Готові списки джерел за темами / Educational information systems

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Добірка наукової літератури з теми "Educational information systems"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Educational information systems"

Laksono, Tio Ari, and Sulistyorini Sulistyorini. "EDUCATIONAL MARKETING INFORMATION SYSTEMS AT ISLAMIC EDUCATIONAL INSTITUTIONS." Idaarah: Jurnal Manajemen Pendidikan 5, no. 2 (December 20, 2021): 336. http://dx.doi.org/10.24252/idaarah.v5i2.24130.

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Abstract: Educational Marketing Information Systems at Islamic Educational InstitutionsDelays in presenting educational marketing information will cause information not to reach customers quickly and accurately. Marketing educational services is a strategy to improve the quality of education which is the most important element for the quality and progress of the level of education in an educational institution. Marketing is done so that the public knows the advantages and programs owned by the madrasa. Customer satisfaction with educational institutions is identical to customer satisfaction regarding the services provided. This type of research is library research with a qualitative approach. The research process is descriptive analysis, namely by collecting data, compiling, clarifying, and analyzing. Marketing activities can be carried out with various channels or several media, with the hope that there will be three stages of change, namely: changes in knowledge, changes in attitudes, and changes in desired actions. Educational institutions must be able to create community-oriented educational service programs that adapt to the needs of madrasas. Educational institutions must strive to create a positive image in the eyes of the community so that people can make decisions for their sons and daughters to choose the madrasa. Abstrak: Sistem Informasi Pemasaran Pendidikan pada Lembaga Pendidikan IslamKeterlambatan dalam menyajikan informasi pemasaran pendidikan akan menyebabkan informasi tidak sampai kepada pelanggan dengan cepat dan tepat. Pemasaran jasa pendidikan merupakan strategi peningkatan mutu pendidikan yang merupakan elemen terpenting bagi kualitas serta kemajuan taraf pendidikan pada suatu lembaga pendidikan. Pemasaran dilakukan agar masyarakat mengetahui keunggulan dan program-program yang dimiliki oleh madrasah. Kepuasan pelanggan terhadap lembaga pendidikan identik dengan kepuasan pelanggan mengenai pelayanan yang diberikan. jenis penelitian ini adalah penelitian kepustakaan (library research) dengan pendekatan kualitatif. Pada proses penelitiannya bersifat analisis deskriptif, yaitu dengan cara mengumpulkan data, menyusun, mengklarifikasikan, dan menganalisis. Kegiatan pemasaran dapat dilakukan dengan berbagai saluran atau sejumlah media, dengan harapan terjadinya tiga tahapan perubahan, yaitu: perubahan pengetahuan, perubahan sikap dan perubahan tindakan yang dikehendaki. lembaga pendidikan harus dapat membuat program-program layanan pendidikan yang berorientasi kepada masyarakat yang menyesuaikan dengan kebutuhan madrasah. Lembaga pendidikan harus berusaha untuk menciptakan citra yang positif dimata masyarakat sehingga masyarakat dapat membuat keputusan untuk putra dan putrinya agar memilih madrasah tersebut.

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Tressa, Neethu. "Information Systems in Higher Educational Institutions." International Journal of Computer Sciences and Engineering 06, no. 06 (July 31, 2018): 6–9. http://dx.doi.org/10.26438/ijcse/v6si6.69.

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Nyitrai, Erika, and Balázs Varga. "Ontology-based higher educational information systems." Pollack Periodica 7, no. 3 (December 2012): 139–48. http://dx.doi.org/10.1556/pollack.7.2012.3.14.

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Thorn, Christopher A. "Knowledge Management for Educational Information Systems." education policy analysis archives 9 (November 19, 2001): 47. http://dx.doi.org/10.14507/epaa.v9n47.2001.

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This article explores the application of Knowledge Management (KM) techniques to educational information systems—particularly in support of systemic reform efforts. The first section defines knowledge and its relationship to information and data. There is also a discussion of various goals that might be pursued by organizations using KM techniques. The second section explores some of the fundamental design elements of an educational KM system. These include questions surrounding the unit of analysis, distributed computer resources, and organizational characteristics of successful KM efforts. Section three outlines the benefits that organizations expect to gain by investing in KM. Section four is a case history of the introduction of a district-level data system and the parallel efforts to support the aggregation and reporting of high-stakes educational outcomes for 8th grade students in the Milwaukee Public Schools (MPS) district. Finally, there are some preliminary conclusions about the capacity of an urban district in a complex policy environment to respond to the knowledge management needs of a decentralized system.

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Shikhnabieva, T. Sh. "SOME DIRECTIONS OF EDUCATIONAL INFORMATION SYSTEMS INTELLECTUALIZATION." Science of the Person: Humanitarian Researches 3, no. 33 (September 2018): 98–104. http://dx.doi.org/10.17238/issn1998-5320.2018.33.98.

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White, Kenneth L., and Michelle Simms. "Geographic Information Systems as an Educational Tool." Journal of Geography 92, no. 2 (March 1993): 80–85. http://dx.doi.org/10.1080/00221349308979625.

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Ruskin, Keith J. "Information systems and multimedia as educational tools." Current Opinion in Anaesthesiology 11, no. 6 (November 1998): 665–70. http://dx.doi.org/10.1097/00001503-199811000-00013.

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Blobel, B. G. M. E. "Educational Challenge of Health Information Systems’ Interoperability." Methods of Information in Medicine 46, no. 01 (2007): 52–56. http://dx.doi.org/10.1055/s-0038-1628132.

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Summary Objectives: As health care develops from an organization-centered via service-centered (disease management) towards a person-centered system (favored homecare, patient monitoring, body area networks), information systems involved have to be semantically interoperable, process-related, decision-supportive, context-sensitive, user-oriented, and trustworthy. Methods: The aforementioned paradigm shift requires highly flexible solutions based on knowledge concepts, provided by a service-oriented and model-driven approach. Results: Information systems’ design, implementation and maintenance have to be realized based on formal grammar. This is true for all considered aspects and views of the system and its components, using metalanguages and reflecting all domains touched. Conclusions: For meeting the challenge, involvement of, and close collaboration between, experts from different domains as well as knowledge and tooling regarding formal modeling and model interchange are required.

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Hannabuss, Stuart. "Broadcasting systems as an educational information resource." Aslib Proceedings 41, no. 4 (April 1989): 127–43. http://dx.doi.org/10.1108/eb051132.

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Rada, Roy. "Levels of reuse in educational information systems." Campus-Wide Information Systems 18, no. 3 (August 2001): 103–9. http://dx.doi.org/10.1108/10650740110395189.

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Дисертації з теми "Educational information systems"

Shriam, Khitam. "Educational management information systems & PPGIS." Thesis, University of Manchester, 2009. https://www.research.manchester.ac.uk/portal/en/theses/educational-management-information-systems--ppgis(8f2fe28b-4b10-4fb2-b75d-773034cd7ab0).html.

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Murad, Abdulkader. "Applications of geographical information systems for educational facilities planning." Thesis, University of Newcastle upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341490.

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Nicolay, William L. "The Use of Efficient Information Systems for Information Acquisition by the Hearing Impaired: A Case Study." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1128.

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This paper presents an exploratory case study focusing on the acquisition of information, through technologically efficient systems, by the hearing impaired. The multiple-case study was conducted during one school year with seven students participating. While a central question and propositions derived from that question guide the data collection and analysis, this is a hypothesis-building study. The purpose of the study was to generate questions to focus further research of a descriptive or explanatory format. One question, and the propositions generated by it, dominated this research: How do efficient acquisition systems in the classroom effect academic and social behavior, independent activities, or student, peer, and adult expectations? Three propositions directed the data collection/analysis of this research. As knowledge increases in students: (1) the rate of academic production will increase; (2) times of independent activities will be focused on productive projects; (3) self-concept will improve as measured by students, peers and adults. Six sources (documents, physical artifacts, archival records, interviews, direct observations, participant observation) were used to gather data for the analysis of the research project. The results of this study showed that the students who had only the disability of hearing impairment had significantly different experiences throughout this study than those who evidenced intellectual impairments. Generally, their work output was greater, increased more, and reflected a qualitative change. The data gathered from the unstructured activity periods also clearly show a dissimilar experience. The hearing impaired students "grew" into increasingly more productive behaviors while the other group showed, for all practical purposes, no change at all. The analysis of the third proposition was more problematical. The findings are not as clear as the first two propositions because the reporting and recording of data was subject to more interpretation. The indicators may support the proposition that increased learning has a positive effect on self-image. The results from this study have implications for current educational practices for hearing impaired: (1) Computer and video technology need a directedness not now evident. (2) Placement decisions should be based on expectations and achievements of the various populations served. (3) More sophisticated technology should be placed at the disposal of the classroom teacher.

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Böö, Rickard. "Video game playing, academic performance, educational activity, and motivation among secondary school students." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35525.

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Esmaeily, Kaveh. "Ontological mapping between different higher educational systems : The mapping of academic educational system on an international level." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-876.

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This Master thesis sets its goals in researching and understanding the structure of different educational systems. The main goal that this paper inflicts is to develop a middleware aiming at translating courses between different educational systems.

The procedure is to find the meaning of objects and courses from the different educational systems point of view, this is mainly done through processes such as identifying the context, semantics and state of the objects involved, perhaps in different activities. The middleware could be applied, with small changes, to any structured system of education.

This thesis introduces a framework for using ontologies in the translation and integration of course aspects in different processes. It suggests using ontologies when adopting and structuring different educational systems on an international level. This thesis will, through an understanding of ontologies construct a middleware for the translation process between different courses in the different educational systems. As an example courses in Sweden, Germany and Tajikistan have been used for the mapping and constructing learning goals and qualifications.

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Lagerqvist, Gustaf, and Anton Stålhandske. "Recommendation systems for recruitment within an educational context." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42902.

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Alongside the evolution of the recruitment process, different types of recommendation systems have been developed. The purpose of this study is to investigate recommendation systems within educational contexts, successful implementations of recommendation system architecture patterns, and alternatives to previous experience when evaluating candidates. The study is conducted through two separate methods; A literature review with a qualitative approach and design science research methodology focused on design and development, demonstration and evaluation. The literature review shows that, for recommendation systems, a layered architecture built within a microservice ecosystem is successfully utilized and has multiple beneficial aspects such as improved scalability, maintainability and security. Through design science research methodology, this study shows a suggested approach to implementing a layered architecture in combination with KNN and hybrid filtering. To avoid the lapse of suitable candidates, caused by demanding previous experience, this study shows an alternative approach to recruitment, within an educational context, through the use of soft skills. Within the study, this approach is successfully used to evaluate and compare students, but the same approach could possibly be applied to evaluate and compare companies. Moving forward, this study could be further expanded by looking into possible biases arising as a result of using AI and choices made during this study, as well as weighting of student-attributes.

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Lomerson, William L. (William Lough). "Information Technology Needs of Professional Education Faculty with the Implications for the Design of Information Technology Systems." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332783/.

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This study identified determinants existing within the academic environment of professional education faculty that influence the development and implementation of an information technology system to support their professional endeavors. Such a system would encourage these faculty to integrate technology into their curriculum and, consequently, produce teacher graduates who could employ information technology effectively in teaching. This study used a field survey research design with a mailed questionnaire. Both institutional and personal demographic factors were examined. The population exhibited a high level of homogeneity. This study indicated that ease of use, reliable operation, and capability to integrate technology into their personal work style were the most important concerns of faculty members. These factors reduce the emotional and intellectual costs of using technology.

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Du, Plessis Raoul. "An analysis of the educational needs of end user and information systems personnel as perceived by each other." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15973.

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Bibliography: pages [83]-89.
One of the basic needs of both information systems practitioners and academics is in determining what skills and knowledge staff need in order to be able to perform adequately in their jobs (Nelson : 1991). This study was concerned with the information technology and information systems learning needs of two distinct classes of personnel; end users and information systems personnel. More specifically, it examines the perceptions that each group has of the other's particular deficiencies. It also compares the importance that each group accords to skill or knowledge in particular items for their counterparts, and how these expectations match their counterparts' own perceptions of item importance. The study was thus concerned with cross-perceptions; the perceptions that each group has of the other. This study examined these perceptions by means of the analytical survey method. The research instrument used was an adapted version of an instrument previously validated and used by Nelson (1991). The research instrument was completed by 168 employees within ten different organizations. The findings suggest that within six different areas of knowledge and skill both end user and IS personnel perceived their counterparts to be most deficient in the area of general IS knowledge; particularly in knowledge of the fit between IS and the organization, the potential uses of IS/IT within the organization, and in the use of IS for competitive advantage. In addition, both groups of personnel perceived their counterparts to be particularly deficient ii') their ability to communicate effectively. The deficiency in general IS knowledge was aggravated by the finding that both groups expect their counterparts to carry more of the responsibility for knowledge in general IS matters than their counterparts appear willing to assume. The implication of this mismatch of expectations is that it must first be resolved by clarifying the respective roles and responsibilities of both end user and IS personnel before the deficiencies themselves can be dealt with.

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Alkaabi, MAHFOOD Hussain. "Educational Manager Perceptions Towards Integrated Management Information System Implementation in Yemen." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5299.

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The government of Yemen has been developing government offered services designed to improve the quality of education management. Yemen's managers of education and managers of higher education in the Ministry of Education (MOE) and the Ministry of Higher Education (MOHE) have sought to improve quality of education, reduce costs, and provide timely information for decision-making processes by implementing an integrated management information system (IMIS). The problem was the lack of understanding the barriers that hinder successful IMIS implementation by the MOE and MOHE, and the role that lack of collaboration has played in prior unsuccessful attempts. The purpose of this case study was to identify barriers and success factors related to previous attempts to implement an IMIS in Yemen's MOE and MOHE. Diffusion of innovation (DOI) theory and the technology acceptance model (TAM) provided the conceptual framework. A purposeful sampling was used to select participants for semistructured interviews. The interviews were conducted with 3 ministry personnel, 8 managers, and 4 administrators from various governorates who are currently working or have worked in the Yemen MOE or MOHE. Open coding was used to identify themes and patterns. Themes were related to insufficient human and material resources, lack of understanding and acceptance of IMIS, inadequate IMIS education and training, incompetent program managers, and fear of change. These findings may contribute to positive social change by improving the management of education, thereby the overall quality of education in Yemen. Improving management in education could increase the quality of life by contributing to increase of prosperity through a better-educated society, an active citizenry, and a reduction in the level of societal violence.

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Tratnik, Monika. "A comparative analysis of selected aspects of educational change : Slovenia and England." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019209/.

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The thesis explores Educational Management Information Systems in Slovenia and England from a comparative perspective. The thesis evolves from the argument that postindustrial social developments mean a major shift in educational management in general, and in educational management information systems, as parts of educational management. The main argument, methodology, and organization of the thesis are explained in Chapter One. Chapter Two focuses on an overview of some of the theories about industrial and postindustrial societies; including theories of the 'information society', postmodernity, and postfordism; explores educational change in industrial and postindustrial societies; and thirdly, analyzes selected concepts of general and educational management which have developed in the twentieth century. In Chapter Three this larger theoretical framework is narrowed and refined by analysis of the concepts of an educational information system which evolved and developed within particular management theories. First, this thesis' definition of an EMIS is offered; second, principles of educational management in industrial and postindustrial social settings are explored; and third two ideal typical models of EMIS, 'fordist' and the 'postfordist', are delineated. Chapter Four and Chapter Five focus on contemporary social and educational contexts, the empirical research, and the analysis of findings in Slovenia and England. Empirical data on the two countries of England and Slovenia, collected through interviews and documents and analyzed in the previous two chapters, are compared in Chapter Six. In the same chapter these data are contrasted with the two ideal typical EMIS models. Chapter Six also provides an overall interpretation and concludes by outlining several policy implications of the thesis.

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Книги з теми "Educational information systems"

Grigor'ev, Anatoliy, Evgeniy Isaev, Aleksandr Morgunov, and Pavel Tarasov. Integrated object management systems. Embedded information systems. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1171989.

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The textbook considers the most popular object management systems in business, providing the possibility of collective work of users united by common business processes, goals and objectives of production activities. It contains a description of management systems of various classes, embedded information systems, their structure, features of application and implementation in the activities of enterprises. The information about the state of the market of such systems in Russia is given, as well as descriptions of the most popular systems in each class are given. The manual is based on the materials of lectures on the disciplines "Tools for supporting collective work" and "Information Systems in marketing", which are studied in the bachelor's degree of the National Research University "Higher School of Economics" at the Faculty of Business and Management. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training 09.03.02 "Information systems and technologies", 38.03.02 "Management", as well as for students in other economic specialties and specialists in this field.

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Information systems applications in the Arab education sector. Hershey, PA: Information Science Reference, 2013.

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Kovalenko, Vladimir. Design of information systems. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/987869.

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The tutorial discusses the design features of information systems (is) involved in the implementation of CALS technologies: MRP/MRPII/ERP systems, e-Commerce systems (B2B), supply chain management (SCM), customer relationship management (CRM), and decision support systems (OLAP). The issues of choosing the design technology, software tools for project development, building functional and information models in the environment of Business Studio, MS Visio, Elma, AllFusion Modeling Suite and Oracle Designer 10g, as well as the development of technical and operational documentation are highlighted. The characteristics of CASE technologies and their implementation in the Oracle Designer 10g environment are considered. A comparative analysis of the standards of the organization of the life cycle of creating and using IP, practical recommendations for the development of standard profiles, examples of the development of an IP project based on a cascading model of the life cycle, including using a process approach in the management and automation of processes. The models of the client — server architecture and the structure of cloud computing are considered. Modern approaches to the selection of ready-made is and their implementation in automated enterprises are studied in detail. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for students (bachelors and specialists) and masters of higher educational institutions studying in the direction of "Applied Informatics". It is also recommended for teachers and specialists working in the field of information technology.

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Arthur, Tatnall, Visscher Adrie J, Finegan Andrew, and SpringerLink (Online service), eds. Evolution of Information Technology in Educational Management. Boston, MA: Springer-Verlag US, 2009.

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International Institute for Educational Planning., ed. An efficiency-based management information system. Paris: Unesco, International Institute for Educational Planning, 1993.

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Chapman, David W. From Data to Action: Information Systems in Educational Planning. London: Pergamon Press, 1993.

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Jesús, González Boticario, ed. Educational recommender systems and technologies: Practices and challenges. Hershey PA: Information Science Reference, 2012.

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Barta, B. Z., Moshe Telem, and Yaffa Gev. Information technology in educational management. Boston, MA: Springer, 1995.

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Fung, Alex C. W. Information Technology in Educational Management for the Schools of the Future: IFIP TC3/ WG 3.4 International Conference on Information Technology in Educational Management (ITEM), 22-26 July 1996, Hong Kong. Boston, MA: Springer US, 1997.

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Andreychikov, Aleksandr, and Ol'ga Andreychikova. Intelligent information systems and artificial intelligence methods. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1009595.

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The textbook discusses the methods of artificial intelligence and their application to solve problems from various subject areas. Methods of acquisition, representation and processing of knowledge in intelligent systems, as well as technologies for designing and implementing intelligent systems, are described. Special attention is paid to the application of intelligent systems for the selection of collective solutions, the design of complex systems( objects), the analysis and forecasting of the enterprise. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students enrolled in groups of training master's degree program "Management in technical systems", "Computer and information science", "computer science", "engineering and technology land transport", "engineering and construction technology", "Photonics, instrumentation, optical and biotechnical systems and technology", "aerospace engineering", "engineering and technologies of shipbuilding and water transport", and also in the areas of "automation of technological processes and productions", "mechatronics and robotics".

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Частини книг з теми "Educational information systems"

Cooley, William W., and William E. Bickel. "Computer-Based Information Systems." In Decision-Oriented Educational Research, 239–51. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_18.

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Cooley, William W., and William E. Bickel. "Computer-Based Information Systems." In Decision-Oriented Educational Research, 73–82. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_6.

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Bessagnet, Marie-Noëlle, Christophe Marquesuzaà, Thierry Nodenot, Christian Sallaberry, and Pierre Laforcade. "Information systems and educational engineering." In TelE-Learning, 269–76. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_36.

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Pokorný, Jaroslav, Karel Richta, and Michal Valenta. "CellStore: Educational and Experimental XML-Native DBMS." In Information Systems Development, 989–1000. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-78578-3_31.

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Gev, Yaffa. "ISE — Information Systems in Education." In Information Technology in Educational Management, 46–49. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_6.

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Antunes, João Gabriel, André Barros de Sales, and Abiel Roche-Lima. "Usability Evaluation of Educational Serious Games." In Information Systems and Technologies, 381–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04826-5_38.

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Zotova, A. S., V. V. Mantulenko, N. A. Timoshchuk, and L. Stašová. "Information and Education Means of Social Educational Networks." In Advances in Intelligent Systems and Computing, 494–501. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11367-4_49.

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Hayashi, Elaine C. S., M. Cecília Martins, and M. Cecília C. Baranauskas. "Introducing New Technology in Educational Contexts: Schools as Organizations." In Enterprise Information Systems, 340–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40654-6_21.

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Smith, Debbi, and Phil Wild. "The Future of School Information Systems." In Information Technology in Educational Management, 137–60. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-1884-4_8.

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Zdravkova, Katerina. "Managing a Successful Educational Role-Playing Game." In Information Systems and Technologies, 433–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04819-7_41.

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Тези доповідей конференцій з теми "Educational information systems"

Lukashenko, D. V. "Information technology educational systems." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-06.

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Neves, Vânia de Oliveira, Lina Garcés, and Valdemar Graciano Graciano Neto. "Towards Educational Systems-of-Information Systems." In SBSI'20: XVI Brazilian Symposium on Information Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3411564.3411650.

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Smaiyl, A. M. "OVERVIEW OF FOREIGN EDUCATIONAL INFORMATION SYSTEMS." In V International Conference ”Science and society - Methods and problems of practical application". Prague: Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/v-conf-canada-5-7-11.

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Rezende, Criscilla M. C., Ana Carolina G. Inocencio, Thiago B. De Oliveira, and Ana Paula F. V. Boaventura. "Educational Technologies for Brazilian Basic Education." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760595.

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Nunes, Samara Soares, Valeria Farinazzo Martins, and Ana Grasielle Dionisio Correa. "Open educational resources to support musical education." In 2015 10th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2015. http://dx.doi.org/10.1109/cisti.2015.7170522.

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Yalamov, Georgij, and Tamara Shikhnabieva. "Intelligent Adaptive Information Systems for Educational Purposes." In Proceedings of the International Conference on the Development of Education in Russia and the CIS Member States (ICEDER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceder-18.2018.6.

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"DESIGN OF DIGITAL EDUCATIONAL MATERIALS FOR PRIMARY EDUCATION." In 4th International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2008. http://dx.doi.org/10.5220/0001513904430447.

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Wijaya, Widia Murni. "Strategic Information System Planning: Information Systems Required in Vocational School Models." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.16.

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Freitag, Viviane da Costa, Silvio Paula Ribeiro, Letícia Medeiros da Silva, and Adolfo Alberto Vanti. "Compliance of Accounting Information: educational aspects." In 13th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2016. http://dx.doi.org/10.5748/9788599693124-13contecsi/rf-3990.

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Esparza, Daisy Elizabeth Imbaquingo, Francisco Javier Diaz, Tatyana Katherine Saltos Echeverria, Silvia Rosario Arciniega Hidrobo, Diego Andres Leon Villavicencio, and Adrian Robayo Ordonez. "Information security issues in educational institutions." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9141014.

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Звіти організацій з теми "Educational information systems"

Shapovalov, Viktor B., Yevhenii B. Shapovalov, Zhanna I. Bilyk, Artem I. Atamas, Roman A. Tarasenko, and Vitaliy V. Tron. Centralized information web-oriented educational environment of Ukraine. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3251.

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Анотація:

The modern development of science and technology has provided high quantity of information. This information must be systemized and classified. For taxonomization of educational materials, it was proposed to use existing graph-generators and graph-visualizers of the TODOS IT platform. A separate aspect of the TODOS IT platform is the possibility of using a centralized web-oriented learning environment. Creation of the system and transdisciplinary knowledge is a problem of modern education, which can be solved by creating a centralized web-oriented educational environment. Using this approach is an important part of the learning process. Such a centralized web-oriented environment based on the ontological approach involves filling, adaptive educational services with information resources that reflect the conceptual system of a particular discipline. One of the systems providing not only collection of information but include its systemizing is centralized web-oriented educational environment based on Ontology4 system. Ontology 4 use elements of the TODOS. The paper presents specific developments of one centralized web-oriented educational environment can be used to teach different subjects such as biology, chemistry, Ukrainian language and literature, using the STEM approach.

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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.

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Kholoshyn, I., T. Nazarenko, O. Bondarenko, O. Hanchuk, and I. Varfolomyeyeva. The application of geographic information systems in schools around the world: a retrospective analysis. IOP Publishing, March 2021. http://dx.doi.org/10.31812/123456789/4560.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, Roman A. Tarasenko, Stanislav A. Usenko, and Adrian Paschke. A semantic structuring of educational research using ontologies. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4433.

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This article is devoted to the presentation of the semantic interoperability of research and scientific results through an ontological taxonomy. To achieve this, the principles of systematization and structuration of the scientific/research results in scientometrics databases have been analysed. We use the existing cognitive IT platform Polyhedron and extend it with an ontology-based information model as main contribution. As a proof-of-concept we have modelled two ontological graphs, “Development of a rational way for utilization of methane tank waste at LLC Vasylkivska poultry farm” and “Development a method for utilization of methane tank effluent”. Also, for a demonstration of the perspective of ontological systems for a systematization of research and scientific results, the “Hypothesis test system” ontological graph has created.

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Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.

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Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Features of the use of cloud-based translation systems in the process of forming information competence of translators. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3256.

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The current trends in the translator training are shown, which reflect the orientation towards the use of cloud-based automated translation systems. The possibilities of studying cloud-based translation systems in the educational process of training the translator are considered. The role of mastering modern translation tools for forming information competence of translators, particularly technological component, was described. The definition of the list and type of basic translation tools that should be mastered in the studying process was discussed. These tools should include automated translation systems and terminological management systems. It is advisable to provide for the study of both desktop and cloud-based systems. The inclusion in the content of the training translators the study of cloud-based systems of automated translation after desktop systems is proposed. A number of advantages of cloud-based translation systems for the use in the process of training the translators is defined and substantiated. A comparative analysis of the functional of cloud-based automated translation systems (Wordfast Anywhere, XTM Cloud, and MemSource) with the aim of including them in the content of the training program for translators has been carried out.

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Nosenko, Yuliya H., Maiia V. Popel, and Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.

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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).

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