Proceedings of the Symposium on Advances in Educational Technology, AET 2020. Digital twin of an educational institution: an innovative concept of blended learning. Kartashova, L.A., Gurzhii, A.M., Zaichuk, V.O., Sorochan, T.M. Social & workplace learning through the 70:20:10 lens. A Model of Learning Objectives based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Motivation und Handeln, Springer-Lehrbuch. You can’t manage informal learning – only the use of informal media. What really is social learning? Available from. Mapping informal and formal learning strategies to real work. Ĭhapter 5: Quality Assurance in Blended Learning, 2015. Texnolohiya rozrobky dystancijnoho kursu (Technology of distance course development). University of Educational Management, Kyiv: SciTePress.īykov, V.Y., Kukharenko, V.M., Syrotenko, N.H., Rybalko, O.V. Features of the use of software and hardware of the educational process in the conditions of blended learning. CEUR Workshop Proceedings, 2257, pp.182–191.īukreiev, D.O., Chorna, A.V., Serdiuk, I.M. Google Classroom as a tool of support of blended learning for geography students. Taxonomy of Educational Objectives: The Classification of Educational Goals. A Taxonomy for learning teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. 47 lecturers of Ukrainian educational institutions were trained and only 12 of them successfully completed the training.Īnderson, L.W., Krathwohl, D.E., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J. The result of the course training is learner's report on the distance course examination and analysis of this work. On the basis of the research a DC ``Expert examination of distance course'' was compiled for experienced developers of distance courses and administrators of distance learning systems at different institutions.ĭuring the training, the learners analyzed the purpose of Bloom's taxonomy and its accessibility, the complexity of the text and its design, the tasks and learning activities, the quality of tests and the evaluation system, etc. The article also describes the basic skills that an expert should have as well as typical mistakes of the developers of distance courses are presented. An expert is defined as a specialist who has experience in compiling distance courses, organization of distance learning as well as has and uses content tutor skills. The article deals with the theoretical foundations of carrying out distance course (DC) examination with the aim of creating the program for expert training. Kharkiv National Automobile and Highway Universityĭistance course, quality, examination, evaluation Abstract
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