An Innovative Model of Research Projects Aimed at the Integration of Ukraine into the European Scientific Space. 2023

Постійне посилання колекціїhttps://repository.kpi.kharkov.ua/handle/KhPI-Press/70037

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Metaverse as developmental ecosystem for students' development
(2023) Stchekine, Boris; Sergeyeva, Tetyana; Novytska, Daria
It is analyzed the prospect of integrating educational component into the “Metaverse”. It is traced the origin story of the idea from the ancient religious, philosophical and psychological concepts. It is proposed: 1) to create “Metaverse” as developmental ecosystem taking into account the laws of personality development; 2) to involve not only figurative but also abstract thinking to expand the way of describing the “Metaverse” through abstract schemes in addition to images; 3) to introduce moral dimension into the assessment of possible “Metaverse” impact on users’ mind and body as well as on the real world. It is assumed that modeling a digital learning environment based on the internal laws of human development will optimize the entire process. The built-in educational component will provide a virtual learning environment with developmental capacity vastly superior to simulated reality. An innovative Eco-Humanistic Developmental Model is proposed for integration. It is focused on human existential, social and career metasenses of self-development, synergistic interaction and competencies development. In contrast to the situational approach, the process is modeled in its existential integrity. It is based on the idea of human development as a living self-developing system in interaction with the surrounding world as a developmental environment. In the process of balancing actual needs, personal abilities and conditions of environment the synergetic development of all three components is taken place. As a result, not only cognitive and personality development is optimized, but also there is an awareness of interdependence and mutual development of self and environment. The concept, structure, strategy, mechanisms and tools of innovative e-learning courses based on Eco-Humanistic principles are presented. To confirm the efficiency of the proposed approach the results of a research within the framework of a long-term developmental experiment are presented. The prospect of multidisciplinary research is revealed.
E-learning multidisciplinary developmental environment based on new European research paradigm
(2023) Njoo, Jim; Sergeyeva, Tetyana; Turlakova, Natalya
The research raises the problem of improving strategies, technologies, methods, techniques and tools of e-learning in connection with the change in the research paradigm, which will inevitably affect the education paradigm. Modern education, in fact, develops agents of changes who are called upon to maintain and develop the viability of society in the face of systemic economic, social and environmental crises. Therefore, goal-oriented science and education are gradually being transformed into impact-oriented, with the introduction of social, moral, economic, environmental and security criteria. The New European Bauhaus initiative is the quintessence of modern trends in the development of an advanced society, as a human-centered and aimed at human wellbeing through the formation of a sustainable-enriching-inclusive environment. The scale and speed at which changes are taking place require a new approach to students’ development. They must respond quickly to changes and use a challenge as an opportunity for development. Within the framework proposed by the authors, the eco-humanistic approach to human-environment interaction respond to new demands and can be integrated into e-learning multidisciplinary developmental environment, which simulates the real conditions of self-development in an ambiguous situation. The metacognitive approach as well as tailor-made and fit for purpose innovations make it possible to consciously manage the process of one's own development depending on individual conditions and needs. Modeling real work and life developmental environment demands multidisciplinary and multi-actor approaches for co-creation of efficient e-courses of a new generation. The authors propose an innovative strategies, techniques and tools for providing efficiency of e-courses.
Multidisciplinary scale of e-learning within university innovative digitalized ecosystem
(2023) Gleria, Vid de; Sergeyeva, Tetyana; Orda, Oleksandra
The research presents a multidisciplinary scale of e-learning in the context of digital transformations, caused by the system of modern crises. A proposed innovative approach considers e-learning as a component integrated into the holistic process of students’ cognitive and personality development or self-development. The synergetic interaction of the student with the developmental environment as innovative ecosystem involves a big variety of e-training activities based of the model of real project development. The complexity of the ecosystem determines the diversity of interaction modes. The system-forming factor is the profile of student as agent of positive changes.
Multidisciplinary solutions supported by digitized tools based on eco-humanistic model
(2023) Glazar, Tadej; Sergeyeva, Tetyana; Kushchenko, Zhanna
The research presents an innovative approach to creating digitized tools for multidisciplinary and multi-actor solutions aimed at after-war/disaster recovery and development of affordable housing districts based on eco-humanistic model within New European Bauhaus coordinates. It is proposed innovative approach and instruments for digital support of synergetic solutions based on modelling experts, users and stakeholders’ optimal actions with consideration of their cognitive schemes diversity and orientated to ultimate goal. The model is realized as demonstrator for replication.
Students' soft skills development based on interaction with training environment within e-learning
(2023) Festeu, Dorin; Sergeyeva, Tetyana; Turlakova, Natalya
The research is intended to provide an insight into the practice of soft skills development in the process of students’ interaction with e-learning environment. The discussion calls upon the subject developers for a review of both the strategies of soft skills selection and the principles of transforming training courses into e-format. The research is structured as follows: first, it reveals the ways of selecting a balanced optimal set of the university graduate’ soft skills on the basis of meta-level typology and individualization. Second, it identifies the principles of organizing efficient training activities aimed at the soft skills development that is based on modelling the existential (real life) situation of self-development. Third, it presents an example of the efficient training course transformation into e-learning format without losing its developmental capacity. It is worth noting that this paper provides an important source of information and creative ideas for e-learning courses aimed at soft skills development. The new normal caused by COVID-19 pandemic and student-centered paradigm of education requires a revision of the traditional higher education basics. The system-forming factor is the student as a holistic living system, which is self-developing and includes cognitive, communicative and regulatory functions. Traditional mainly cognitive goals were supplemented by the practical goals of soft skills development as important components of professional, social and existential competencies. Achieving this goal through the student-training environment interaction has gained additional capacity due to the unprecedented development of digital technologies. Modern challenges as well as technological opportunities have required multidisciplinary solutions. Solving a whole chain of interrelated problems has necessitated a system approach to ensuring efficient student interaction with the e-environment, which acquired additional developmental capacity through technology.
Multidisciplinary educators-researchers-practitioners co-creation of interactive e-courses
(2023) Breitenstein, Joakim; Sergeyeva, Tetyana; Turlakova, Natalya
The research proposes model of human-centered and impact-oriented e-training course development. Multi-actor, multi-sector and multidisciplinary co creation is considered as a key factor toward a successful interactive e-course development. Eco humanistic model gives an understanding of HOW to manage the process of e course co creation on the basis of understanding its system form ing factor, content structure pattern and mechanisms. This understanding allows involvement, management, modeling, digitizing, simulating, piloting, demonstrating and duplicating the co creation process. Eco humanistic model triggers qualitative changes at several levels. It ensures synergetic interaction of diversities which is of exceptional importance in multi-actor/sector/disciplinary interaction based on: a) awareness of the value of diversities for synergistic development, b) strategic orientation mechanism that integrates personal senses (needs) into a unifying goal of mutual development and optimizes the process; c) digital support system modeling the existential process of multi-actor/sector/disciplinary co development through interaction (co creation); d) digital tool allowing to combine the diversities of individual visions reflected in the format of Ideal and Real profiles into Synergistic profile based on the innovative technology of cognitive schemas overlay. This makes it possible to create: a) an efficient system of digital support, b) multi scale measurement of e course efficiency; c) eco humanistic developmental training programs. The digitized toolkit includes: (1) “OmniBase” compendium of information relevant to the subject presented in different formats (texts, articles, cases, schemes, surveys, interviews, visual materials, etc.) equipped with search engine based on content structure pattern (structure is meaningful, content is structured) as a tool for sense cognitive orientation both in training activity and in the activity of co creation; (b) e set of tools for multi-actor/sector/disciplinary interaction for synergistic solutions including “Ideal profile”, “Real profile” and “Synergetic profile” of e course; (c) evaluation toolkit includ ing “Multiscale filter” and “Motivation matrix” for multi scale assessment of multi-actor/sector/disciplinary solutions efficiency in terms of developmental training environment capacity and personal development efficiency.