бази в галузі кібербезпеки Великої Британії підсумовано, що вона є доволі складною та дуже швидко змінюється. Відповідно до професійних стандартів, визначено мету підготовки магістрів з кібербезпеки, яка полягає в поглибленні фахових знань (розуміння ключових понять, принципів, технологій і практики), розвитку професійних навичок та методологічних умінь із питань кібербезпеки. Описано особливості організації освітнього процесу підготовки магістрів в університетах Великої Британії. Унаслідок опрацювання навчальних планів й освітніх програм провідних університетів Великої Британії зроблено висновок, що змістовий компонент органічно поєднує фундаментальну, фахову, науково-дослідницьку й практичну підготовку, сприяючи задоволенню перспективних кар’єрних можливостей і науково-професійному зростанню в галузі кібербезпеки. З’ясовано, що практична підготовка магістрів – обов’язковий компонент змісту програм, що передбачає різні форми (стажування, інтернатура, участь у наукових і міжнародних проектах, волонтерство, менторство, робота з партнерами). Виявлено, що підвищення якості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії досягають завдяки використанню інтерактивних форм, методів та технологій навчання. Застосування інноваційних методів і технологій навчання спрямоване передовсім на вдосконалення результатів навчання магістрів, розвиток мотивації до навчання, удосконалення практичного досвіду. З’ясовано, що особливу увагу зосереджено на розвитку проектних умінь у виконанні дослідницької діяльності. Також підготовка магістрів передбачає професійне та наукове стажування, що є органічною частиною освітньої програми та працевлаштування. Магістрантам пропонують, зокрема, допомогу в розробленні резюме, у розвитку навичок співбесіди тощо. Досліджено сучасний стан підготовки магістрів з кібербезпеки в закладах вищої освіти України, виконано порівняльно-педагогічний аналіз особливостей професійної підготовки магістрів з кібербезпеки у Великій Британії та Україні. На підставі вивчення досвіду Великої Британії обґрунтовано науково-методичні рекомендації щодо вдосконалення професійної підготовки магістрів з кібербезпеки в ЗВО України за такими рівнями: стратегічний; організаційний; змістовий; технологічний. Наукова новизна одержаних результатів полягає в тому, що: уперше виявлено організаційно-дидактичні особливості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії (вільний вибір індивідуальної освітньої траєкторії для кар’єрного просування на засадах інтеграції й диверсифікації освітніх програм, сертифікації професійної кваліфікації; стандартизація та міждисциплінарність змісту, професійна й дослідницька спрямованість, узгодженість із вимогами та потребами кіберполітики; прикладний характер освітніх програм; високий рівень організації самостійного дослідження й пошуково-дослідницької діяльності; інноваційність та інтерактивність форм, методів і технологій навчання); виконано порівняльно-педагогічний аналіз професійної підготовки магістрів з кібербезпеки в університетах Великої Британії й України; окреслено можливості імплементації конструктивних ідей британського досвіду для вдосконалення професійної підготовки магістрів з кібербезпеки в університетах України; удосконалено змістове й навчально-методичне забезпечення для професійної підготовки магістрів з кібербезпеки в університетах України (розроблено авторський спецкурс); набули подальшого розвитку положення щодо сутнісних характеристик і змістового наповнення поняття «професійна підготовка магістрів з кібербезпеки» та його інтерпретації відповідно до зарубіжної й української семантики; стосовно сучасних тенденцій розвитку ІТ-освіти в умовах формування глобальногокібербезпечного простору. Практичне значення роботи засвідчує підготовка науково-методичних рекомендацій «Професійна підготовка магістрів з кібербезпеки: досвід Великої Британії», де обґрунтовано шляхи використання прогресивних ідей британського досвіду для модернізації професійної підготовки майбутніх магістрів з кібербезпеки в Україні. Основні положення, теоретичні висновки, джерельну базу дослідження варто залучати під час розроблення освітніх стандартів підготовки магістрів з кібербезпеки, спецкурсів і спецсемінарів для підготовки майбутніх фахівців ІТ-галузі, удосконалення організації професійної підготовки майбутніх фахівців із кібербезпеки в Україні.
The thesis presents a comprehensive comparative analysis of professional training of Masters in Cybersecurity at UK universities to implement innovative aspects of such experience in the Ukrainian system of education. The justification of new conceptual approaches to improving professional training of Masters in Cybersecurity should pay special attention to the results of scientific research and prognostic ideas of the international experience, in particular, that of the UK, in the context of Ukraine’s integration into the European Higher Education Area. The thesis describes the coverage of professional training of Masters in Cybersecurity in the psycho-pedagogical literature and justifies the dependence of the development of cybersecurity policy on the level of professional competency of specialists in cybersecurity. It specifies that both the external and internal security of the state, as well as the protection of interests, health and personal information of its citizens, depends on high-quality activities of institutions and organizations providing information security services, that is on professional competency of specialists in cybersecurity. It analyzes the requirements of international organizations (“ENISA”, “IMPACT”, “OSCE”, “NSA”) for professional activities and training of specialists in cybersecurity which are reflected in the formulation of goals, the specification of the content, forms, methods and technologies of professional training of Masters in Cybersecurity, as well as in the justification of their professional competencies in cyberspace. It singles out the following areas in the UK cybersecurity policy: the coherence of criteria of the Global Cybersecurity Index (GCI) and the promotion of the main goals and conceptual frameworks of the Global Cyber Security Programme; the creation of a platform for the cybersecurity of different sectors of the economy; the development of special information systems and technologies, as well as separate software products; the active establishment of public-private partnerships on cyber-threat information sharing and cybersecurity incident management; the elaboration of cybersecurity industry-standards and framework programmes with business, science and the public; the introduction of a certification system for companies and specialists; the involvement of business in financing degree programmes in Cybersecurity; the establishment of special centres for sharing experience. The analysis of regulatory documents in the field of cybersecurity in the UK shows that it is somewhat complicated and changes rapidly. According to professional standards, the goals of masters programmes on Cybersecurity include consolidating professional knowledge (understanding key concepts, principles, technologies and practices) and developing professional and methodological skills in cybersecurity. Also, the thesis describes the characteristics of the educational process in the context of masters training at UK universities. The study of degree programmesand curricula of the leading UK universities shows that the content of such training organically combines fundamental, professional, research and practical training, contributing to the pursuit of career prospects and scientific and professional growth of cybersecurity. The thesis clarifies that practical training of masters training is a compulsory component of the content of masters programmes, which involves various forms (internships, participation in scientific and international projects, volunteering, mentoring, working with partners). It finds that the quality of masters programmes on Cybersecurity at UK universities is enhanced by using interactive teaching forms, methods and technologies. It must be noted that the use of innovative teaching methods and technologies is primarily aimed at improving the results of masters training, boosting motivation towards learning and enhancing practical experience. Particular attention is paid to the development of project skills while conducting research. Masters training also includes professional and research internship, which is an organic part of degree programmes and employment. Students can be offered to assist in creating a CV and developing interviewing skills. Finally, the thesis explores the current conditions of masters programmes on Cybersecurity at Ukrainian universities and presents a comparative pedagogical analysis of the peculiarities of professional training of Masters in Cybersecurity in the UK and Ukraine. The study of the UK experience has made it possible to justify scientific and methodological recommendations for improving professional training of Masters in Cybersecurity at Ukrainian universities at the strategic, organizational, content-related and technological levels. The scientific value of the obtained results is as follows: for the first time, the organizational and didactic peculiarities of professional training of Masters in Cybersecurity at UK universities (a free choice of an individual educational trajectory for career advancement based on the integration and diversification of degree programmes and the certification of professional qualifications; the standardized and interdisciplinary content of professional training; professional and research focus; the consistency with the requirements and needs of cyber policy; an applied nature of degree programmes; a high level of independent research and research activities; innovative and interactive forms, methods and technologies of teaching and learning) have been revealed; professional training of Masters in Cybersecurity at UK and Ukrainian universities has been comparatively and pedagogically analyzed; the possibilities of implementing innovative ideas of the UK experience with the aim to improve professional training of Masters in Cybersecurity at Ukrainian universities have been outlined; the content and the instructional-and-methodological support of professional training of Masters in Cybersecurity at Ukrainian universities have been improved (the author’s specialized course has been developed); the statements on the essential characteristics and the content of the concept of “masters training in Cybersecurity” and its interpretation in accordance with the international and Ukrainian semantics, as well as on current trends in the development of IT education under the conditions of creating global cybersecurity space, have been further developed. The practical value of the obtained results can be proved by the author’s instructional-and-methodological recommendations, titled “Professional Training of Masters in Cybersecurity: the UK Experience”, which justify the ways of using innovative ideas of the UK experience to update professional training of Masters in Cybersecurity in Ukraine. The main principles, theoretical conclusions and sources of this research should be included in the development of education standards on professional training of Masters in Cybersecurity, specialized courses and special seminars on professional training of IT specialists, as well as in the improvement of professional training of future specialists in cybersecurity in Ukraine.
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Taylor, Teresa Brooks. "TNCC Service-Learning Faculty Champions Panel on Innovative Service-Learning Projects That Work." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3635.

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Moor, Margaret Jane. "The virtual classroom, an innovative approach to learning mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0019/MQ37594.pdf.

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Books on the topic "Innovative forms of learning"

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Hartig, Juliane. Learning and Innovation @ a Distance: An Empirical Investigation into the Benefits and Liabilities of Different Forms of Distance on Interactive Learning and Novelty Creation in German Biotechnology SMEs. Wiesbaden: Gabler Verlag / Springer Fachmedien Wiesbaden GmbH, Wiesbaden, 2011.

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Plompen, Martine. Innovative Corporate Learning. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230288799.

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Rønningsbakk, Lisbet, Ting-Ting Wu, Frode Eika Sandnes, and Yueh-Min Huang, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35343-8.

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Wu, Ting-Ting, Yueh-Min Huang, Rustam Shadiev, Lin Lin, and Andreja Istenič Starčič, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7.

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Jain, Lakhmi C., ed. Innovative Teaching and Learning. Heidelberg: Physica-Verlag HD, 2000. http://dx.doi.org/10.1007/978-3-7908-1868-0.

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Huang, Tien-Chi, Ting-Ting Wu, João Barroso, Frode Eika Sandnes, Paulo Martins, and Yueh-Min Huang, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63885-6.

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Huang, Yueh-Min, Chin-Feng Lai, and Tânia Rocha, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91540-7.

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Taurisson, Alain, and Alain Senteni. Innovative learning and knowledge communities. [Réduit, Mauritius]: Virtual Centre Innovative Learning Technologies, University of Mauritius, 2005.

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Wright, Noeline. Becoming an Innovative Learning Environment. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0764-5.

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Torlone, Francesca, and Marios Vryonides, eds. Innovative learning models for prisoners. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6655-924-5.

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Prison education should be a top priority issue in most societies. Prison conditions must not infringe human rights and dignity and must offer meaningful treatment programmes in order to support inmates in their rehabilitation and reintegration in society. The use of ICTs within a penitentiary context plays a crucial role in that. The present Volume looks at the learning potential in prisons and reports on innovative (e-)learning pathways for basic skills education as designed and tested in Cyprus, Greece, Italy and Romania. Research investigated on what counts as ‘educational’ in such a complex context and how to combine relevant pieces in a ‘learning mosaic’ (the broad range of any learning opportunity across it). This Volume argues that such an approach may be adopted in a wider European perspective within the frame of dynamic security.
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Book chapters on the topic "Innovative forms of learning"

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Levchenko, Nataliia, Yuliya Klymenko, Olena Baldyniuk, Svitlana Roienko, and Nataliia Koliada. "Innovative Forms of Social Non-formal Youth Education." In Advances in Human Factors in Training, Education, and Learning Sciences, 379–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_45.

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Lancaster, Greg, Debra Panizzon, and Deborah Corrigan. "Pursuing Different Forms of Science Learning Through Innovative Curriculum Implementation." In The Future in Learning Science: What’s in it for the Learner?, 101–26. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16543-1_6.

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Bouchey, Bettyjo, Jill Castek, and John Thygeson. "Multimodal Learning." In Innovative Learning Environments in STEM Higher Education, 35–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_3.

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AbstractThe widespread use of technology in the digital age continually shapes how individuals consume knowledge and learn. In the digital age, ideas are shared and represented in multiple formats and through the integration of multiple modes. Technological advances, coupled with considerations of the changing needs of today’s learners, call for exploring new directions for multimodal teaching and learning. Yet, society’s increasing reliance on, and use of, technologies for communication and learning has introduced expanded forms of meaning-making. Information and communication technologies (ICTs) and the online networks that are facilitated by their use encourage educators to transform the way education is delivered. Learning environments are in need of becoming transformed so students are able to use immersive technologies to expand their learning opportunities. This chapter explores emerging trends and pedagogies in multimodal learning that seek to take advantage of the digital tools, texts, and learning approaches that are continually shaping the ways learning occurs inside and outside of higher education.This chapter is outlined to highlight what is found in the literature on multimodal instruction, what findings were realized at eXploring the Future of Innovative Learning Environments (X-FILEs) workshops, and lastly how multimodal instruction can be used to transform the classroom of the future. Throughout this chapter, readers will get to know a student of the future, Juan Delgado. He attends a 4-year university in Dallas, Texas, and is majoring in Mechanical Engineering taking his Introduction to the Fundamentals of Science course. Each aspect of the learning process as it relates to multimodal instruction in 2023 is outlined through the experiences of Juan to situate the impact to learners.
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Shapiro, Ben Rydal. "What About Interaction Geography to Evaluate Physical Learning Spaces?" In Teacher Transition into Innovative Learning Environments, 167–79. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_14.

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AbstractThis paper reviews and explores how interaction geography, a new approach to visualize people’s interaction over space and time, extends current approaches to evaluate physical learning spaces. This chapter begins by reviewing representations produced using interaction geography to study visitor engagement and learning in a museum. In particular, this review illustrates Mondrian Transcription, a method to map people’s movement and conversation over space and time, and the Interaction Geography Slicer (IGS), a dynamic visualisation tool that supports new forms of interaction and multi-modal analysis. Subsequently, this chapter explores how interaction geography may advance the evaluation of physical learning spaces by providing dynamic information visualisation methods that support more expansive views of learning and the evaluation of the alignment between space and pedagogy. This chapter concludes by outlining significant limitations and next steps to expand interaction geography to evaluate physical learning spaces.
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Eti Proto, Meltem, and Ceren Koç Sağlam. "Furniture Design Education with 3D Printing Technology." In Makers at School, Educational Robotics and Innovative Learning Environments, 97–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_13.

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AbstractThree-dimensional printing technology has an important place in furniture and interior design, a strong global sector that responds rapidly to the changing needs and expectations of the individual and society. The main objective of design education should be to equip us to imagine new models of life. Among the most attractive benefits of 3D printing technology that make it a boon to designers working in the building and furniture sector are that it enables them to seek original forms that cannot be produced in molds, it generates less waste, and is accessible to all. Today, innovation in the profession, innovative materials, and knowledge of innovative production technologies that feed creative thinking have become ever important features of design education. This knowledge will allow us to imagine, discuss and pioneer design production ideas for new life models. This paper discusses 3D printing technology, the furniture design studio method and its contribution to design education in the Production Techniques courses of the Interior Architecture Department of Marmara University’s Faculty of Fine Arts led by Professor Meltem Eti Proto, Instructor Can Onart, Lecturer T. Emre Eke, and Research Assistant Ceren Koç Sağlam.
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Mondaini, Gianluigi, and Marco Rosciani. "Adaptive Environments. New Spaces for Learning." In Makers at School, Educational Robotics and Innovative Learning Environments, 367–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_49.

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AbstractThe architecture of schools can no longer be as rigid as it has been in the past. It needs to be spatially open, stimulating and, through its physical qualities, able to react and adapt to those who live and work there to use it as an active educational tool. However, architecture by itself is not enough to define new spatial models for education or for our society and its ever more complex problems. Thus, a plurality of forms of disciplinary participation is necessary. Pedagogy, with its close relationship with architecture, and technology, with the innovations it brings to teaching methods, are also involved. The dynamism in communication processes and educational practices that arises from new technologies demands a review of how school environments are organized, along with flexible, multifunctional and adaptable solutions for them. The most interesting models are those in which the conventional classroom “breaks down” physically, in favor of open-space learning environments, and flexible spaces. Such layouts help promote skills acquisition, thanks to the synergy between the technological elements and the physical qualities of the spaces that make learning more engaging.
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Doiron, J. A. Gilles. "On-Campus Blended Learning: Using Discussion Forums for Peer Collaboration on Tutorial Assignments." In Innovative Approaches for Learning and Knowledge Sharing, 585–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11876663_57.

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Di Tore, Stefano, Giuseppe De Simone, and Michele Domenico Todino. "Learning by Making. 3D Printing Guidelines for Teachers." In Makers at School, Educational Robotics and Innovative Learning Environments, 181–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_24.

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AbstractFor many years now, and particularly since the 1930s, educational research has focused on the idea that all authentic education comes from experience. Nowadays, activism has found a natural affinity with the maker movement. Fab labs and creative ateliers have become more popular, especially for educational purposes, suggesting the coming of new types of “learning by doing.” However, these new forms of “learning by doing” must take account of the technologies already present in a particular creative space used by makers. These technologies are mainly: 3D printers, CNC milling machines, 3D scanners, laser cutters, etc. This short paper begins with a premise of educational ergonomics, to introduce teachers, media educators and animatori digitali (digital coordinators) to the didactic implications of introducing different human–machine interfaces (HMI) into their practices. In particular we describe the main features of SLA and SLS 3D printing. The impacts we discuss of 3D printing are resolution, types of printing materials, average printing times, post-processing, and cost. We have selected these criteria because it has been documented that their impact is very heavy in certain school subjects. For example, an FDM 3D printer can be useful in terms of the ease of printing an object, but it may not reach the necessary level of detail for a meticulous reproduction of art objects or precision mechanisms that an SLA 3D printer can achieve.
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Rūdolfa, Arta, and Linda Daniela. "Learning Platforms in the Context of the Digitization of Education: A Strong Methodological Innovation. The Experience of Latvia." In Makers at School, Educational Robotics and Innovative Learning Environments, 213–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_28.

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AbstractThe modernization of the education system, the digitalization of the educational environment and learning management systems (LMS), where one of the solutions is learning platforms, are the most urgent directions today’s pedagogical work is taking to reap the benefits of the digital environment. Education quality can be improved in different ways: by changing the content of learning, forms of learning, learning methods and teaching aids; promoting the use of learning platforms in schools; introducing programming and robotics; using learning management systems and other systems. Technologies and digital solutions are transforming the educational landscape in technology-enhanced learning environments. On one hand, there are many possible solutions that provide technology-enhanced learning; while on the other, there is a need to transform educational processes, to transform competence in teaching, to analyze learning outcomes so that technology-enhanced environments can support knowledge construction. The authors of this paper analyze the results of research on learning platforms, in which several research methods were used: systematic literature analyses; development of learning platform evaluation tools; analyses of learning platforms; and surveys on teachers’ attitudes to learning platforms. Altogether 705 teachers expressed their opinion on using learning platforms as a tool for enhancing knowledge construction, providing feedback and analyzing students’ learning results. In this paper, the authors will discuss the results of analyses on nine learning platforms developed in Latvia, conducted using an evaluation tool with 22 criteria and 43 sub-criteria.
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Llerena-Izquierdo, Joe, and Loqui-Larroza Sherry. "Combining Escape Rooms and Google Forms to Reinforce Python Programming Learning." In Communication, Smart Technologies and Innovation for Society, 107–16. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4126-8_11.

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Conference papers on the topic "Innovative forms of learning"

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Vereshchagina, E. I. "EXPERIENCE OF THE SUMMER PRACTICE OF STUDENTS OF CREATIVE SPECIALTIES WITH THE APPLICATION OF DISTANCE LEARNING FORMS." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.176-180.

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The article analyzes the possibilities of introducing distance educational technologies in the process of training architects. The experience of organizing and conducting summer design and familiarization practice of 2nd year students of the architectural specialty with the use of distance educational technologies is presented. The advantages and disadvantages of distance learning for creative specialties are analyzed. Methods and technologies of distance learning are considered that expand the possibilities of using online learning through the optimal combination of software and pedagogical technologies.
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Melikyan, A. A., and A. K. Babloyan. "BASIC METHODOLOGICAL PRINCIPLES OF WORK ORGANIZATION IN THE FORMAT OF DISTANCE LEARNING AT THE UNIVERSITY." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.222-225.

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The work describes the methods and forms of the distance teaching format. The authors of the article analyze the basic methodological principles of distance learning in the system of higher education. Taking the principle of teacher-student communication as a basis for classifying distance learning methods, they propose to distinguish the main four types of distance learning methods, each of which is analyzed in this article.
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Haase, Volkmar, Josef Smolle, Stefan Vejda, Reinhard Staber, Christian Steinmann, and Ingomar Wascher. "Virtual Medical Campus (VMC) Graz: Innovative Curriculum meets Innovative Learning Objects Technology." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3026.

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Experience with a large scale virtual university learning system is presented. A newly designed curriculum for medical studies is made available in electronic multimedia form and is serving the needs of 2500 students per semester. We describe the concept, the technology based on a 3-layer-software system, and especially problems and solutions in connection with mapping medical knowledge onto a multimedia learning objects repository including metadata. The resume is that virtualised teaching is a successful method to manage high numbers of students and to organize a fair selection process. When we proceed with face-to-face communication in later phases of the education virtual teaching is still used as a powerful support function.
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Šiaučiulienė, Rūta, and Kristina Rūdytė. "COOPERATION-BASED FORMS OF CHILDREN’S LEARNING IN AN UNRESTRICTED ENVIRONMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2377.

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Ramazanova, Zarina, and Alfiya Kitibayeva. "INNOVATIVE TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES AT AN EARLY AGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(27).

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The article presents an analysis of the most popular innovative educational technologies used in the modern educational process. The author gives the main methodological principles and criteria that can ensure the effectiveness of the use of innovative educational technologies and improve the quality of foreign language education. The research aim is to analyze new methods of technologies in education process, particularly, in a foreign language teaching. For Generation Z diversity of teaching approaches are required. Innovative technologies are intended for diversifying the methods and forms of teaching. During the study interactive technology, game technology, mobile learning and “quest” technology were examined. In addition to it, their essence and characteristics are observed
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Abdullaev, Zafar, Dildora Kendjaeva, and Sanjar Xikmatullaev. "Innovative approach of distance learning in the form of online courses." In 2019 International Conference on Information Science and Communications Technologies (ICISCT). IEEE, 2019. http://dx.doi.org/10.1109/icisct47635.2019.9011821.

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Ryabykh, G. Y., N. V. Frolova, T. A. Mokina, and K. S. Gotsulyak. "ADVANTAGES AND DISADVANTAGES OF DISTANCE LEARNING." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.248-250.

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This work analyzes the work with DSTU students in the form of distance learning. For three months, the mathematics course was taught in a dedicated mode. At the same time, electronic educational resources prepared in advance for this purpose were widely used. An intermediate test of the assimilation of knowledge was carried out using tests posted on the Skif portal. The article presents the results of the accumulated experience of teaching various sections of the mathematics course.
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Modeva, Mariela. "INTERACTIVITY IN THE CURRICULUM PROCESS (TYPES OF PROBLEM SITUATIONS AS INTERACTIVE FORMS OF LEARNING)." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0977.

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Mahayukti, Gusti Ayu, I. Made Candiasa, Aa I. N. Marhaeni, and Nyoman Dantes. "The Effect of Interaction between The Form of Formative Assessment and Learning Autonomy on Learning by Controlling Mathematical Logical Intelligence." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.17.

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Briot, Philippe, Ludivine Ponson, and Thierry Leterre. "Globalizing curriculum beyond the classroom: Service Learning Programs benefit Students, impact local issues and answer local needs to build bridges between cultures." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9417.

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Abstract Based on a case study, this article analyzes the effects of introducing Service Learning in the curriculum of a study abroad US Center. Explaining institutional motivations as well as resistances, this research shows that this introduction was essentially academic in nature, and represented an innovative way to some perceived deficiencies in the acquisition of learning objectives by students. This research also indicates the specific conditions in which this type of Service Learning can thrive, such as a strong welfare state context, which is both a support and a potential issue, and the necessity to have students supervised in their service by local managers. More general lessons are drawn for a successful practice of Service Learning abroad: clearly defined academic goals, strict distinction between Service Learning and other forms of volunteering or experiential learning, ethical rules to prevent patronizing attitudes among volunteers.
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Reports on the topic "Innovative forms of learning"

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Попель, Майя Володимирівна, Світлана Вікторівна Шокалюк, and Марія Павлівна Шишкіна. The Learning Technique of the SageMathCloud Use for Students Collaboration Support. CEUR Workshop Proceedings, 2017. http://dx.doi.org/10.31812/0564/1076.

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The article describes the advisable ways of the cloud-based systems use to support students’ collaboration in the process of math disciplines learning. The SageMathCloud-based component that aggregates electronic resources for several math disciplines training is introduced. The learning technique of the SageMathCloud use in the process of educational staff training is proposed. The expediency of this technique implementation for more active take up of innovative approaches, forms and methods of math training with the use of the cloud-based tools is substantiated. The experimental results of the SageMathCloud learning component introduction research along with the methods of its use that were elaborated in the course of the study are presented. The use of the evidence-based technique as improving the educational environment of the university, empowering access to electronic learning resources in the course of math training and engaging with this the educational community and also rising their ICT competence is grounded.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Mahat, Marian, and Wesley Imms. Innovative Learning Environment and Student Learning: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241884.

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Brisson, M., M. Bernard, T. Danielson, B. Loftin, M. Kesterson, and Z. Weis. INNOVATIVE PLUTONIUM WASTE FORMS: ACCEPTABILITY TO SHIPP TO WIPP. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1475268.

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Mahat, Marian, and Wesley Imms. Innovative Learning Environments and Teacher Practices: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241885.

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Mahat, Marian, and Wesley Imms. Managing Change in Innovative Learning Environments: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124322.

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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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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
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Larkin, Ariana Kayla. An Innovative HIV “Mosaic” Vaccine Design Based on Machine Learning. Office of Scientific and Technical Information (OSTI), September 2019. http://dx.doi.org/10.2172/1565836.

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