Reviewerly/exHarmony huggingface dataset:
HOW LEARNING AND COMMUNICATION PROCESSES OCCUR NATURALLY VS. ARTIFICIALLY: AN ANALYSIS

In this paper we will continue our delve into the analysis of natural processes of human beings and their respective computational technologies that had been developed by now with the aim to artificially emulate them and implement into machines. This time we will focus our study on the communication and learning of a language, we will have a closer look at how these processes occur at humans from a psychological and also a neurological perspective, we'll show what models had been produced by research in these two sub-fields of Linguistics in their quest to try to explain these absolutely complex processes that happen inside our brain which make language communication possible. We'll compare these models with the techniques that have been developed for machines, i.e. that are able to make machines hear, understand human speech, and synthesize it. Those are the technologies with which deals the science of Computational Linguistics, which fall into sub-fields such as Natural Language Processing, Speech Recognition and Speech Synthesis. We'll see why this is one of the hardest tasks to be implemented at computers (if not impossible) since it requires so many knowledge from multiple domains (especially grammars of a language). This is only the psychological aspect of the natural processes that could have been emulated by the technique, regarding the neurological (or neuro-physiological part), as it can be thought, that is out of the question right now and can maybe be realized maybe only by reverse genetic engineering technologies (DNA reproduction).
STUDENTS ACTIVED PARTICIPATION MOTIVATED BY ONLINE LEARNERS AND SEMINARS

The purpose of this paper is to analyse the consequences of the compulsory online education at university studies level during COVID-19 period. Current trends and goals in the education system such as focusing on practical sides of learning and creativity seem to be prone to improvement due to the possibilities of the new online medium, through the use of online platforms such as Microsoft Teams, Google Classroom, Webex, and Zoom. The paper analyses features of these online platforms which prompt use of visual material such as PowerPoint presentations during the lectures, ease of access to using video and audio material, comparatively to the face to face lecture halls where access to foreign languages laboratories and translation software was not always available, as well as encouraging possibilities of interaction during seminars and lectures by using buttons indicating go faster, go slower, yes, no as feedback from students to teachers present on Zoom platform. The methodology of the paper will combine teaching as a foreign language using face-to-face methods as well as using teaching and learning software and online materials, together with psychological theories of motivation in learning. The findings will be applied to teaching English as a foreign language seminars and to Culture and Civilization courses and seminars to students in Engineering at the Technical University of Civil Engineering Bucharest where the author of the paper currently teaches as a lecturer. Activities of teaching with video and listening comprehension are encouraged due to the use of platforms and are readily available.
PROJECT-BASED LEARNING APPROACH APPLIED IN THE COURSE "CODING IN TELECOMMUNICATION SYSTEMS"

The paper describes the application of the project-based learning approach, one of the trends of Education 4.0, for increasing students' motivation for learning the material studied in the course "Coding in Telecommunication Systems" on the topic of Hamming codes by using different computer-based tools, such as MS Excel, Logisim, ISE Project Navigator, creating bilingual interactive multimedia testing exercises, etc. The applications are used in the educational process in the course "Coding in Telecommunication Systems" for Bachelors in the specialty "Internet and Mobile Communications" in our University. Nowadays, the progress of Information and Communication Technologies (ICT) and the educational innovations have provoked the university professors to develop more effective teaching and learning approaches for attracting students' attention and motivating them to learn the material. The university professors are trained to transform the "conventional teacher-centred approach" into the "innovative student-centred approach" using ICT and project-based learning approach. ICT in education are applied with the aim of providing more facilities to students to learn the issues. The use of ICT in learning will improve the efficiency, motivation, critical, logical and analytical thinking and facilitate the active, experimental and consistent learning [2]. The paper describes different approaches applied in the course "Coding in Telecommunication Systems" for increasing students' motivation using project-based learning on the topic of Hamming codes solving the following problems: 1) studying the theory of Hamming codes in advance based on the idea of flipped-classroom; 2) building MS Excel-based applications for illustrating the principle of operation of encoders and decoders of Hamming (7, 4) codes, 3) building the circuits of encoders and decoders of Hamming (7, 4) codes in Logisim; 4) creating bilingual multimedia interactive applications in English and Bulgarian, with various types of testing exercises, allowing students to learn basic concepts in the theory of Hamming codes.
SPEECH RECOGNITION SYSTEM

Speech recognition, also known as automatic speech recognition (ASR), computer speech recognition, or speech-to-text, is a capability which enables a program to process human speech into a written format. While it's commonly confused with voice recognition, speech recognition focuses on the translation of speech from a verbal format to a text one whereas voice recognition just seeks to identify an individual user's voice. Speech recognition applications are becoming more and more useful nowadays. Various interactive speech aware applications are available in the market. But they are usually meant for and executed on the traditional general-purpose computers. With growth in the needs for embedded computing and the demand for emerging embedded platforms, it is required that the speech recognition systems (SRS) are available on them too. Speech recognition systems emerge as efficient alternatives for such devices where typing becomes difficult attributed to their small screen limitations. The paper aims to test a speech recognition system that can be used for a human-machine interaction through speech. The goal is to allow the machine to recognize a set of instructions sent by the user through the voice signal. An automatic speech recognition system will be tested in order to identify words that belong to a limited vocabulary. It will be implemented by engaging a deep neural network (DNN). The construction of the network will be done with the help of the Tensorflow library, which provides support for the development of artificial intelligence algorithms. The system will be tested out on a non-homogeneous group of people, because it is desirable to develop a voice recognition system, independent of the speaker.
CHALLENGING LEARNING EXPERIENCES THROUGH THE VR@SCHOOL PROJECT

The article is a study of the VR@School project (Erasmus+ programme), as it is being implemented by EuroEd Foundation Iasi, Romania. The article introduces the project's objectives and outputs and gives insights into the teachers' online training course on how to use Virtual Reality (VR) and to create VR lesson plans. The article also presents the main findings of the surveys carried out on the participants in the project, exploring teachers' opinions of the training course and the use of VR in teaching as well as students' attitudes towards their VR experiences. Given the unprecedented changes in technology, education needs to be flexible and promote lifelong learning and upgrading of skills and knowledge. Virtual Reality opens new doors, generating new ideas and encouraging students to turn their ideas into realities. By using VR in their classes teachers gain new knowledge and acquire new teaching methods, skills and techniques, improve their professional profile, their English language and IT skills. By using VR teachers demonstrate that they take into consideration what society expects of schools in terms of the demands imposed by state-of-the-art technology: to continuously upgrade their knowledge and competencies. The VR@school project is in line with the technological challenges in education and aims at introducing state-of-the-art use of technology in order to improve teaching and learning through open and innovative practices and provide attractive opportunities for teachers' professional development. The project's results show that Virtual Reality offers memorable learning experiences which facilitate retention of knowledge and enhance motivation to study, particularly through the immersive learning experience with outstanding visualizations, sometimes despite insufficient experience, training, content and accessibility. The project highlights, therefore, the need for training if teachers are to become pioneers trying to push the boundaries of the new technologies and manipulate changes to the students' advantage.
ACTIVE LEARNING METHODS APPLIED IN TEACHING AND LEARNING STEM-BASED COURSES

Today, worldwide, employers in the industry are often dissatisfied with modern engineering education, which is not adapted to the needs of business. Governments in all European countries face the problem of low student motivation to study science, technology, engineering and mathematics (STEM). Students are dissatisfied with university education, describing it as "outdated, impractical and uninteresting". University professors are dissatisfied with the declining competencies in STEM and motivation to learn of young people. A huge challenge for all university professors is to find teaching methods that increase the motivation of the new generation of students, "students of the digital era, students of the seven screens", especially when studying subjects related to mathematics, which are extremely difficult and repulsive according to the students in recent years. In the conditions of the pandemic of COVID 19, when it was necessary to immediately switch to online learning, in the last academic year (2019-2020), the teaching staff was faced with the need to generate many similar assignments for students to avoid the possibility of deception ("copy and paste") of the students during the tests, as well as by "filling in the time" in order not to allow one student to solve the assignment of another student for the duration of the test. All this necessitated the creation of the application in MS Excel, described in the paper, which would solve the task assigned to the students. The paper briefly presents the methods applied during the last academic year in the study of a STEM-based course, and in particular one of the sections studied in the course, which requires a fairly good mathematical background of students - operating with fractions, solving systems of equations, matrix calculation, etc.
A USE CASE FOR ARITHMETIC AUTO-GENERATIVE LEARNING OBJECTS IN PANDEMIC

During the COVID-19 pandemic the educational processes were interrupted in most of the countries in the world. Governments switched from face-to-face education to online sessions using learning management systems and video and audio communication tools. Pupils connect to online classes using laptops, tablets, and sometimes using mobile phones. These methods are exhausting and tiring for the pupils, so a limit of half of the time used in the face-to-face classes was set for the online classes. This approach restricts the number of hours a tutor works directly with their students. Probably the theoretical aspects are presented to the class and then a limited set of examples are given. Normally, a tutor should check individually the activity of each pupil, but this is not possible because of the time restrictions. In this context learning objects and more specifically auto-generative learning objects complements the tutors by: i) proposing exercises to pupils; ii) grading automatically the pupil answers; and iii) offering feedbacks on the given answers. In this sense, we applied the proposed approach on a group of 8th grade, 50 pupils, at the Arithmetic disciplines focusing on intervals and inequations. We created nine auto-generative learning objects where reunion, intersection, the difference of intervals was exercised. We modeled learning objects for five types of inequations. The study shows that the proposed method's effectiveness is very close to the classic evaluation method. We collected the opinions of pupils in a satisfaction questionnaire about using auto-generative learning objects and the results state that 92% of pupils liked them.
EDUCATION DURING THE COVID-19 PANDEMIC

Online education has been around for at least 15 years and in the last decade more and more people have attended one of the forms of e-learning. We have been talking about ubiquitous computing, m-learning, e-learning, immersive technology, but nobody has imagined a world in which education would be provided exclusively online without thorough preparation, almost from one day to the next. The COVID-19 pandemic brought disruptions not only to the global economy, but also to other sectors of activity including education. Whole communities had to adapt rapidly to teaching and learning exclusively online which led to a number of problems that had not been encountered before. Designing an online course is similar to designing a traditional one because of the stages followed to ensure that its goals and objectives are met. Course design involves analyzing the beneficiaries, their needs and expectations, making decisions regarding the content of the course, the materials used, the teaching strategies, but also taking into account other factors such as: the limitations of the institution, the technology available, the staff, etc. However, the education system was not prepared for moving at a brisk pace from traditional interaction to the virtual one and inevitably educators were in the position to burn some of the stages of course design. Finally, while the current situation could not have been avoided, it can still be used to raise some questions and learn some lessons from the way in which traditional courses were altered in order to be provided online.
THE IMPACT OF AI/MACHINE LEARNING IN EDUCATION

5G, cloud computing, quantum computing, machine learning, blockchain, artificial intelligence, all are high technologies that change the way we are living, working into multiconnected world: social networks, intelligent houses, autonomous cars, fintech, remote health, instant communication, etc. An essential aspect for the above disrupted technologies is generated by cybersecurity, by the relationship between national security and the implementation at large scale of 5G. The 5G technology became the number one threat for USA, NATO, and European Union. Europe became the playground where the winner between Huawei and its competitors for 5G adoption will be decided. Quantum computing will dramatically change the entire cybersecurity in the next years due to its power and speed in decrypting the today's strongest cryptographic algorithms, intelligence services, large organizations, the entire world will benefit from the advantages of the new revolutionary technology, for sure new cryptographic algorithms will be implemented to secure our data. Blockchain features increased the level of cybersecurity for a lot of activities like cryptocurrencies, money transfer, data tracking, securing of large amount of data for companies or governments, protecting highly sensitive information from the military field, defending against external cyber threats, ensuring the data integrity of IoT devices, etc. Artificial intelligence it's a weapon with two blades, both cybercriminals and "white hats" are fructifying the capabilities of this technology: avoid the identification of attacks, launch automatic attacks, build undetectable content to pass the security filters, biometric authentication, predict future cyber-attacks, identify abnormal behaviors, fraud detection, mistake free cybersecurity, etc. The paper will synthetize and present the latest research from the cybersecurity field: the new cyber threats for international security, how can we fight against cyber threats at national, European and international level, what are the most dangerous international key players of cybercrime world, what is the financial impact of cybercrime, why classic war has moved into the cyberspace, why is GDPR important from the cybersecurity perspective. The continuous evolution of technologies will generate new exponential challenges related to secure communication between multiple software integrations, data privacy, right of intimacy, encryption of information, for users, companies, governments, international regulation bodies, non-government organizations, as a consequence of the huge number of connected devices and people.
MOTIVATING STUDENTS IN THE ONLINE TEACHING ENVIRONMENT IN PANDEMIC TIMES

Online learning is a challenge, a unique experience and an opportunity for self-reflection and progress for both students and teachers. The virtual teaching experience brings changes on several levels, among which we mention: study conditions, teaching materials, communication between colleagues and between students and teacher, feedback given to students. There are various factors that may influence the effectiveness of online learning, one of the most important being the level of motivation that teachers and students have in the teaching-learning process. According to Ryan &amp; Deci [8], regardless of the nature of the teaching environment, face to face or online, teachers have to stimulate the students' motivation for learning by supporting their three fundamental psychological needs: competence, autonomy and relatedness. Competence is related to feeling capable of developing oneself and succeeding. Autonomy entails a sense of initiative and responsibility for one's own actions. Relatedness has to do with a sense of belonging and connection. These needs are met if the educational setting is well-structured, if it places emphasis on the students' values and interests and consolidates their relationships with peers and teachers. If any of these conditions is undermined, the students' psychological wellness is affected and, therefore, their motivation for learning decreases. In order for teachers to be able to ensure a supportive learning context in which students can thrive, their basic psychological needs for autonomy, competence and relatedness have to be met as well. In other words, motivated teachers will lead to motivated students. In light of these characteristics of the virtual educational environment and of the teacher's mission of creating a need-supportive context of development for students, we analyze a particular teaching-learning situation we have experienced as teachers, that of the online English for Professional Communication seminar, during the Covid-19 pandemic. We discuss the benefits and challenges of combining synchronous and asynchronous modes of teaching, our strategies to stimulate the students' intrinsic motivation and the outcome of our actions meant to attain this goal.
LEARNING METHODS AND TRANSFERABLE APPROACHES

Learning to learn, an ability common to humans and animals, implies that the more knowledge is acquired, the better a new field can be investigated. Knowledge transfer is also a well known paradigm applied both for individuals and groups (networks). Mainly, the transfer of knowledge across individuals, groups and organizational units, is possible in our e-society, through repositories, e-learning platforms, social networks, specialized blogs, online courses etc. Self-learning, auto-didacticism, is based also on strong principles investigated by psychologists working for education. This is an opportunity to think of augmented intelligence: man-machine hybrid. Integrating human knowledge into machine learning portals will increase the robustness of machine learning, and provide explanations on selected decisions. In this paper we investigate a large plethora of learning approaches, self-learning models, domain adaptation techniques, and transferable approaches to machines in order to solve real life problems like detection, recognition,and understanding. The topics are common for people making use of emotional, behavioral, and cognitive self-regulation aspects. However, the machines have to learn more to discover the behavior of users, connected machines, and artificial messages received from an artificial environment. The transferred knowledge can be in the form of input data (signals), feature representations (extracted from signal), or model parameters (discovered through algorithms). Some concepts like self, non-self, convenient environment, sources of learning, adaptation to new domains, adaptation to new environments, and challenging transferable strategies are discussed in the first part. Some applications from the machine learning field are presented in the second part from the viewpoint of learning methods and transferable approaches.
ONLINE TEACHING AS A RESPONSE OF A HIGHER EDUCATION INSTITUTION TO THE CRISIS CAUSED BY COVID19

Due to the outbreak of COVID-19, in Serbian universities, as well as in various colleges and universities around the world there was a transition to online teaching. Such an extreme reorientation forced teachers to adjust their instruction to the new circumstances in a very short time, regardless of their previous experience and readiness. The research aimed to establish students? attitudes towards online teaching introduced by the Faculty of Philosophy in Ni? upon the outbreak of the Covid19 pandemic in Serbia and the state of emergency declared thereupon. The research included 207 Faculty students. Students? attitudes have been analysed with respect to their year of birth, average grade during the studies, sex and study programme to identify the tendencies which occur with changes in the structure of the research sample. The research data were processed in the SPSS programme, by using the parametric statistics and the F-test and t-test in the statistical analysis to establish statistically significant differences in students? attitudes in relation to independent variables. The qualitative approach was applied in the analysis of survey results obtained by means of an assessment scale, while the data were presented in tables and graphs. Research results indicate that students are satisfied with the realised online teaching and that online teaching introduced under the given circumstances was the best possible alternative to traditional teaching. They believe that teachers were successful in their response to the set requirements, as well as that the quality of realised instruction was good. In terms of statistically significant differences concerning students? attitudes in relation to independent variables, research results show that the considered variables do not represent statistically significant determinants of respondents? attitudes. The conducted research can constitute a solid base for further research.