Reviewerly/exHarmony huggingface dataset:
THE PROJECT TECHNOLOGY AS A MEANS OF IMPROVING QUALITY IN FOREIGN LANGUAGE TEACHING

Innovative teaching technologies are becoming popular in education. A good degree of integration of academic and professional education, ensuring the training process taking into account the requirements in a new educational paradigm is the reason. Under the circumstances Nosov Magnitigorsk State Technical University aims to provide the required professional staff for the needs of the regional sphere by updating the target, substantive and technological conditions of the educational process with the introduction of innovative educational technologies. The project technology or the project method is considered to be such an innovative technology. Under the technology of project training, we mean the system of interrelated actions, conditions, requirements for the subjects' pedagogical activity, the central element of which is a project or image for a future result. This method focuses on the student's personal development and significant professionally oriented activities; allows you to choose an individual pace of work on the project; combines all the baggage of knowledge, skills and abilities that a student can apply in various situations, and helps to learn basic knowledge of a foreign language and expand it if necessary. Work on the project is a powerful tool for enhancing students' cognitive activity: they see the final result - a product that they have created themselves - and can assess its practical significance. In addition, such a creative kind of activity stimulates professional self-determination. The project technology is successfully applied at the Foreign Languages in Engineering Department Nosov Magnitogorsk State Technical University. The largest educational project in 2019 was the organization and holding of the international scientific-practical conference &lt;&lt;Modern Engineering Education: Contemporary International Challenges and Perspectives&gt;&gt;, carried out as part of the international project &lt;&lt;Extend&gt;&gt;. Student scientific conference as a kind of project work is a form of interdisciplinary learning, which allows solving a complex of educational and didactic tasks aimed at creating students' creative independence. The purpose of this article is to show that the educational project performs not only a controlling function, but also has a learning and educational focus. The article provides a step-by-step organization of the process in preparing and holding a scientific conference in the course of a foreign language teaching at the Foreign Languages in Engineering Department; identifies skills and abilities, formed in the process of classroom studies and extracurricular activities; analyzes teachers' and students' roles at each stage.
COMPUTER GAMES IN PROGRAMMING TEACHING AND LEARNING

Computer games are nowadays very popular among various generations especially for children and youth. Creation and implementation of own games are challenging to learn the programming for both, high school and university students. The article describes the problem and project teaching and learning of programming at the university, where the theme of the project is "the implementation of didactic computer game of their choice." The project can be implemented as an individual work, in pairs or in group of students. Programming environment or programming language to implement the computer game is freely selectable. Students can work in any higher programming language with a rich graphics library, or they can use a programming environment that supports computer games creation. Depends on the skill of the developer team members how to share the work. Can be individually addressed by the individual functional parts of the game, or work can be divided into separate layers. Each team member is engaged with him in what is good, for what who has better conditions to be successful and achieve a good result. E.g. one focuses on graphic design of game, next to the algorithms that express check compliance with the rules of the game, other member of team developing winning strategies or looks at how the game stopped and resumed, how increases the difficulty level of the game as power play value and how the achieved good performance. Solving the project students learn to work in a team and spontaneously and intuitively use the knowledge from the field of software engineering. It is their first experience in creating a software application together
SENTIMENT ANALYSIS BASED ON DEEP LEARNING TECHNIQUES APPLIED TO CHILDREN IN LOGICAL GAMES FROM NONFORMAL EDUCATION

This paper presents an analysis of the behavioural and temperamental changes of children in non-formal education lessons within the Logic Games discipline. The experimental setup was made using 2 video cameras that alternatively recorded and monitored groups of 2 children during the lessons from the Logic Games discipline for the entire scholar year. Emotion plays an important role in the lesson of non-formal education. Chess as part of the Logic Games involves the training of qualities such as will, ambition, perseverance, attention to detail, distributive attention, patience, evaluation and anticipation of many alternatives and possibilities to move both your own and your opponent's and to choose the moves. optimal. It is very important to be mentally trained to deal with the negative emotions generated by losing or losing the match. Therefore, before learning how to win you must learn how to lose. The sentiment analysis in this paper refers only to the automatic recognition and identification of facial expressions. The images extracted from the video recordings were processed, and then classified into the categories: happy, sad, angry, disappointed, pleasantly surprised, proud, panicked / worried or stressed Deep Learning techniques such as Convolutional Neuronal Network, RCNN, Faster RCNN and Mask RCNN and Transfer Learning technique were used to classify the images. The contribution of the paper is given by the application of these image classification algorithms in the non-formal education process. There was a correlation between the feelings detected, frequency of occurrence and the end result of the game in order to improve the educational process to optimize the automatic feedback needed by the teacher to adjust the instructional-educational process, benefiting from the support of an automatic assistant. The results were illustrated in graphs regarding the evolution of the behavioural states/the flow of feelings of the children during lessons throughout the experiment.
FEATURES OF THE DEVELOPMENT OF DISTANCE EDUCATION IN THE FIELD OF URBAN DEVELOPMENT

The article discusses current issues of distance learning in the field of urban development, identifies the main concepts of educational technologies used in training, and suggests possible solutions to problems, describes the issues presented in electronic form of training, conducts a comparative analysis of the main forms of education and compares trends and world experience in the field of informatization of education. The prerequisites for the emergence of distance education in the field of urban development are briefly described, certain patterns and problems of implementation are identified, current issues of implementation are described, and the feasibility of the effective use of this form of training in modern realities of society is compared. The general patterns of the emergence of needs in this type of service are determined. In addition to the problems associated with the introduction of this technology, the article analyzes issues related to the creation of their own teaching concepts and technologies that could saturate the demand in the educational services market. Priority problems in creating training software tools are identified. If the educational institution is budgetary, then in the conditions of the current socio-economic crisis, problems with its implementation may arise to implement this decision. According to the authors, for the successful implementation of new technologies it is necessary to place all potentially effective teaching methods for a special assessment by an expert group to assess the quality component of such teaching technologies. It is concluded that it is necessary to consider issues related to the creation of national training technologies that could have qualitatively new information.
SOCIO-COLLABORATIVE READING THROUGH AR-ANNOTATIONS OVER PHYSICAL BOOKS

In a highly technologized century, the process of learning must benefit from the advantages of technology. Gamification, artificial intelligence, virtual or augmented environments or adaptive learning are just some of the trends which have evolved in the past years in the field of e-Learning. Collaborative learning is also an efficient learning methodology, where people engage together in learning actions or share one with another their knowledge and resources. Wikis, forums, social media groups are just some examples of successful collaborative learning environments. As the evolution of technology has impacted traditional learning and reading preferences of people, we must think of new ways of improving and modernizing both learning and teaching. Our current paper presents the advantages of using the latest technologies for collaborative learning, with a relevant example from the Lib2Life - Cyber-Physical Library project. Its goal is to revitalize reading and improve the learning process by using emerging technologies, restoring at the same time the popularity of libraries as safeguards of the cultural patrimony. With the help of augmented reality (AR), digitization and optical character recognition, we developed a mobile application meant to help people annotate physical books, view annotations by other users and manage their own social-collaborative library. After registering their favourite books in the application, users can create digital annotations (text, images, videos or links) or see the existing annotations by scanning a book page with their smartphone's camera. Annotations can be rated, commented, shared on social media or on user-configured friend groups, thus creating a collaborative environment which can be easily integrated in a great variety of domains. We present the innovative concept of AR annotations and a tool based on this concept, which can be used for self-learning or as a collaborative tool, revolutionizing handbooks and manuals.
ICT AS A MEANS OF DEVELOPING MOTIVATION OF LEARNING ACTIVITY IN THE PERSON-ORIENTED APPROACH

In the documents on the modernization of higher education, three priority areas of education in the modern information society are clearly identified: informatization of education, foreign languages teaching and mastering socio-economic knowledge. Today, many English teachers consider the person-oriented approach as a system-forming link in foreign languages teaching. Recently, ICTs have been widely used in educational institutions. This phenomenon contributed to the intensive development of educational software, which allows you to solve many problems in the modern educational system: a variety of forms in educational material presentation, access to education, the use of new technologies and methods in education, and many others. The relevance of new ICT application is dictated, first of all, by pedagogical needs to increase the effectiveness of developing learning, in particular, the need to form skills of independent learning activity, a research, creative approach to learning, the formation of critical thinking, and a new culture. The use of new technologies in teaching English is not only determined by the desire for novelty, this learning allows you to implement a person-oriented approach, which is the main conceptual direction in XXI century education. To organize various types of classes, it is necessary to take into account the peculiarities of ICTs. The problem of increasing the effectiveness in educational activities by means of ICTs addresses the issues of using person-oriented software to organize independent learning activities at home. Teachers consider the problem of motivation in the context of person-oriented learning, study the didactic possibilities of using ICTs in the learning process, some ICT software tools for influencing the motivation in learning activities. Today, foreign languages and information technologies are necessary for specialists in any field of professional activity. Of particular importance is the knowledge of a foreign language. Thus, no matter what field of activity today's students are preparing themselves, they need knowledge of a foreign language to become good specialists, able to use modern information technologies and participate in international cooperation.
A.R.E.A. - AUGMENTED REALITY EDUCATIONAL ALBUM FOR EXPERIENTIAL LEARNING

The current paper proposes a new approach of experiential learning, by bringing together the concept of immersive education and an emergent technology: augmented reality. The immersive education tends to resolve the main drawback of traditional education, which is the limited experimentation, and with the help of the evolving technologies, the students can understand the school subjects in a different manner. At present, the theoretical part plays the major role in education, while the experimentation is often ignored or treated superficially, especially when it comes to progressive domains, such as engineering or programming. By bringing the immersive education closer to students and teachers, they might be able to experience the most important aspects of this domain, in real-time, without sacrificing the good parts of traditional education. The approach presented in our paper is accomplished through an augmented reality system called AREA, which combines the digital and non-digital worlds, in order to foster an interactive and educative way of discovering the inventions that have revolutionized the modern world, thus making students curious about the evolution of modern technology. Using augmented reality, students have the chance to experiment the connection between learning and practicing and how they co-work in order to achieve great success. The application was tested on a group of high school students and on a group of adults specialized on engineering and marketing domains, the results being very intriguing. Besides presenting our system and the way it can be integrated to overcome the current educational challenges (e.g. lack of practical exercises), we also analyzed the use of other existing augmented reality systems, from various domains, that offer similar experiences to the one accomplished by AREA.
THE DATA STRUCTURES FOR E-LEARNING (DSEL) PLATFORM

Auto-Generative Learning Objects (AGLO) are reusable learning templates that can be instantiated with content based on random numbers. The templates are filled with content generated automatically by metaprogramming. The DSEL platform is a web application that processes the AGLO templates and generates interactive HTML content for the students. The platform includes user authentication based on Google, Facebook and Yahoo in order to avoid creating new credentials. Each HTTP session is stored in the database in order to analyze the progress of the learning process for each student. The DSEL platform processes the evaluation of symbols and then replaces the content of HTML. The symbols may have text values or SVG (Scalar Vector Graphics) content. The platform is responsible for processing the interaction between student and the correct answer. It evaluates the student answer by comparing it to the computed answer. Another aspect of the interaction is about selecting the right feedback to be shown to the student based on the given answer. The DSEL platform manages the persistance of the students interactions. Since the HTML content is dynamically generated each symbol is posted in a MySql database through a PHP persistance module. The navigation on the AGLO objects hierarchy tree is monitorized and stored in the database. Each visit to an AGLO and its generated content is stored in the database to be further investigated. The result of the student answer evaluation is stored in the database too. The learning progress is showed in a web page for each user and globally for the administrator. The platform is prepared to be evaluated for two disciplines namely, Data Structures and Algorithms and Algorithm Design and Analysis. As perspective, we intent to implement an analytics module to gather conclusions from the AGLO learning approach.
REVIEW AND PERSPECTIVES ON HOW BLOCKCHAIN CAN DISRUPT EDUCATION

Blockchain is the new electricity and the biggest invention after the emergence of the Internet. Now it is the most disruptive distributed technology, used to conduct secured transactions, carried out in a decentralized manner. Although this technology has been introduced with Bitcoin and is commonly associated with cryptocurrencies, it is currently getting more and more attention in many industry and governance sectors. For sure, education is one of the domains that can be changed soon by blockchain. It is estimated that the edtech sector it will reach $93.76 billion by 2020. Technologies like Artificial Intelligence and Virtual Reality have already been successfully integrated in the educational process. So, the next breakthrough could come from blockchain technology and there are already several perspectives on how it can transform education: o Improve record keeping and digital certificates o Increase efficiency in administrative processes (payments, smart contracts etc.) o Support the growth of MOOC initiatives o Create a disruptive model for the education industry This paper will focus on providing a state of the art of current initiatives and discuss the perspectives on how blockchain can disrupt the education industry. Although we expect the blockchain technology to revolutionize business processes in many industries in the future, its adoption requires time and effort. Blockchain will stimulate people to acquire new skills, while traditional businesses, including education, will have to completely rethink their processes. Considering that governments are starting to accept the benefits of blockchain and use them to improve various sectors, it is very likely that from 2020 we will see more examples of successful implementation of this technology.
GAMIFICATION IN SUPPORT OF MILITARY HIGHER EDUCATION

With the development of modern teaching methods and information society, learning opportunities have become larger, limitless and instantaneous. Nowadays, learners can learn as well as acquire new and improved skills and competencies in an array of ways in contrast to the traditional methods i.e. formal learning. In the world of learning, there is always a question: a formal or an informal learning platform is the right and best way to go? In this article, we'll help you understand the difference between formal and informal learning and make a decision that fits your goals best. In a few words, the choice between the formal and informal learning approach comes down to the intention, objective, challenges and how any of these learning patterns facilitates the learner in developing a successful career path and to perform at their full potential. There are three major areas on which either of these learning approaches can be tested from both the learner and instructor's point of view, including; 1. Content development 2. Targeted audience 3. Tracking of performance. In addition, each of these learning patterns offers different values in the lives of the learners. Again, the choice between the two comes down to the objectives and intent of the learners. As with just about every other methodology, formal and informal learning approaches also have differences when it comes to learning basics. This paper aims to discuss these basic differences separately. Formal learning is not a life-long process but offer results in a pre-defined time frame. For instance, students taking a particular certification course for the duration of two months. This is not a learning process that would continue throughout life. The program is designed for a particular duration and with the set, guidelines to be followed to achieve the targeted objective. The informal learning is a spontaneous and lifelong learning activity. In our early age, we learn as a kid from our parents. As we grow older, we learn from peers, friends, a job or from co-workers. As you get old, the learning process continues and you continue to learn from younger, for instance, the use of new technology. It can be said that informal learning keeps individuals vibrant, interested, and mentally active in the world around.
GAMIFICATION IN TRAINING AND TEACHING OF UNIVERSITY IT-STUDENTS

The article deals with the use of gamification technologies as a modern teaching tool with great pedagogical potential. Gamification has become an essential part of modern life and society. The paper specifies the origin of the term "gamification" and compares "gamification" with the other game practices. Historical aspects of the gamification concept development in higher education are analyzed and summarized. The effectiveness of gamification as a new way of organizing training and teaching in comparison with traditional technologies is substantiated. The advantages of gamification include: high motivation for student participation in the educational process; increasing of group and individual independent work; maximizing of practical orientation in educational activities to solve professional problems; simulation of students' future professional activities, etc. The authors describe the most popular means of gamification and gaming technology. The possibilities of gamification of Learning Management Systems and Learning Content Management Systems are examined. According to gamification forums on the Internet, the most popular Learning Management Systems platforms are Moodle (https://moodle.org/ ), Schoology (https://www.schoology.com ), ClassDojo (https://www.classdojo.com ) and Edmodo (https://www.edmodo.com). Wordpress (https://ru.wordpress.org/ ) is the leader among Learning Content Management Systems. The authors illustrates realization of training process with application of gamification elements on the basis of Learning Management System Moodle on examples of personal experience. Complex methodology is applied as a means of identifying, assessing and analyzing. To retrieve primary studies as comprehensively as possible, we deployed a search strategy to find publications systematically. As ontologies are the primary concern, the search focuses on papers that develop ontologies for 'gamification'.