The modern development of science and technology has provided high quantity of information. This information must be systemized and classified. For taxonomization of educational materials, it was proposed to use existing graph-generators and graph-visualizers of the TODOS IT platform. A separate aspect of the TODOS IT platform is the possibility of using a centralized web-oriented learning environment. Creation of the system and transdisciplinary knowledge is a problem of modern education, which can be solved by creating a centralized web-oriented educational environment. Using this approach is an important part of the learning process. Such a centralized web-oriented environment based on the ontological approach involves filling, adaptive educational services with information resources that reflect the conceptual system of a particular discipline.One of the systems providing not only collection of information but include its systemizing is centralized web-oriented educational environment based on Ontology4 system. Ontology 4 use elements of the TODOS.The paper presents specific developments of one centralized web-oriented educational environment can be used to teach different subjects such as biology, chemistry, Ukrainian language and literature, using the STEM approach.
Shapovalov V.V., Atamas A.I., Bilyk Zh.I., Shapovalov YE.V. and Uchytel A.D. Structuring Augmented Reality Information on the stemua.science. It is demonstrated that one of the conditions for successful scientific and pedagogical work is exchanging of methodical materials, including with using of augmented reality. We propose to classify approaches of placing methodical materials on closed, open and open-moderated types. One of the important benefits of a closed type is the high quality of the methodical material, but it’s limited by amount of material and the lack of exchange opportunities that are problems, and there are no open-moderated resources in the Ukrainian language. The aim of this article is to analyze approaches of systematization of methodical material with using of augmented reality and recommend using of STEMUA for systematization of them. It is shown that STEMUA allows teachers to develop methodical material and place it on this platform. The platform automatically organizes methodical material in the database. Consequently, the platform is satisfying the methodical needs of Ukrainian teachers for material with using of complementary reality in the teaching. It is recommended for teachers and methodists to provide development and methodical materials with using of augmented reality and add them to the platform database.
In the realm of STEM education, various computer-based methodologies have been employed to invigorate student motivation, personalize learning experiences, and elevate the overall quality of education. However, the integration of Internet of Things (IoT) and smart tools for measuring parameters during educational research processes has garnered insufficient attention thus far. This neglect becomes all the more pronounced in light of the burgeoning popularity of personal smartwatches and bands among individuals. In this study, we develop innovative techniques for incorporating personal smart tools into STEM classes and research endeavors. By employing the Colmi Land 1, Xiaomi Mi Band, Samsung Smart Fitness Band, and Xiaomi Mi Smart Scale as testbeds, we conduct a comprehensive evaluation using the As Is – To Be Business Process Model and Notation method. The findings substantiate that our proposed methods exhibit superior efficacy compared to conventional educational processes. Moreover, this paper represents a pioneering effort in describing and offering ready-to-use techniques for utilizing personalized smart tools to measure parameters during experiments within educational contexts.
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