Reviewerly/exHarmony huggingface dataset:
WHY DIGITAL TECHNOLOGIES BOOST CREATIVITY

The use of digital technologies in education has been advocated by many researchers (Aldrich, 2004; Quinn, 2005). These as well as the Higher Education Institutions' Educators strongly encourage the adoption of information technology for teaching and learning. Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators are using the technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. This article presents a variety of ways in which digital technology can enhance innovation by facilitating the necessary conditions for the development of students' creative ideas and the implementation of these ideas in current activities. According to Kampylis and Berki (2014, p. 6): 'Creative thinking is defined as the thinking that enables students to apply their imagination to generating ideas, questions and hypotheses, experimenting with alternatives and to evaluating their own and their peers' ideas, final products and processes'. Creativity is an active process necessarily involved in innovation. It is a learning habit that requires skills as well as specific understanding of the contexts in which creativity is being applied. The creative process is at the heart of innovation. We describe - in the first part- conditions necessary to generate and implement creative ideas. Also, we examine - in the second part - how digital technology influences each of these conditions, , the most memorable way to get people into an innovation. The paper is based on a literature survey and author research.
USING MULTOS IN ELEARNING

Digitization is the process of converting information into a digital format. The economy that is based on digital computing technologies is known as Digital Economy. The digital economy is also sometimes called the Internet Economy or Web Economy. Right now, in most of the countries, inside the people's wallet, they probably have a couple of credit cards, an identification card, automatic teller machine cards (ATM card) and maybe a few other plastic cards. Without realizing it, these plastic cards have become a very important part of their life. Currently smart cards can be seen in the transportation, telecommunication and retail sectors. In this paper we are providing the combination of digitization and digital economy and aim to propose designing and implementation of a Student Card System for higher educational institutes using smart card technology. Smart card is a card which contains a barcode which is nothing but a unique card that is assigned to the student. A barcode is a series of alternating dark and light stripes that are read by an optical scanner. It is an automatic identification technology. A barcode is an optical, machine-readable, representation of data the data usually describes something about the object that carries the barcode. The student smart card can be used to ease the work of students. This card is useful for the students in places like library, canteen, stationary shops and online storage of important documents. From there we can see the potential and power of smart cards their versatility and usability.
E-LEARNING RESOURCES AS A MEANS OF ORGANIZING STUDENTS' INDEPENDENT WORK

The participation of Russia in global processes and the necessity of its integration into European and global educational spaces have caused the urgent modernization of the national educational system. Currently, due to the two-level system "Bachelor - Master" provided by the Bologna declaration modern methods of teaching related to increased academic freedom become generally available for the Russian educational system. Students have the opportunity to study at foreign universities and receive their second diplomas there. These changes led to higher academic mobility, which is considered to be a factor improving the quality of education. Thus, a lot of attention is paid not only to the issues of professional training of technical specialists; the problem of foreign language acquisition comes to the fore. This is relevant throughout all the levels of education and carrier on a nationwide scale, as not only students can get education abroad, specialists who are fluent in foreign languages can present the results of their scientific work to their foreign colleagues, improve their qualifications, studying foreign technical developments, etc. In this regard, it was decided to include the final state exam in a foreign language in the curriculums of Irkutsk National Research Technical University (INRTU). This article is an attempt to justify the relevance and topicality of such an innovation, to describe the structure of the state exam; it presents the assessment of students' retained knowledge, which makes it possible to assess their level of language proficiency effectively. The necessity of transition from the traditional exam format to a format that allows assessing students' potential and level of language proficiency required by a specialist is proved. Students' willingness to pass such an exam depends not only on their acquisition of general foreign language competence, it presents their ability to work with scientific professionally-oriented literature in a foreign language, the level of their oral and written scientific communication skills that require knowing principles of business communication. Besides, one of the main tasks of a foreign language teacher training students for such an exam is to expand and strengthen interdisciplinary connections for the development of students' professional foreign language competences. Thus, as there appears a need to organize students' independent preparation for the exam (the gap between the classroom sessions and the exam is three terms), the article pays great attention to the development of electronic resources that provide high-quality independent training for students.
BUILDING MEANINGFUL RELATIONSHIPS WITH UNIVERSITY ALUMNI

Innovation economy demands new skills and competences, creates the need to repeatedly and regularly improve one's knowledge and skills, therefore the link must be maintained between labor market requirements and higher education offer. As solution to above mentioned problems strategy proposes that educational and cultural education institutions should become the centers of social networking, in the management of which parents, teaching staff, students, as well as wider local community, including entrepreneurs, representatives of professional and sectoral associations, participate and co-operate. There is a particular emphasis on the need to develop programs of voluntary mentors. In year 2013 colleges and universities in the United States raised 33.80 billion USD in total voluntary support (Council for Aid to Education report, 201410). Alumni donations constitute almost one third of all the amount raised. In UK higher education institutions received GBP 657 million in cash income as philanthropic support in year 2103-14. This experience proves that keeping meaningful contact with alumni is a long term strategy and eventually results not only in intellectual cooperation but also a substantial source of financing. Alumni engagement activities have proved to be an effective tool providing life-long learning for alumni, experience exchange between experienced alumni and young alumni and students as well as, in the long-term, financial support for the universities by alumni and their companies. Two solutions are being discussed in this paper - ICT platform and alumni association. Paper is based on the Riga Technical University's example, EXTEND project case studies also publicly available statistics/data.
ACCESSIBILITY OF THE DIGITAL SCIENTIFIC LITERATURE – A STUDY ON RESEARCHERS’ PERSPECTIVE

Today, we are witnessing a significant increase in high quality scientific literature, either born digital or digitized. According to a series of specialists in education, research activities affect education and a specialized dialogue between researchers and students can affect the quality of research output. This study takes into consideration this interplay between research and education - even in the form of e-learning and digital information -, and analyzes the accessibility of digital scientific literature offered by Romanian research libraries. Firstly, the study presents findings obtained through exploration of existing specialized digital repositories worldwide and in Romania, high quality digital scientific literature, renowned databases of journals, e-learning platforms, along with open access initiatives. These digital resources need to be better identified and this paper is framed by consideration of different ways to make visible the scientific output. In general, researchers use data and information from other studies and, also, they need to communicate and disseminate their results rapidly to the international academic community, by means of digital repositories and digital publications. Secondly, this research identifies findings from an empirical analysis regarding the experiences and preferences of the Romanian researchers and, also, a series of aspects regarding the role of librarians in digital literacy. Several methods are used, including qualitative interviews, questionnaires, corroboration across participants and engagement with previous international studies. The study concludes with the current trends observed for Romanian research libraries and a series of considerations for practice, with the remark that academic work in institutes and universities varies substantially across fields and disciplines, which can prohibit a generalization to all research libraries in Romania.
EXTEND LEARNING SPACE WITH THE SMARTPHONE FOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION, VIETNAM

The advent of smartphones as a communication revolution, it is just a portable multimedia device that everybody uses it. A smartphone can help you a lot in work and entertainment such as phone call, e-mail, video record, touch-and-go payment, navigation, interpretation, special useful in surfing the Internet. Students can use smartphones as a powerful learning mean. However, many universities in Vietnam do not allow smartphone usage in the classroom, because students may be distracted by smartphone applications and loose focusing on learning. In fact, students have been not instructed how to use smartphones effectively in the classroom. Recently, in the context of technological development and globalization, students need to study in an open space and open education. It means that teaching and learning are not just restricted classroom with chalk and talk, but teachers and students have more degree of freedom in terms of space, time and means to achieve learning outcomes. Students are free to choose the means, methods, and styles of study. The proposed research aims to expand the learning space for students at Hung Yen University of Technical Education by smartphone and focus on solving the following issues:1) Can smartphones be used as means of learning or not? 2) How to effectively use the smartphone in the classroom? (Student guidance use the smartphone in their study, how to control student's behaviors, classroom arrangement, outcome assessment, student response). To conduct this research, we designed lessons based on mobile applications. Pilot on 02 students groups in the 3rd year at Hung Yen University of Technology and Education to assess the impact of the organization of teaching with smart phones to the excitement, the active learning and the response of students and teachers. We used the method of classroom observation, surveys, direct interviews with students and lecturers on the test results. From there, propose recommendations on lesson design and organize teaching with smart phones in Hung Yen University of Technology and Education.
SOCIAL NETWORKS: LEARNING TOOLS OR JUST SOCIALIZING ENVIRONMENT?

The development of multimedia tools, as well as web 2.0 technologies coming out, led an increase in the interest for integrating these in education. Initially used for socializing, social networks started to be used more frequently in academic education. Everyday use of smartphones and electronic tablets by students had drawn the attention of teachers. As a result, these devices are seen as potential resources used to improve learning and motivation for students. Using devices during class determines significant changes in the teaching-learning process which requires to reconsider their role in education. Although integrating social networks in education represents a challenge, they are neccessary in order to connect universities to the new generation of students. Even though social platforms were originally designed to connect people, today they constitute important learning resources through which students create content, work collaboratively and constantly interact in order to ease the learning process. The potential of social networks, student motivation for using such platforms for learning, creating online communities for certain didactic activities are themes the academic community is concerned with, and are also frequently approached in literature. Among social networks, Facebook is the most used one. Without having been designed specifically for learning, due to the impact it has on the youth, it can be used in the new social context as a great opportunity through which a collaborative, interactive and attractive learning environment for 21st century students can be created. The present paper aims to analyse the opinion of engineering students regarding the use of social networks in their own learning process. The purpose for which they are used is being analysed and so is their impact on learning.
DEVELOPING PROFESSIONAL VISION: AN ON-LINE COURSE OF ADLERIAN CLASSROOM MANAGEMENT FOR PRE-SERVICE TEACHERS

Professional vision is defined as the teacher's ability to spot relevant classroom interactions (selective attention) and to interpret these moments on the basis of previous knowledge (knowledge-based reasoning). Content-independent professional vision of classroom events is related to classroom dynamics and identification of misbehaviour, it is an important part of classroom management. Novice teachers are expected to deal with challenging classroom situations, however, it seems to be difficult to teach them how to deal with these situations in their pre-gradual education. The aim of this study is to analyse the design and learning outcomes of an online course of classroom management for pre-service teachers at Comenius University in Bratislava, Slovakia. The course was based on the principles of Adlerian psychology and the concept of Dreikurs' mistaken goals of misbehaviour. The online platform of the course served as support of contact lessons and it was designed in Teams (an application included in Microsoft Office 365 for Education). The students (N = 70) were provided with online study materials, including case studies, worksheets, and problem-based tasks; chat room, where they could share their ideas and comments; and video-based forms, which contained training classroom video sequences for analysis according to Dreikurs' concept. The length of the course was 10 weeks, including three blocks of contact lessons. The course design evaluation is based on the analysis of students' comments on the video sequences and their final feedback on course design, technical support, and quality of provided materials. This study is a part of project VEGA 1/0409/17 Teachers' personality and professional vision related to the dealing with challenging situations in the classroom during the transition into service.
DEVELOPED A HARDWARE AND SOFTWARE APPLICATION TO MONITOR EYE MOVEMENTS AND EVALUATE THE VISUAL FIELD

Fundamental and applicative research in this field has highlighted a number of defining aspects of the cognitive-reactive process that is related to the different positions and movements of the eye balls, but also to eye-hand coordination when the visual stimulation is performed in a dynamic regime (high velocities, luminous stimulation intensities, and variable exposure times, controlled or simulated disturbances). In the first part of the paper there are presented a series of general and particular aspects that are fundamental to the development of this research and which, respectively, allowed the identification of important components correlated with eye movements and with the eye-hand coordination mechanisms. In the second part of the paper is presented experimental hardware and software for eye movement monitoring and evaluation of visual field. Thus, for each module of activity (monitoring and evaluation), a working methodology was developed that includes the hardware construction of the system along with the development of the software application. In the final part of the paper are presented the results applied on a sample of subjects chosen according to the criteria established by the analysis procedure and the methodologies for recording in stable and reproducible environment are developed, seeking to eliminate the possible syncope or malfunctions of the hardware and software application. Also, in the final part the conclusions of the practical applications of eye movement monitoring and visual field evaluation respectively are presented. This chapter highlights the importance of using such a hardware and software evaluation mechanism and also specifies the possibilities for use in re-learning process and further optimization.
AN OBJECT-ORIENTED REASONER FOR SATURATION OF LOGICAL KNOWLEDGE BASES

In this paper is proposed an object-oriented reasoning system that is used to obtain the saturation of any type of logical knowledge base. A logical knowledge base is a triple (F,R,N) constituted from a set of facts, rules and negative constraints. The main objective is to implement an algorithm for derivation (i.e. a reasoner system) that works by successively applying the set of rules on the set of facts in order to derive new (implicit) knowledge from the explicitly stated ones and at the same time not to violate any negative constraints from the set N. This is known in logics as the Modus Ponens principle. The process continues until is obtained the saturation of the knowledge base, that is when new facts cannot be produced from the application of rules on the set of facts. The concrete implementation of the algorithm was done in Java. The knowledge base is comprised of sets of objects of classes in form of collections. The algorithm takes as input the sets of the knowledge base, (F,R,N) and produces as output the new (saturated) set of facts. In the process of matching the rules on the facts to derive conclusions, the algorithm relies on the backtracking algorithm in order to find all the possible solutions (i.e. all sets of facts that match the conjuncts of a rule) in an iterative, progressive and ordered manner. Experiments were made on three types of knowledge bases of various sizes: small, medium and large. Had been shown the computation times of the algorithm in each case in order to obtain its goals. Our backtracking-based solution has been compared with a more general one, who works by searching all possible combinations of facts that match a rule. Are shown the results of comparison in graphical form for each of the 3 types of the knowledge bases.
E-LEARNING RESOURCES AS A MEANS OF DEVELOPING ENGINEERING STUDENTS’ SOFT SKILLS

Within the context of the Bologna process referring to an intergovernmental higher education reform the period of the future specialists' training is shortening, consequently, more time is spent on developing the students' hard skills that is special skills connected with the peculiarities of the definite profession. However, the research based on the surveys analysis shows that soft skills are one of the most significant parts of the career advancement. It is usually difficult to define the level of one's soft skills as they cover different skills helping to organize the professional activity in the best way. Among them there is motivation, leadership, comprehensive knowledge and knowledge of a foreign language as well. It allows concluding that language training is one of the priority orientations. The article is an attempt to show that e-learning resources can be helpful in solving the problem of correlation between class hours and self-guided work hours. The findings of the research are proved by the survey among the engineering students (bachelors) of Irkutsk State Research Technical University and Nosov Magnitogorsk State Technical University who had the opportunity to access advantages and disadvantages of learning English with the help of e-learning resources. Two groups of students were surveyed: those who initially studied English using the traditional approach and those who switched from the e-learning approach to the traditional one. The analysis showed that both groups regard the knowledge of English as a necessary component of the career advancement, as well as they note the domination of advances in using e-learning resources while mastering the English language.
ADABI: AN ADAPTIVE ASSESSMENT SYSTEM BASED ON BAYESIAN INFERENCE

Student assessment holds the essential role of informing both the instructor and the learner of the extent to which they have attained the established learning objectives. As computerized assessment became lately widespread and effective in academic environments, issues such as the optimal degree of automation and the trade-offs between the pedagogical and technological aspects in designing assessment systems require special attention. This paper introduces an adaptive web-based assessment system - AdABI, designed to address such issues by: (1) allowing teachers to define their multiple-choice tests, to set their evaluation criteria and the examination schedule, and to view the results of an assessment; (2) allowing the students to take examinations for the courses they are enrolled in and to view their personal results; (3) creating and automatically updating the student's profile after each examination; (4) adapting the student's future examinations based on the inferred profile. The adaptive behaviour of the testing and evaluation module is implemented through a Bayesian network by means of which the system is able to deliver personalised tests to the student. More precisely, the system infers three characteristics (tendency to guess the answers, adaptability, and fatigability) for each particular student based on the student's answer patterns, and adapts the question types and the order of the questions in future examinations so as to counterbalance the student's characteristics. Consequently, by controlling for the student's profile in examinations, AdABI may attenuate the bias induced by the learner's answer patterns. This way, it may ultimately provide a premise for fairer evaluations.