Theoretical and methodological bases of designing the educational institution information and consulting environment

Abstract

In article the definition of the educational institution information and consulting environment has been formulated. It was found the such environment is a relevant part of the information education society, within which it becomes possible exchange of information and consultative support of subjects of the educational process via the computer focused technologies. The semantic and functional content of an educational institution information and consulting environment have been specified. Its social, spatial-object, psychological and pedagogical components have been analyzed. The criteria for assessing the quality of the information and consulting environment have been described. The main factors and leading pedagogical technologies of organizing and forming of the information and consulting environment have been determined. The pattern of the educational institution information and consulting environment covering organizational, technical methodical resource areas have been established. Based on the results of empirical research with use of content analysis and factor analysis the benefits and risks of the educational institution information and consulting environment have been reviewed and summarized. It is concluded that the organization of the educational institution information and consulting environment will promote increase the efficiency of the educational process and the quality of educational services.

1st Symposium on Advances in Educational Technology: Outlook

“…The didactic component of the Moodle system in the process of realization of distance and mixed learning in the pandemic period and formation of future specialists' professional, informational and communicative competencies, development of their creative thinking has been revealed in the process of research activities. This article highlights further research by the authors, begun in [70,71,126]. The article "Peculiarities of using LearningApps service in the process of developing a motivational component of professional training of future professionals in terms of adaptive learning" [310] by Hanna B. Varina (figure 17), Viacheslav V. Osadchyi, Svetlana V. Shevchenko, Kateryna S. Averina and Evgeniy A. Lavrov considers the adaptive learning system as a system that can help each student to achieve the optimal level of intellectual development in accordance with his natural abilities and inclinations.…”

Ergonomic aspects of computer-oriented pedagogical technologies implementation in teaching foreign languages to students of higher education institutions

“…; 4) collaboration tools (webinars, wikis, virtual classes, cloud services, web quests, collaborative projects, etc. ); 5) means of assessment of educational achievements, monitoring and management of the learning process (survey, planning, testing) [5,13].…”

Digitalization of geographic higher education: problems and prospects

“…Digitalization of education has become the subject of many scientific studies devoted to the theoretical and methodological foundations of distance education (Myroslav I. Zhaldak [8], Yukhum I. Mashbyts [9], Illia O. Teplytskyi [10], Svitlana V. Shokaliuk [11]); blended learning (Liudmyla I. Bilousova [12], Kateryna P. Osadcha [13], Iryna S. Mintii [14], Serhiy O. Semerikov [15], Yurii V. Tryus [16]); development of the informational and educational environment (Mariia A. Kislova [17], Kateryna I. Slovak [18], Liubov F. Panchenko [19], Kateryna V. Vlasenko [20], Olena O. Lavrentieva [21], Mariana M. Kovtoniuk [22], Tetiana A. Vakaliuk [23], Yuriy L. Kuchyn [24], Oleksandr Yu. Burov [25]); and information and communication competence of teachers in the conditions of a cloud-oriented educational environment (Kateryna V. Vlasenko [26], Iryna V. Lovianova [27], Tetiana A. Vakaliuk [28], Nataliia V. Morze [29], Mykhailo V. Moiseienko [30]); adaptive cloud-oriented system of training and professional development of teachers of secondary school (Hanna B. Varina [31], Yuliya H. Nosenko [32], Kateryna P. Osadcha [33]); determination of teachers readiness and need of digital tools and ICT during quarantine (Oksana V. Ovcharuk [34]); digital transformation of education (Tetiana V. Sych [7], Olga P. Pinchuk [35], Oksana V. Ovcharuk [36], Andrey V. Pikilnyak [37]).…”