bluuebunny/crossref_metadata_2025 huggingface dataset:
Impact of MOOC-based professional development courses on self-directed and critical learning
Authors: Ardavani Shahrzad
Published: October 2024

Recent research has revealed an increase in opportunities for MOOCs to provide students from different countries with an effective platform for learning. The main argument is that MOOCs can provide fast and easy access to western universities and their resources, and with that improve collaboration and interaction between nations. However, MOOCs have been criticized for being too challenging, specialized in certain teaching methods and not always meeting the expectations of the learners. Expectations are rooted in the way participants from different countries access and construct knowledge, and their individual way of learning may not be accounted for by the educational platform.This paper investigates professional learning within the context of a MOOC to improve learning experiences. The study starts from the assumption that learners with different cultural and educational backgrounds bring different expectations and assumptions to online learning. The research explores the extent to which participants’ expectations, learning goals and aims have been met through examination of their criticisms, critiques and concerns of a MOOC. Brookfield’s Critical Incident Questionnaire (CIQ) was used on a weekly basis to capture the experiences of six English language teachers undertaking a continuing professional development (CPD) MOOC over the span of four weeks (Brookfield, 1995). Three ‘Cs’, concern, critique and criticism, were used to explore learners’ responses. In this study a concern is something related to an activity or content that causes learners to worry; critique is defined as the act of expressing an opinion about the good and bad parts of a thing, and criticism is defined as the act of expressing disapproval and noting the faults of a thing.Findings illustrate the change in participants’ expectations and show them becoming aligned with the objectives of the course, critiquing rather than criticizing. This suggests that they started to take responsibility for their own learning and they became more reflective and analytical in their learning style. A wide range of critiques and criticisms that surfaced during the study have been identified around the content of the MOOC, particularly that the knowledge provided was too basic, and did not target experienced learners. Furthermore, the course lacked sufficient differentiation to meet participants’ metalanguage needs, and thus it did not account for terminology difficulties one would expect from participants with different professional backgrounds.
Professional development as a collaborative endeavour of networked learning in higher educational settings
Authors: Håkansson Lindqvist Marcia , Jaldemark Jimmy , Mozelius Peter
Published: October 2024

University teachers continue to strive to take up mobile and blended learning technologies in their teaching practices and universities continue to support this work through professional development courses for university teachers. At Mid Sweden University, two projects have recently been carried out with the objective to develop higher education practices supported by mobile and blended learning technologies in teaching in practice. Professional development for university teachers was expected take place using an iterative design comprising five features: participating in a competence development course, planning trials, conducting trials, evaluating teaching and participating in a pedagogical seminar. In this paper, the preliminary results of the final interviews with 12 teacher educators will be presented. The interviews were carried out to explore beliefs regarding changes in teaching practices, following the completion of teacher professional development project. The results showed that the teacher educators in this study experienced change in the use of mobile and blended learning in their teaching through dialogue, collaboration, dissemination and networked learning. Three themes were identified. The first theme was collaboration. Here, the teacher educators expressed beliefs which could be related to collaboration for learning to use mobile and blended learning technologies in their teaching, supporting conditions for networked learning. This involved working and planning new technologies in new courses together. In the second theme, sharing is caring, the teachers in the study expressed helping each other out and supporting each other in the work to learn and use new technologies in their teaching. Support through pep talks and taking on learning new technologies as a group was one example of gaining knowledge about new technologies. In the third and final theme, the teacher educators’ expressed beliefs regarding dissemination as a way to share knowledge and experiences. Beliefs expressed here included learning through seeing what others were working with and exchanging knowledge. The teacher educators’ in this study also expressed the need for continued learning through collaboration and dissemination, as networked learning in their community of practice. How universities continue to provide professional development to support teachers’ continued work together in communities of practice through networked learning will be of importance. These efforts in professional development will provide possibilities to push forward change in teachers’ use of mobile and blended learning in their teaching practices.
Designing for Networked Learning in The Third Space
Authors: Parchoma Gale , Dreaver-Charles Kristine , Nelson Dorothea
Published: October 2024

The focus of the argument in this paper is first situated in an allegory based on Van Gogh’s Expressionist masterpiece, The Yellow House, in that, our argument shares Van Gogh’s theme of looking for a home for a diverse community, engaged in a shared social movement, imagined/acted upon to evoke change. Our argument is fraught with commitments, investments, hopes, debates, rifts, and conflicts involved in the tentative, emergent nature associated with social movements. Within this diverse and contested context, networked learning praxis is set apart from mainstream e-learning and educational technology theories and practices. The problem of designing learning, in general, and designing for networked learning, in particular, is critically examined through a comparison of the projects, histories, and tenets of instructional design (ID) and learning design (LD). Associated notions of teacher-centred, learner-centred, and community/context-centred approaches to design are compared. Contrasts are drawn and commonalities are identified. The shared LD/ID claims that their projects are pedagogically neutral is interrogated. We then introduce Third Space theory as a way to open a dialogue between ID/LD proponents/researcher-practitioners. Third Space theory begins with abandoning aspirations for emergence of consensus from difference, arguably a practical stance to take when dealing with wide-ranging diversities across multicultural, interdisciplinary, international contexts. Having abandoned consensus, Third Space theory is directed toward ‘multilogues’ that promote boundary crossings and hybridisations, which can result in the emergence new “presences”: newly co-constructed ways to identify and accomplish shared goals. If we conceptualise The Third Space as, (Dare we suggest, an Expressionist social movement?), then based on historical examples of earlier social movements, it is relatively safe to suggest that this space too will likely be marked by misunderstandings and incommensurabilities. Third space ‘multilogues’ will involve participants sometimes talking ‘past each other’ rather than ‘with each other.’ We can expect substantive disagreements and retreats to previously held positions prior to arriving at places of mutual recognition, and perhaps even one or more forms of reconciliation. The paper concludes with an invitation for LDs and IDs to enter The Third Space with a view to finding varied, but sustainable, hybridised conceptualisations of design theories and practices that can contribute to designing future opportunities for networked learning across multicultural, multilinguistic, international, interdisciplinary context.
Analysing online discussions in educational and work based settings
Authors: Blake Canan , Scanlon Eileen
Published: October 2024

Networked learning is becoming more and more about connectivity of learners or professionals and connectivity to resources available online and sometimes freely. Researchers are making use of these by designing online environments where this notion of connectivity and vast resources available to learners can be exploited. Many online discussion tools are available for use in educational settings. This paper discusses means of comparing the quality of interaction in these tools. We focus on the use of an online discussion tool called InterLoc (http://www.interloc.org.uk/). InterLoc is based on research by McAlister (2004) who designed a tool for online peer discussion that guides students' dialogue towards more academic interactions and facilitates extended argument. A significant feature of the design of the tool is managed synchronous dialogue e.g. the use of sentence openers, and the facility to reply to earlier contributions. The design features of InterLoc ensure that it provides a collaborative argumentation environment for learners in higher education. We also demonstrate that it is possible to structure argumentation using InterLoc in different settings, both academic and work-place. One of our case studies was carried out with postgraduate distance learning students studying science communication and the participants were asked to consider the idea that everyone's DNA should be kept on a data base to help fight crime. The second case study was in a health and social care setting and the participants were family-support workers of a London based charity, supporting families and individuals offering practical, emotional and financial help. They were asked to consider the case of a severely obese child whom social services are considering taking into care as the parents are unable to control his eating. The participants discussed what would be the best for the child. We used two methods of comparing the quality of interaction in these sessions: We analysed the transcripts of discussion sessions using content analysis and frequency of sentence openers and compared these analyses with those using Toulmin's Argumentation Pattern (TAP). By comparing the results of these two analyses, we explored the possibility of using these measures as an indicator of the quality of the discussion taking place. Our findings have confirmed the potential of the InterLoc sentence opener analyses for future work.
Networked Learning and Design Based Research for welfare innovation through further education
Authors: Oestergaard Rina , Sorensen Elsebeth Korsgaard
Published: October 2024

This paper sets out on a reflective journey to investigate, theoretically, the potential of a marriage between Networked Learning (NL) and Design Based Research (DBR) (Barab & Squire, 2004) in a creative and innovative pedagogical practice for welfare professionals. With reference to theoretical views on Innovative Learning (IL) and Networked Learning (NL) the paper discusses how it may be possible to gain knowledge that may help and qualify the development of creative innovative and ICT based learning designs for the future. To discuss this question the authors of the paper explore the entities of a model, which integrate the above mentioned relationships in learning designs. The suggested networked model offers possibilities of innovative learning in further educations. At the same time – in parallel – the suggested networked model offers possibilities of data generation to be used for educational research. The authors of the paper indicate and exemplify how this might be done using the theoretical embroidery of the paper in the light of the model. Finally – on the basis of the methodological and theoretical optic outlined in the paper - the authors point out research questions that may help and qualify the development of innovative DBR and NL designs directed towards the future. Assuming the views outlined and promoted in this paper, the authors claim that researchers in the field as well as welfare professionals in pedagogical, social and health areas, must display creative and innovative competences. Research findings are needed that are generated, iterated and validated through their iterative use in real life settings.
Self-evaluative practices to enhance e-pedagogy
Authors: Raistrick Claire
Published: October 2024

New technologies and an evolving higher education landscape create pedagogical challenges for educators. This environment demands e-pedagogy — the capacity of technology to satisfy real learning which bolsters the student experience. However, how can educators be supported to make the cultural shift necessary to embrace technology in convincing ways? This social practice research draws alongside seven educators studying a postgraduate award in e-learning in academic and professional practice at an English university. Educators who are making and evaluating a technology enhanced learning innovation. The study's rather unusual object is their self-evaluative practices and knowledge on this is co-constructed via dialogical conversations with participants. The significant output is a series of seven typologies built-up around RUFDATA, an established evaluatory framework with seven categories: reasons and purposes, uses, focus, data and evidence, audience, timing and agency. Substantial new knowledge of how educators do self-evaluation when making a technology enhanced learning innovation in higher education is created. This knowledge is about constellations of routine behaviours; behaviours which seek out value and are themselves intrinsically worthwhile. Collectively known as SEPT4TEL (self-evaluative practices typologies for technology enhanced learning), these 25 guiding principles depict self-evaluative practices and are promoted to educators seeking guidance on pragmatic ways to enhance their e-pedagogy. Evaluation is about judgements and it is the attribution of worth which distinguishes self-evaluative practices from other deliberative ways educators explore their professional practice, like reflection and action research. Self-evaluative practices are promoted as a foil to academics' tendency to adopt their pedagogy uncritically, simply merging it with habitual institutional practices. In this paper the introduction and research methods are followed by an exposition of self-evaluative practices which forms the main part of this paper. Numerous quotations illustrate how dialogical conversation leads to the SEPT4TEL framework. For example, the transformational effect of 'evaluative creep' on change processes and its ability to advance educators' competence is profiled. Ultimately, self-evaluators become 'carriers' of practices as they knowingly or unknowingly exert a bottom-up influence on the use and effectiveness of technology for learning. I conclude that self-evaluative practices can benefit use of new technologies for learning and recommend the SEPT4TEL framework to educators seeking to improve connections between technology and learning. Indeed, a sufficient constellation of self-evaluative practices is potentially powerful in a sociocultural sense, acting as a catalyst — with the power to leverage more widespread change.
How do we know who we are when we’re online?
Authors: Stewart Bonnie
Published: October 2024

This short paper outlines an ethnographic project exploring how influence, reputation, and academic identity are circulated and enacted within scholarly online networks. Both academia and social networks can be said to be ‘reputational economies’ (Willinksy, 2010), but while scholars and educators are increasingly exhorted to ‘go online,’ those who do often find that their work and efforts may not be visible or understood within institutional contexts. This project utilizes ethnographic methods and a material-semiotic theoretical approach to explore and detail the ways in which networked scholarly reputations operate, circulate, and intersect with contemporary concepts of academic impact. The study aims to articulate the signals which ‘count’ towards influence and scholarly reputation in networked circles, and to explore the benefits and challenges that networked scholarly participation poses for contemporary academics who engage in it.
Research into computer-based interactions has, for decades, suggested that online group members develop signals for status and credibility: Walther (1992) found “electronic communicators have developed a grammar for signalling hierarchical positions” (p. 78). More recently, Kozinets (2010) framed this status differentiation less in terms of hierarchy than “various strategies of visibility and identity expressions” (p. 24). Literature on networked scholarship is growing but has not as yet delved deeply into questions of how networked reputations, credibility, and status positions are produced, nor what implications these hold for conventional academic practices. This research investigates reputational strategies and practices within networked publics from a new literacies perspective, as a form of networked learning with the ethos of participatory culture. The paper explores the contexts, understandings, learning processes, and mediating technologies that have contributed to the development of participants’ outlooks and specific practices. Likewise, it also frames those practices and outlooks in relation to multiple circulating concepts of influence that intersect within academic networks. Through interviews and extensive participant observation within scholarly online networks, this project explores how interactions within scholarly networked publics intersect with conventional notions of academic identity, and offers a snapshot of the various ways in which online networks open up new possibilities for scholarly engagement, learning, identity expression and influence that may not be visible, legible, or available within the academy.
Learning and peer feedback in shared online spaces
Authors: Thomas Elaine , Rosewell Jon , Kear Karen , Donelan Helen
Published: October 2024

Peer feedback, where students evaluate and give comments on each other's work, is a valued form of learning activity. Giving and receiving peer feedback, particularly if assessed, encourages students to engage with the assessment criteria and reflect on their work, promoting a deeper understanding. This paper introduces a project to investigate approaches to using peer feedback in shared online spaces, as part of distance learning courses. One approach uses a wiki, where students each contribute their work and other students provide evaluative comments and advice. The other approach uses OpenStudio, a 'studio' environment where students upload self-produced media objects, such as photographs and presentations, and comment on each other's work. Both approaches have produced high levels of student engagement. An initial examination of peer feedback in a wiki indicates that the quality of feedback is high, but students do not make as much use of it as they might. Survey results for a course using a studio (with feedback from peers but not tutors) reveals some students who, while they enjoy the sharing activities, believe they need 'expert' opinion.
This project will evaluate these two approaches to online peer feedback in order to identify successful features in terms of (a) engaging students and (b) promoting student learning. The project will also identify areas for improvement. The first stage will map the uses of peer feedback in Computing and IT courses of the UK Open University. This stage will document: the educational objectives and intended learning outcomes of the activities; what students share and discuss in the activities; and, if the activities are assessed, how this is done. The second stage will evaluate the peer feedback activities in three courses which use online spaces for sharing and peer feedback. Data will be collected from students and tutors through focus groups and online surveys. The course forums will also be used to invite students to give their views. A qualitative analysis will be undertaken of online artefacts and interactions.
Skills in evaluating the work of others and giving constructive feedback are important, both in education and beyond. This project will help develop these skills in online learning students. It will do this by generating case studies, investigating learning designs and proposing best practice guidelines for using and assessing online peer feedback.
Symposium 2: The Power of Theory
Authors: Keefer Jeffrey M.
Published: October 2024

Doctoral studies can be envisioned as a journey to prepare novice researchers or expert practitioners to produce an original contribution to a field or engage in disciplinary stewardship. The focus is often upon the individual’s individuality in production, and not about challenges or supports encountered along the way that lead to those achievements. Many postgraduates struggle in achieving these contributions, and while sometimes they are rather public in nature, quite often they involve private battles that are confronted and won, or lost, in solitude. However, stewardship and originality do not necessitate isolation, and in the same way that ideas commonly generate in reaction and relation to other ideas, so too does the role of support structures within doctoral studies when they are most needed. While other people in the lives of the doctoral learner—supervisors, friends, family—are readily recognized as the support network, less is known about the network of things, especially the influential role that theory plays, in the lives of postgraduates. It is this very theory that has the power to help the learner work through the troublesome periods en route to achieving the doctorate.This study engaged an actor-network critique of the power of theory in the lives of doctoral students to explore how the notion of translation can provide insights into understanding how liminal periods, those challenging times where one is no longer the initiate but not yet the expert in one’s field or discipline, can be resolved (Kiley, 2009). Using Callon’s (1986) four-part schema of translation—problematization, interessement, enrolment, and mobilization—the role of theory in doctoral learning was examined within the context of a study of 23 international and interdisciplinary doctoral learners to better understand how theory itself exhibited power to support the journey through troublesome periods when no other support was available or strong enough to suffice. The result was the experience of aha! moments of theoretical clarity and appreciation, with an unexpected power for these non-human actors to resolve the liminal periods and support postgraduates with confidence as they completed their journeys.
Symposium 3: Assessing the value of design narratives, patterns and scenarios in scaffolding co-design processes in the domain of technology enhanced learning
Authors: Mor Yishay , Warburton Steven
Published: October 2024

In order to promote pedagogically informed use of technology, educators need to develop an active, inquisitive, design-oriented mind-set. Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations yet widespread adoption by the practitioner community remains a challenge (Goodyear et al., 2004). Over several years, the authors and their colleagues have facilitated many workshops in which participants shared experiences, captured these as design narratives, extracting design patterns, and applied them to novel teaching challenges represented as design scenarios. This paper analysis the value of design narratives, patterns and scenarios in scaffolding co-design processes in light of previous work in this area.
Symposium 4: Mobile work-learning
Authors: Thompson Terrie Lynn
Published: October 2024

This short paper (and Pecha Kucha presentation) explores new mobilities and spatial re-orderings of adult work-learning practices. Attention is given to the more sophisticated digital fluencies that seem to be demanded of adult work-learners and the pedagogical implications for educators. Sociomaterial perspectives encourage thinking about how “thingly gatherings” serve in the performance of practice. The unbounded blurry nature of the web and its artefacts can perhaps be described as fluid spaces enfolding with other fluid spaces. Thus, web-based spaces are not containers in which online learning activities take place but rather sociomaterial assemblages that take on particular energies as people and things—both online and offline—negotiate how they move, mix, and mobilize in their correspondences. Analysis draws on empirical data from a research project that explored the effects of the infusion of web and mobile technologies in the enactment of the global work and everyday learning practices of the contingent workforce (the self-employed or micro-small business entrepreneurs). An array of mobilities became evident in these practices, including interactions that slide in, through, and between different cyberspaces; the persistent infusion of the digital and physical into the other; and often capricious and vacillating patterns of presence and absence. However, alongside the mobilities that become evident in these practices, immobilities were also prominent. Using the sociality of practices around mobile devices as an entry point to explore this contradiction, it seems that forces and flows of mobilities are also tied to specificities of place. Although the physical becomes entangled with the digital to enact a specific work-learning space, such spatial re-orderings are not always easily accomplished. Moreover, the often overlooked and invisible spatial negotiations evoked to enact mobility unfold in multiple work-learning places: at home, on the move, in third spaces, at the office, field-based temporary work sites, and innumerable online spaces. This multiplicity adds complexity to how work-learning spaces are conceptualized. Several digital fluencies (a mix of expertise, responsibility, criticality, and innovation) emerge, urging pedagogical and policy response. Four will be highlighted: navigating scale, negotiating openness, wayfinding (Siemens, 2011), and fragmenting-tethering. How to work through the challenges of addressing these fluencies and how best to interrupt current practices are questions facing both educators and adult worker-learners and I hope this paper prompts such discussion.
Implementation of Artificial Neural Networks on Field-Programmable Gate Arrays
Authors: Salim Adrees  , Ala Abdulrazeg
Published: October 2024

Implementing Artificial Neural Networks (ANNs) on Field-Programmable Gate Arrays (FPGAs) provides a promising solution for achieving high-performance, low-latency, and energy-efficient computations in complex tasks. This paper investigates the methodology for mapping ANNs onto FPGAs, focusing on critical aspects such as architecture selection, hardware design, and optimization techniques. By harnessing the parallel processing capabilities and reconfigurability of FPGAs, neural network computations are significantly accelerated, making them ideal for real-time applications like image processing and embedded systems. The implementation process addresses key considerations, including fixed-point arithmetic, memory management, and dataflow optimization, while employing advanced techniques such as pipelining, quantization, and pruning. The research compares the accuracy and performance speedup of ANNs on CPUs versus FPGAs, revealing that FPGA-based simulations are 4680 times faster than CPU-based simulations using MATLAB, without compromising prediction accuracy.
A Study on the Preference for Educational Environment and Community Spaces in Urban Collective Housing
Authors:   Korea Society of Public Design, Koo si-mon , Lee Min-Hee , Bang ji-Hee , Cho Choong-Hyun , Jeong Hee-Jeong
Published: October 2024

As interest in children's education grows in densely populated urban residential environments today, community spaces that meet the efficient educational environment needs of collective housing have become a key issue. This study examines domestic and international exemplary cases to review trends and current situations, and explores how cultural and social characteristics related to educational environments and community spaces are being applied in domestic cases and collective housing. Based on publicly available data, a literature review was conducted, followed by a survey analysis for frequency analysis. The results reveal that in order to enhance residential satisfaction through educational approaches, there is a necessity and importance for the design of educational community spaces that reflect local cultural and social needs. This highlights the demand for sustainable designs that can respond to contemporary needs.
Digitalization in Women Entrepreneurship: Use of social media
Authors: Rathore Dr. Neetu , Bala Gupta Dr. Saroj
Published: October 2024

Entrepreneurship has come a long way since its inception around a century ago, but women’s entry into this field is not very primitive. The era of COVID 19 brought about a new milestone in the way businesses have been operating since so many years. With the advent of pandemic, the businesses got disrupted and entrepreneurs had no choice but to operate their businesses from home through digital platforms. Slowly and gradually many business processes started running through online mode. During this phase many women entrepreneurs in India and abroad also shifted towards this new mode of doing business. Women entrepreneurs specially benefitted from this online set up and in a short span of time many women entrepreneurs started operating their business through social media platforms like Facebook, Instagram, Twitter, WhatsApp, LinkedIn etc. due to ease of operation and low-cost involvement. Toady social media is a popular platform among women entrepreneurs to show their creativity and business skills while earning profits. There are some challenges also which women face while operating on social media. But these can be dealt with by safe and smart usage of these platforms. The objectives of this paper are to know about the various social media platforms used by women entrepreneurs in India, to examine the benefits to women entrepreneurs of business through social media and to investigate the challenges faced by women entrepreneurs in business through social media in our country. Therefore, we can say that the future of business through social media is very bright for women entrepreneurs not only in India but through out the world.
Нескорені, незламні...
Authors: Мілєйко Ольга
Published: October 2024

У статті переважає виховний аспект змісту, що спрямований на показ героїзму та мужності захисників України, патріотів, воїнів ЗСУ, які є прикладом для наслідування наступним поколінням. Висвітлено подвиги окремих українських військових у перші дні повномасштабного вторгнення російського агресора на нашу державу, зокрема на Миколаївщину. Про нескорених і незламних, які першими удостоєні звання Герой України.
МОНІТОРИНГ РЕЗУЛЬТАТІВ НАВЧАННЯ У ВНУТРІШНІЙ СИСТЕМІ ЯКОСТІ ЗАКЛАДУ ОСВІТИ
Authors: Кулешова Оксана
Published: October 2024

У методичній статті здійснено аналітичний огляд сучасних досліджень та чинних нормативних документів. Обґрунтовано, що моніторинг як управлінський механізм дає змогу керівникам мінімізувати ризики в управлінні. Схарактеризовано сутнісні особливості результату навчання як об’єкта моніторингу. Акцентовано на умовах, за яких система моніторингу результатів навчання буде ефективною. Уперше запропоновано методичні  рекомендації для керівників шкіл щодо шляхів її впровадження у внутрішню систему забезпечення якості освіти задля досягнення сталого розвитку і безперервного покращення якості.
ФОРМУВАННЯ ПІЗНАВАЛЬНОЇ МОТИВАЦІЇ УЧНІВ ЗАСОБАМИ STEAM-ОСВІТИ ПІД ЧАС НАВЧАННЯ ГЕОМЕТРІЇ
Authors: Погромська Ганна , Махровська Наталя , Рогожинська Еліна
Published: October 2024

У науково-методичній статті досліджено роль епістемологічних переконань учнів у контексті сучасної STEАM-освіти та зазначено їхню важливість для ефективного навчання. Метою дослідження є аналіз значення STEAM-навчання в сучасній підготовці учнів, а також виявлення зв’язку між епістемологічними переконаннями та мотивацією до навчання під час упровадження STEAM. У роботі підкреслено важливість розвитку в здобувачів освіти емпатії та здатності співпрацювати, а також значущість формування компетенцій для розв’язання реальних проблем, що досягається засобами STEAM-освіти. У розвідці запропоновано приклад здійснення STEAM-підходу під час вивчення геометрії в 10 класі на тему «Координати та вектори. Рівняння кола». Визначено, що ефективності формування епістемологічних переконань здобувачів освіти сприяє упровадження STEАM-підходу в навчальний процес, оскільки він задіює мотивацію і продукує ціннісне ставлення до навчання.
РОЛЬ УКРАЇНСЬКОЇ ІДЕЇ У ФОРМУВАННІ НАЦІОНАЛЬНОЇ ІДЕНТИЧНОСТІ МОЛОДІ В КОНТЕКСТІ ВОЄННОГО СТАНУ
Authors: Гладун Віталій
Published: October 2024

У науковій статті досліджено роль української ідеї у формуванні національної ідентичності сучасної молоді в контексті геополітичних викликів через призму поглядів видатних українців. Обґрунтовано актуальність теми, яка полягає в потребі консолідувати нове покоління та формувати в нього активну громадянську позицію. Розкрито теоретичні засади та сутність понять «національна ідея» та «національна ідентичність». Проаналізовано загрози, з якими стикається населення у воєнних умовах, та визначено перспективи розвитку України. Розглянуто основні позиції та тези видатних українців щодо ролі національної ідеї у формуванні ідентичності сучасної молоді. З’ясовано фундаментальні чинники, маркери та елементи національної ідентичності. Уперше проаналізовано найбільш глибинні за змістом та контраверсійні тези й судження щодо формування національної ідеї та ідентичності.
ОСОБЛИВОСТІ СТВОРЕННЯ ТА ФУНКЦІОНУВАННЯ РЕПОЗИТАРІЮ АКАДЕМІЧНИХ ТЕКСТІВ У ЗАКЛАДІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ
Authors: Запорожченко Максим
Published: October 2024

У статті розглянуто питання розвитку, трансформації та впливу репозитаріїв академічних текстів на поступ науки, проаналізовано публікації відомих зарубіжних та українських науковців, що стосуються цифрових архівів та їхньої типологізації. Досліджено можливості використання репозитаріїв в освітньому процесі. Розглянуто структуру та функціонал сучасного інституційного репозитарію, його компоненти та роль у збереженні і поширенні наукових знань. Описано технічні аспекти, використання хмарних рішень та програмного забезпечення для управління репозитарієм. Здійснено огляд функціоналу та структури репозитарію академічних текстів Миколаївського обласного інституту післядипломної педагогічної освіти з описом процесу розроблення та впровадження.
СУЧАСНІ СТРАТЕГІЇ СТВОРЕННЯ СЕРЕДОВИЩА ПРОФЕСІЙНОГО СТАНОВЛЕННЯ ПЕДАГОГА
Authors: Клименюк Наталія
Published: October 2024

У науково-методичній статті досліджено сучасні стратегії формування сприятливого середовища для професійного становлення педагога. Проаналізовано ключові підходи, які сприяють розвиткові фахових компетентностей, підвищенню кваліфікації та мотивації до роботи. Сформульовано визначення «стратегії створення середовища професійного розвитку». Актуалізовано проблему необхідності вибудовування такого середовища, яке б умотивовувало до постійного підвищення компетентності педагогічних працівників. Особливу увагу звернено на конструювання основних стратегій професійного розвитку вчителів, таких, як: освітні, психологічні, мотиваційні, використання сучасних технологій. Наведено дані емпіричної розвідки щодо оцінки ступеня спрямованості педагогів на професійний саморозвиток. Уперше на основі отриманих емпіричних даних визначено основні умови, що впливають на ефективність становлення педагога в умовах сучасної освітньої системи.
РОЛЬ МАТЕРІ У ПСИХОЦІАЛЬНОМУ РОЗВИТКУ ДИТИНИ З ІНВАЛІДНІСТЮ
Authors: Шпак Денис , Назаренко Людмила
Published: October 2024

У науково-методичній статті висвітлено особливості ставлення матері до дитини з інвалідністю, що визначають тип поведінки, зокрема копінгу, а також обґрунтовано його взаємозв’язок із психосоціальним розвитком особистості з особливостями розвитку. Схарактеризовано актуальність проблеми дестабілізації стосунків у сім’ї під час народження, розвитку, виховання дитини з інвалідністю. Запропоновано дієві способи подолання емоційної напруги людини для виходу з депресивного стану. На основі широкого кола джерел розкрито взаємини матері з дитиною, що мають вибудовуватися на безумовному емоційно-позитивному ставленні, повазі до індивідуальності, урахуванні інтересів дітей. Визначено виклики, що впливають на соціальну поведінку матері. Використано методи дослідження: системний аналіз; психологічне моделювання; узагальнення наявних наукових даних, пов’язаних із проблемою дослідження; порівняльний.
Exploring Self-Determination Theory in ELT: A Content Analysis of Research Trends between 2020 and 2024
Authors: Ha Thanh Bich Loan
Published: October 2024

This study aims to seek recent research trends in the applicability of Self-Determination Theory (SDT) to English language teaching (ELT) by reviewing the literature on this new approach to studying learner motivation, which plays a crucial role in language acquisition. The subject of the study is a series of related articles collected between 2020 and 2024, and the data is gathered from fifty selected articles during this period. The method employed for data analysis is content analysis approach, which helps identify themes and common trends throughout the articles’ contents. The findings reveal various trends in applying SDT to foster learner motivation in ELT, including trends in research topics, methods, and noteworthy new themes in the applicability of SDT and its six sub-theories to ELT. These provide insights into the great potential of SDT in ELT research. The paper also has implications for new research ideas of learner motivation with STD.
Оцінювання привабливості бізнес-середовища для експортної діяльності українських консалтингових маркетингових компаній на ринках США та Франції
Authors: Нагачевська Т. В. , Капшієнко Я. В.
Published: October 2024

На основі факторного аналізу визначено особливості бізнес-середовища на ринках консалтингових маркетингових послуг Франції та США. Представлено результати  аналізу макро- та мікрофакторів, поглибленого дослідження конкурентного середовища на цих ринках. Виявлено переваги та недоліки, можливості та загрози для експортної діяльності українських консалтингових маркетингових компаній на ринках Франції та США. Визначено, що на обох ринках найбільшу вагому частку займають політико-правові фактори, які можуть бути одночасно загрозою та можливістю для діяльності українських компаній. Високий рівень конкуренції є вагомим фактором загроз на обох проаналізованих ринках, проте вищий рівень конкуренції було виявлено на ринку США. В умовах високого рівня конкуренції експортна стратегія українських консалтингових компаній має базуватися на наявності інноваційних компетенцій, унікальних методик консалтингу, а їх діяльність має бути спрямована на індивідуальний підхід до вирішення проблем клієнтів. Вагомим фактором впливу є наявність різноманітності культурних груп на обох ринках, що потребує врахування у формуванні експортних стратегій. У результаті проведеного дослідження, було обґрунтовано, що як ринок Франції, так і ринок США є потенційно привабливим для здійснення експортної діяльності українських консалтингових маркетингових компаній, оскільки рівень можливостей перевищує рівень загроз на кожному з цих ринків. Більш перспективним та привабливим для діяльності українських компаній є ринок Франції, оскільки коефіцієнт можливостей на цьому ринку є вищим ніж на ринку США. Застосовано метод збору та обробки первинних даних шляхом анкетування споживачів та експертів. Виявлено характеристики та специфіку споживчих мотивацій на ринках консалтингових маркетингових послуг Франції та США. Обгрунтовано практичні рекомендації щодо виходу на дані ринки та ведення успішної експортної діяльності українських консалтингових маркетингових компаній. На основі аналізу проведеного авторами опитування експертів ДУ «Офіс з розвитку підприємництва та експорту» розроблено рекомендації бізнесу щодо доцільності використання інформаційно-консалтингових та навчальних послуг Офісу для сприяння експортній діяльності. Запропоновано напрями вдосконалення діяльності Офісу та взаємодії з бізнесом на основі запитів експортного підприємництва, в тому числі надання сприяння українським консалтинговим маркетинговим компаніям з експортним потенціалом.
Туристичний ринок України в часи війни: проблеми, загрози, можливості
Authors: Сокол Т. Г. , Міхо О. І. , Дергач А. С.
Published: October 2024

The article examines the impact of war on Ukraine's tourism market due to globalization and integration processes. The article discusses in detail the problems and opportunities that arise in the context of modern challenges. In Ukraine, where hostilities continue, the tourism industry has faced unprecedented challenges, which have resulted in a significant drop in arrivals and a reduction in domestic tourist flows. The tourism industry has also a ban on air transportation, the closure of many tourist and hotel enterprises, the destruction or transformation of hotels into temporary shelters, personnel shortages, and a general decrease in income from tourism. Because of these aspects, investigating the challenges in Ukraine's tourism market is relevant and necessary to determine effective strategies for the industry's development. These strategies should further contribute to the economic growth and social welfare of the country. The article presents the results of surveys that demonstrate the accessibility of travel for domestic tourists and their motivation. The main reasons for refusing to travel are security and economic factors. Ukrainians prefer seasonal summer vacations in cities and hiking. Priority is given to event, gastronomic, active, and ecological tourism. The impact of hostilities has also resulted in some adaptation and search for new opportunities for the tourism industry. New tourist destinations, such as military tourism and "memory tourism," began to develop actively in Ukraine. Developing  such tourism as agritourism and cultural and historical tourism in safe regions, can help to diversify the tourist offer and reduce the economic impact of a decrease in international tourist flow. It also contributes to the development of local economies and the creation of new jobs, which is critical in crisis. It is recommended to strengthen efforts in the field of international PR to improve Ukraine's image in the world. This includes participation in international tourism exhibitions, online marketing campaigns, and cooperation with international leaders of thoughts who can change the perception of Ukraine as a tourist destination. Tourism operators and local authorities should work together to develop and implement emergency response plans that will help them quickly adapt to changes in the security situation. Implementing these strategies will require strong coordination among all stakeholders, including government, the private sector, and international partners.
Модель психологічного супроводу підлітків з порушенням зору
Authors: Бочелюк В. Й. , Турубарова А. В.
Published: October 2024

The article addresses the pressing issue of developing a model of psychological support for adolescents with visual impairments. Adolescents' personality development during their school time ultimately determines their opportunities for successful social integration into society in future. Therefore, the need for psychological support for adolescents with visual impairments proves increasingly relevant. The aim of this study is to analyze scientific views on the essence of psychological support as a phenomenon and develop a model of psychological support for adolescents with visual impairments, which can contribute to their individual development and socialization. The analysis of scientific principles and approaches to the issue of psychological support for adolescents with visual impairments has allowed us to reveal the essence of support as a psychological phenomenon and develop a model of psychological support for adolescents with visual impairments. Scientists have established that adolescence requires systematic support, comprehensive psychological support in the process of personal growth at this complex stage of maturation. We argue that psychological support is a process of organizing and conducting a comprehensive system of psychological measures that help an individual to optimize their mental health condition, effectively adapt and develop progressively. Support system is proved to be based on a theoretical model, a set of conceptual provisions and technologies, which is focused on the content of the development problems of adolescents in various social systems. Three leading constructive principles of the support system have been identified. The first principle calls for a change in research paradigm—from exploring psychic phenomena and manifestations to studying the laws of personality development for persons with visual impairments. The second principle characterizes a change in the paradigm of acting upon the support system, urging and wishing, providing equal opportunities in decision-making. The third conceptual provision is identifying the ground to develop means and methods. A model of psychological support for adolescents with visual impairments has been developed within the social system of "students - educators - parents". It combines managerial and psychological aspects. The theoretical significance of the study is the analysis of scientific views on the essence of psychological support as a phenomenon. The practical significance is the development of a psychological support model for adolescents with visual impairments, which can contribute to their personal growth and socialization. The prospects for further research in this area entail empirical verification of this psychological support model in terms of its effectiveness for adolescents with visual impairments.
Neoplasia trofoblástica gestacional, Coriocarcinoma, Estadio IV - Alto riesgo
Authors: Coto Ramírez Iván , Gómez Hernández Cynthia , Guislain Ribas Paul
Published: October 2024

Resumen La enfermedad trofoblástica gestacional engloba un conjunto de patologías asociadas a una anomalía en la invasión placentaria. Su diagnóstico durante el periodo de gestación o posterior a este de forma temprana, permite evitar las complicaciones de esta entidad patológica para la mujer embarazada, que podría incluir hasta su muerte. Dichas neoplasias son producidas por una proliferación anormal del tejido trofoblástico, el cual tiene la capacidad de producir tumores tanto benignos como malignos. Dentro del espectro de patologías malignas, también llamadas neoplasia trofoblástica gestacional, el coriocarcinoma es el que tiene la capacidad de metástasis más elevada y, por ende, un índice de mortalidad mayor, en comparación con otras enfermedades pertenecientes a este grupo. El fin de este artículo es mostrar la revisión de un caso y el análisis de una paciente con diagnóstico de coriocarcinoma postgestacional, quien fue tratada con quimioterapia combinada durante el estadio en el que se encontraba su enfermedad a la hora de su diagnóstico.