Àðõ³â íîâèí Ëàáîðàòî𳿠ÑÅÒ

Äëÿ âèð³øåííÿ â³äçíà÷åíèõ ïðîáëåì íåîáõ³äíî ñòâîðèòè ñèñòåìó åëåêòðîííî¿ îñâ³òè, ÿêà çàñíîâàíà íà ³ííîâàö³éíèõ ³íòåëåêòóàëüíèõ òåõíîëîã³ÿõ, ãíó÷êèõ ìîäåëÿõ áåçïåðåðâíî¿ îñâ³òè òà åëåêòðîííèõ ³íôîðìàö³éíèõ ñåðåäîâèù íàâ÷àííÿ.

Ïåäàãîãè÷åñêèé ñöåíàðèé - ýòî ïîøàãîâîå îïèñàíèå âîîáðàæàåìûõ ñîáûòèé ó÷åáíîãî ïðîöåññà, îñíîâàííîå íà âçàèìîäåéñòâèè îáó÷àåìîãî ñ êîíòåíòîì. Õàðàêòåð ýòîãî âçàèìîäåéñòâèÿ çàâèñèò îò îñîáåííîñòåé ïðåäúÿâëÿåìîé ó÷àùåìóñÿ èíôîðìàöèè è ïîáóæäåíèÿ ê èíòåðàêöèÿì. Ïîñêîëüêó çäàíèÿ áûâàþò ðàçíûõ òèïîâ, òî è ñöåíàðèåâ ìîæåò îêàçàòüñÿ íåñêîëüêî ðàçíîâèäíîñòåé.

²íôîðìàö³ÿ ïî êóðñó «Ìóëüòèìåä³à ³ Web-äèçàéí» äëÿ ÇÒÂ-51.

²íôîðìàö³ÿ äëÿ ãðóï ÒÂ-61,62, ùî ñòîñóºòüñÿ íàâ÷àëüíîãî êóðñó "Ìóëüòèìåä³éí³ òåõíîëî㳿 (Âåá-äèçàéí)"

Ïóáë³êàö³¿ ïðîåêòó TENCompetence www.tencompetence.org. Ïðîåêò ôîêóñóºòüñÿ íà ðîçðîáö³ ìîäåë³ êîìïåòåíö³é äëÿ áåçïåðåðâíîãî íàâ÷àííÿ.

Ïîðòàë çíàíü - ñèñòåìà äèñòàíö³éíîãî íàâ÷àííÿ, ïîáóäîâàíà íà áàç³ ñèñòåìè óïðàâë³ííÿ ³íôîðìàö³éíèì Âåá-ðåñóðñîì íà áàç³ FreshKnowledge Semantic CMS. ³äêðèò³ íàâ÷àëüí³ ìàòåð³àëè, äèñòàíö³éíå òåñòóâàííÿ çíàíü. ³ëüíèé äîñòóï äî íàâ÷àëüíèõ êóðñ³â ð³çíî¿ òåìàòèêè. Îñâ³òí³ ðåñóðñè ç ³íôîðìàö³éíèõ òåõíîëîã³é, ïðîãðàìóâàííÿ, ïðîåêòóâàííÿ ïðîãðàìíîãî çàáåçïå÷åííÿ.

Advanced Distributed Architecture for Personalized Teaching & Training. Ñèñòåìà, ðîçðîáëåíà ³ ï³äòðèìóâàíà êîìàíäîþ Ï. Áðóñèëîâñüêîãî. ̳ñòèòü á³ëÿ øåñòè êîìïîíåíò³â, ÿê³ â³äïîâ³äàþòü çà ð³çí³ ïðîöåñè äèñòàíö³éíîãî íàâ÷àííÿ.

In the context of the emerging paradigm of Lifelong Learning, competence-based learning is gradually attracting the attention of the Technology-Enhanced Learning community, since it appears to meet the training expectations of both individuals and organisations.

28-29 ëèñòîïàäà 2008 ð. ì. Îñòð³ã, гâíåíñüêà îáë. Ïåðøà ̳æíàðîäíà íàóêîâî-ïðàêòè÷íà êîíôåðåíö³ÿ „Ïàðàäèãìà Òâîðåííÿ â ñó÷àñí³é íàóö³: íà øëÿõó äî ³íòåãðîâàíîãî ñâ³òîãëÿäó” ìຠíàì³ð â³äðåàãóâàòè íà íàéá³ëüø³ ïðîáëåìè íàóêè, îñâ³òè òà ñóñï³ëüñòâà. Íàéá³ëüøèìè ïðîáëåìàìè ñó÷àñíî¿ íàóêè º ìåòîäîëîã³÷í³ ïðîáëåìè, ñó÷àñíî¿ îñâ³òè — ïðîáëåìè ð³âíîïðàâíîñò³ ñâ³òîãëÿä³â, ñó÷àñíî¿ ëþäèíè ³ ñóñï³ëüñòâà — ïðîáëåìè ñåíñó æèòòÿ.

«ß ìîãó ñêàçàòü óâåðåííî, ÷òî íåò ñåãîäíÿ òàêèõ äèñòàíöèîííûõ òåõíîëîãèé, êîòîðûå ïîçâîëèëè áû îáó÷èòü ýêñòåðíîâ íà òîì æå óðîâíå, íà êîòîðîì îáó÷àþòñÿ â îáû÷íûõ, äàæå íå â ñàìûõ âûäàþùèõñÿ, ñðåäíèõ âóçàõ. À äèïëîì îíè ïîëó÷àþò òîò æå ñàìûé. Ýòî îáìàí»

Ðîçïî÷àòî ðîáîòó íàä ñàéòîì kovalska-maysternya.com - õóäîæíÿ êîâêà

Ç êîæíèì äíåì ìè â³ä÷óâàºìî, ùî äåäàë³ á³ëüøîãî çíà÷åííÿ íàáóâຠ³íòåëåêòóàëüíà ïðàöÿ, à ïðàö³âíèêè çíàíü ñòàþòü êëþ÷îâèìè ãðàâöÿìè ó ð³çíèõ ñôåðàõ ä³ÿëüíîñò³. Íèæ÷å ïðèâåäåíî ñïèñîê òèï³â òàêèõ ïðàö³âíèê³â â çàëåæíîñò³ â³ä ò³º¿ ä³ÿëüíîñò³, ÿêó âîíè ïðîâàäÿòü, ïðàöþþ÷è ³ç çíàííÿìè: "12 kinds of Knowledge Workers"

Ìîäåëü Tree-Net º îñíîâîþ äëÿ ðîçðîáêè ìåòîä³â ãåíåðàö³¿ äèíàì³÷íèõ íàâ÷àëüíèõ êóðñ³â äëÿ ï³äòðèìêè áåçïåðåðâíîãî íàâ÷àííÿ. Çàñòîñóâàííÿ ñåìàíòè÷íî¿ ñèñòåìè óïðàâë³ííÿ íàâ÷àëüíèì êîíòåíòîì íà îñíîâ³ Tree-Net-ìîäåë³ ìîæíà çíàéòè çà àäðåñîþ www.znannya.org.

Ó ðîáîò³ îïèñàíî ï³äõ³ä äî ïîäàííÿ ³ âèçíà÷åííÿ îáëàñò³ çíàíü â ³íòå-ëåêòóàëüí³é ñèñòåì³ áåçïåðåðâíîãî íàâ÷àííÿ íà áàç³ ìîäåë³ Web-êîíòåíòó Tree-Net ³ ïîíÿò³éíî-òåçèñíî¿ ìîäåë³ ôîðìàë³çàö³¿ äèäàêòè÷íîãî òåêñòó. Çíàííÿ ïðî îáëàñòü çíàíü âèêîðèñòîâóþòüñÿ äëÿ ãåíåðàö³¿ ïåðñî-íàëüíîãî îñâ³òíüîãî ñåðåäîâèùà ³ àâòîìàòèçàö³¿ òåñòóâàííÿ

Äëÿ âñòóïíèê³â, ÿê³ çäîáóëè îñâ³òíüî-êâàë³ô³êàö³éíèé ð³âåíü áàêàëàâðà (ñïåö³àë³ñòà). Äëÿ âñòóïíèê³â íà ì³ñöÿ, ùî ô³íàíñóþòüñÿ çà ðàõóíîê êîøò³â ô³çè÷íèõ òà þðèäè÷íèõ îñ³á

Èç íàøåãî åæåäíåâíîãî îïûòà ìû îáû÷íî ìîæåì ñêàçàòü, áûëî ëè ÷òî-òî ñïðîåêòèðîâàíî èëè íåò. Îñíîâíûì äîêàçàòåëüñòâîì ÿâëÿåòñÿ âûñîêîå èíôîðìàöèîííîå ñîäåðæàíèå.Èíôîðìàöèîííîå ñîäåðæàíèå ëþáîé ïîñëåäîâàòåëüíîñòè – ýòî ðàçìåð â áèòàõ êðàò÷àéøåãî àëãîðèòìà, íåîáõîäèìîãî äëÿ îáðàçîâàíèÿ ýòîé ïîñëåäîâàòåëüíîñòè èëè ðàçìåùåíèÿ.

Ìåòà ðîáîòè: ïîêàçàòè, ùî óïðàâë³ííÿ êîíòåíòîì º åôåêòèâíèì ³ ïðàêòè÷íèì çàñîáîì äëÿ óïðàâë³ííÿ çíàííÿìè, ÿêèé â ñâîþ ÷åðãó º îñíîâîþ ïîáóäîâè ñèñòåìè áåçïåðåðâíîãî íàâ÷àííÿ. Ðîçêðèòè ðîçðîáëåí³ ìåòîäè, ñåìàíòè÷í³ ìîäåë³ ³ òåõíîëî㳿 óïðàâë³ííÿ êîíòåíòîì äëÿ îñâ³òè.

ÎÎÎ «Þðìèñ» ïðåäëàãàåò êà÷åñòâåííûå þðèäè÷åñêèå óñëóãè — ðåãèñòðàöèÿ ñóáúåêòîâ ïðåäïðèíèìàòåëüñêîé äåÿòåëüíîñòè, çàùèòà èíòåðåñîâ, êîíñàëòèíã è äðóãèå óñëóãè.

Êîíôåðåíö³ÿ ïðèñâÿ÷åíà 90-ð³÷÷þ Íàö³îíàëüíî¿ àêàäå쳿 íàóê Óêðà¿íè òà 45-ð³÷÷þ ²íñòèòóòó ïðîáëåì ìàòåìàòè÷íèõ ìàøèí ³ ñèñòåì ÍÀÍ Óêðà¿íè. Îñíîâí³ íàóêîâî-òåõí³÷í³ íàïðÿìêè êîíôåðåíö³¿: Êîìï'þòåðíà ìàòåìàòèêà (ÊÌ), Ñèñòåìè ÊÌ â íàóö³ òà òåõí³ö³, Ñèñòåìè ÊÌ ó âèù³é øêîë³.

What is knowledge management? How do knowledge management and e-learning intersect? Lets take a look.

Óïàëà ñëåçà íà ãîðÿ÷èé ïåñîê
È êðîâü íà ëàíèòàõ çàñòûëà.
Ïîëäíåâíîå ñîëíöå, êàê êðàñíûé öâåòîê,
Êàçàëîñü â çåíèòå çàñòûëî...
Ñîáûòèÿ, ïðîèñõîäèâøèå äâà òûñÿ÷åëåòèÿ íàçàä, íå òåðÿþò ñâîåé àêòóàëüíîñòè è ñåãîäíÿ...

Ùèðî â³òàºìî óñ³õ ³ç Âîñêðåñ³ííÿì ²ñóñà Õðèñòà! Íåõàé ñèëà ³ ãëèáèíà öüîãî ñâÿòà íàïîâíèòü âàøå æèòòÿ ³ ñåðöå. Îñü âæå ìàéæå 2000 ðîê³â ëþäñòâî ñâÿòêóº Ñâÿòî Âîñêðåñ³ííÿ ²ñóñà Õðèñòà ³ç Íàçàðåòà. Êèì ³í áóâ? ×è º öÿ îñîáèñò³ñòü ³ñòîðè÷íî ðåàëüíîþ?...

²íôîðìàö³ÿ çà òåìàòèêîþ: êîìïåòåíö³¿, ìîäåëþâàííÿ êîìïåòåíö³é, âèêîðèñòàííÿ ìîäåëåé êîìïåòåíö³é â àäàïòèâíèõ ñèñòåìàõ íàâ÷àííÿ.

 ñòàòüå èçëîæåí àëãîðèòì ôóíêöèîíèðîâàíèÿ ñèñòåìû ñîêðàùåíèÿ èíòåðâàëà, ìåæäó óæå èìåþùèìèñÿ ó ñîèñêàòåëÿ è òðåáóåìûìè äëÿ îòäåëüíîé äîëæíîñòè, êîìïåòåíöèÿìè. Ïðåäëîæåíû ìîäåëè äåêîìïîçèöèè äîëæíîñòíûõ êîìïåòåíöèé è ó÷åáíûõ ìàòåðèàëîâ, ïîçâîëÿþùèå ôîðìèðîâàòü èíäèâèäóàëüíóþ òðàåêòîðèþ îáó÷åíèÿ è ìíîãîêðàòíî èñïîëüçîâàòü ó÷åáíûå îáúåêòû â ðàçëè÷íûõ ïðîãðàììàõ.

 äàííîé ñòàòüå ïîêàçàíî, ÷òî àäàïòèâíàÿ ñèñòåìà ôîðìèðóåò äîñòàòî÷íî øèðîêèé ñïåêòð êëþ÷åâûõ êîìïåòåíöèé â ñìûñëå À.Â. Õóòîðñêîãî

Êîìïåòåíòíîñòíûé ïîäõîä ê îáó÷åíèþ â îòëè÷èå îò òðàäèöèîííîãî êâàëèôèêàöèîííîãî ïîäõîäà îòðàæàåò òðåáîâàíèÿ íå òîëüêî ê ñîäåðæàíèþ îáðàçîâàíèÿ (÷òî äîëæåí çíàòü, óìåòü è êàêèìè íàâûêàìè âëàäåòü âûïóñêíèê âóçà â ïðîôåññèîíàëüíîé îáëàñòè), íî è ê ïîâåäåí÷åñêîé ñîñòàâëÿþùåé (ñïîñîáíîñòÿì ïðèìåíÿòü çíàíèÿ, óìåíèÿ è íàâûêè äëÿ ðåøåíèÿ çàäà÷ ïðîôåññèîíàëüíîé äåÿòåëüíîñòè)...

12 àïðåëÿ âåñü ìèð îòìå÷àåò Äåíü àâèàöèè è êîñìîíàâòèêè. Êîëëåêòèâ Ëàáîðàòîðèè ÑÅÒ ñïåøèò ïîçäðàâèòü Àëåêñàíäðà Àëåêñàíäðîâè÷à ñ åãî ïðîôåññèîíàëüíûì ïðàçäíèêîì...

Ñàéò Ëàáîðàòî𳿠ÑÅÒ îòðèìàâ îíîâëåíó íàâ³ãàö³éíó ñõåìó. Òåïåð äëÿ çðó÷íîñò³ ïîøóêó áàæàíî¿ ³íôîðìàö³¿ â³äâ³äóâà÷àì äîñòóïíà íàâ³ãàö³ÿ íå ò³ëüêè ïî ñòðóêòóð³ ìåíþ ñàéòó, à é ïî óçàãàëüíåíèì òåìàì

Through literature review, this paper examines six empirical studies. Three cases are from the United States and the other three are from studies conducted in Asian. The purpose of this study is to identify whether or not self-directed learning is a key factor leading to successful academic performance in web-based learning environments. The in-depth analysis and discussion of each study finds that the effect of self-directed learning on academic success in web-based environments is divergent among six case studies. Follow-up studies should exclude potential problems identified in this paper.

Çàïóùåíî áåòà-âåðñ³þ ï³äñèñòåìè òåñòóâàííÿ çíàíü íà îñíîâ³ ïîíÿò³éíî-òåçèñíî¿ ìîäåë³. ϳäñèñòåìà êîíòðîëþ çíàíü º ñêëàäîâîþ Ïîðòàëó çíàíü, ùî áóäóºòüñÿ íà îñíîâ³ íàóêîâèõ ï³äõîä³â, ùî ðîçâèâàþòüñÿ Ëàáîðàòîð³ºþ ÑÅÒ.

Ïîðòàë çíàíü — ³íôîðìàö³ÿ, ïîäàíà ÿê³ñíî, ìຠáàãàòî øàíñ³â ñòàòè ÷è¿ìèñü çíàííÿìè. Ïîðòàë çíàíü ìຠíà ìåò³ ïîäàííÿ ð³çíîïðåäìåòíèõ çíàíü ó â³ëüíîìó äîñòóï³ äëÿ íàâ÷àííÿ òà ó ÿêîñò³ äîâ³äíèê³â.

Distance learning is the fastest growing segment of postsecondary education. Almost 3 million students took at least one online course in fall 2005, an increase of more than 800,000 over the previous year (Allen and Seaman 2006). One important unresolved issue related to the quality of the learning experience is the degree to which online learners are engaged in their educational activities relative to campus-based learners.

È.Ï. Ïàâëîâ, ñîâåòñêèé ó÷åíûé, àêàäåìèê, ñîçäàâøèé ó÷åíèå î âûñøåé íåðâíîé ñèñòåìå è åå äåÿòåëüíîñòè, îñòàâàëñÿ äî êîíöà ñâîåé æèçíè ãëóáîêî âåðóþùèì â Áîãà ÷åëîâåêîì, ïîñåùàë öåðêîâü è îêàçûâàë åé ìàòåðèàëüíóþ ïîääåðæêó. Îäèí èç ó÷åíèêîâ è ïîñëåäîâàòåëåé Ïàâëîâà ïèøåò: «Ìíå ïîñ÷àñòëèâèëîñü ïîáûâàòü ó íèõ (Ïàâëîâûõ) íåñêîëüêî ðàç â ãîñòÿõ. Ñåðàôèìà Âàñèëüåâíà (æåíà Ïàâëîâà) êàæäûé ðàç âñòðå÷àëà ìåíÿ òàêèìè ñëîâàìè: «Ãîñïîäèí êîììóíèñò, íå ïîðà ëè âàì ïîäóìàòü î ñïàñåíèè ñâîåé äóøè?»

Ìåòîþ ðîáîòè º àíàë³ç âèìîã äî ³íôîðìàö³éíèõ ñèñòåì áåçïåðåðâíîãî íàâ÷àííÿ, à òàêîæ ìåòîä³â, ìîäåëåé ³ òåõíîëîã³é ¿õ ïîáóäîâè. Öå âêëþ÷ຠàíàë³ç ³ñíóþ÷èõ ìåòîä³â ³ òåõíîëîã³é ³íòåëåêòóàëüíèõ îñâ³òí³õ ñèñòåì ³ âèçíà÷åííÿ êîëà ñïåöèô³÷íèõ ³ ñëàáêî ðîçâèíåíèõ íàïðÿìê³â, ÿê³ ïîòðåáóþòü ´ðóíòîâíîãî ïðîðîáëåííÿ ó êîíòåêñò³ áåçïåðåðâíîãî íàâ÷àííÿ.

Èçìåíåíèÿ â ýëåêòðîííîì îáó÷åíèè îáóñëîâëåíû âëèÿíèåì äâóõ îñíîâíûõ äâèæóùèõ ñèë. Ïåðâàÿ – áûñòðî âîçðàñòàþùèé òåìï ðàçâèòèÿ áèçíåñà è ñîçäàíèÿ èíôîðìàöèè, êîòîðûå âåäóò ê ñäâèãó â ñòîðîíó ðàáîòû, à êîíêðåòíî – çíàíèé ïî ñïåöèàëüíîñòè, è èõ âèäîèçìåíåíèé â ñîîòâåòñòâèè ñ ðîñòîì èíôîðìàöèè.

Óâàç³ ÷èòà÷³â ïðîïîíóºìî ñòàòòþ ç ñå𳿠ïðî Óïðàâë³ííÿ çíàííÿìè (ÓÇ) (Knowledge Management). Ó äàí³é ñòàòò³ ìè â³äïîâ³äàºìî íà çàïèòàííÿ: "Ùî òàêå Ñèñòåìà óïðàâë³ííÿ çíàííÿìè (ÑÓÇ) (Knowledge Management System)?". Ó ñòàòò³ íàäàí³ âèçíà÷åííÿ òà êëàñèô³êàö³¿ ÑÓÇ ïðîâ³äíèõ ó÷åíèõ ó äàí³é ãàëóç³, íàâåäåíà ³íôîðìàö³ÿ ïðî îñíîâí³ "ñõîâèùà çíàíü" òà ïðåäñòàâëåíî äî óâàãè çàãàëüíó ìîäåëü ÑÓÇ. Ó òðåò³é ñòàòò³ ç ö³º¿ ñå𳿠áóäå îáãîâîðåíî êëþ÷îâ³ ôàêòîðè óñï³õó, ÿê³ âèçíà÷àþòü åôåêòèâí³ñòü ÑÓÇ.

PHP-ñêðèïò êîíâåðòóº UTF-8 ó Windows-1251 (CP1251) ç ï³äòðèìêîþ óêðà¿íñüêèõ ñèìâîë³â. Ñêðèïò ïðàöþº ³ ó 4-é âåðñ³¿ PHP.

The learner model is central to an adaptive educational system, as it is the model of the learner’s understanding (and possibly also other attributes such as their goals, motivation, learning preferences, etc.), that enables a system to adapt to the individual user’s current learning requirements.

Ëàáîðàòîð³ÿ ÑÅÒ â³òຠóñ³õ ³ç Íîâèì Ðîêîì ³ Íàðîäæåííÿì ²ñóñà Õðèñòà! Çè÷èìî âàì òâîð÷èõ óñï³õ³â, íàòõíåííÿ ³ ñèë, çäîðîâ'ÿ òà ðàäîñò³.

Ó ðîáîò³ ïðîïîíóºòüñÿ ³ºðàðõ³÷íî-ìåðåæåâà ìîäåëü äàíèõ Tree-Net ÿê îñíîâà äëÿ ôîðìàë³çàö³¿ ³ ñòðóêòóðóâàííÿ ³íôîðìàö³¿ äëÿ ²íòåðíåò-ñèñòåì, â òîìó ÷èñë³ äëÿ îñâ³òí³õ ïîðòàë³â. Ñòðóêòóðà Tree-Net ç îäíîãî áîêó º ³ºðàðõ³÷íîþ, à ç ³íøîãî ìຠðèñè ñåìàíòè÷íî¿ ìåðåæ³.

Êîìïàíèÿ Gips Systems Óêðàèíà (ÒΠ"Ãåñåì") ïðåäëàãàåò êà÷åñòâåííûå óñëóãè ìàøèííîé øòóêàòóðêè è äåêîðàòèâíûõ îòäåëî÷íûõ ðàáîò.

Ãàçåòà «Äåíü», ÿê ³ áàãàòî ³íøèõ óêðà¿íñüêèõ Ç̲, îòðèìàëà çâåðíåííÿ Àñîö³àö³¿ æóðíàë³ñò³â, âèäàâö³â ³ ìîâíèê³â «Íîâîìåä³à», äå âèñëîâëþºòüñÿ çàíåïîêîºííÿ ç ïðèâîäó çðîñòàííÿ ê³ëüêîñò³ âèïàäê³â óïåðåäæåíîãî ³ íåîᒺêòèâíîãî âèñâ³òëåííÿ óêðà¿íñüêèìè ìàñ-ìåä³à ðåë³ã³éíî¿ òåìàòèêè.

Ñëóæáè íà WWW äàëè ìîæëèâ³ñòü ðîçðîáëÿòè ñèñòåìè å-íàâ÷àííÿ, ÿê³ ðîçãëÿäàëèñÿ ÿê ïðÿìå çàñòîñóâàííÿ ³íôîðìàö³éíèõ ³ êîìóí³êàö³éíèõ òåõíîëîã³é. Ñèñòåìà xTEx-Sys º âåá-îáîëîíêîþ äëÿ àâòîðñüêèõ ðîçðîáîê ³ç ñåðåäîâèùåì, àäàïòîâàíèì äî êîæíîãî ó÷àñíèêà ñèñòåìè. Ôîðìàëüíå ïîäàííÿ ìàòåð³àëó êóðñó ó xTEx-Sys çàñòîñîâóº îíòîëî㳿, ùî êåðóþòüñÿ îïèñîì çíàíü. Îö³íêà çíàíü ñòóäåíòà â xTEx-Sys ðåàë³çîâàíà çà äîïîìîãîþ âèêîðèñòàííÿ äèíàì³÷íèõ êîíòðîëüíèõ òåñò³â. Öÿ ñòàòòÿ îïèñóº ðîëü îíòîëîã³é ó ïðîöåñ³ îö³íêè çíàíü ó xTEx-Sys.

Àñîö³àö³ÿ æóðíàë³ñò³â, âèäàâö³â ³ ìîâíèê³â «Íîâîìåä³à» âèñëîâëþº çàíåïîêîºííÿ ç ïðèâîäó çðîñòàííÿ ê³ëüêîñò³ âèïàäê³â óïåðåäæåíîãî ³ íåîá'ºêòèâíîãî âèñâ³òëåííÿ óêðà¿íñüêèìè ìàñ-ìåä³à ðåë³ã³éíî¿ òåìàòèêè. Ìè ñïîñòåð³ãàºìî ïîÿâó íîâî¿ õâèë³ ìàòåð³àë³â ïðî òàê çâàí³ «íåîðåë³ã³¿» àáî «ñåêòè» â åô³ð³ çàãàëüíîíàö³îíàëüíèõ òåëåâ³ç³éíèõ êàíàë³â (1+1, ÑÒÁ, ICTV òà ³í.) ³ íà øïàëüòàõ äðóêîâàíèõ âèäàíü («Äçåðêàëî òèæíÿ», «Äåëî», «Êîìñîìîëüñêàÿ ïðàâäà» òà ³í.). Ìàéæå óñ³ ö³ ïóáë³êàö³¿ òà òåëåâ³ç³éí³ ñþæåòè âèêðèâëÿþòü ôàêòè ïðî îô³ö³éíî çàðåºñòðîâàí³ ïðîòåñòàíòñüê³ õðèñòèÿíñüê³ öåðêâè (õàðèçìàòè, ï'ÿòèäåñÿòíèêè, áàïòèñòè òà ³í.) â Óêðà¿í³.

Íàâ÷àííÿ ÷åðåç âñå æèòòÿ (Lifelong Learning)

Îäíà èç îñíîâíûõ öåëåé íåïðåðûâíîãî îáðàçîâàíèÿ — ðàñøèðåíèå è äèâåðñèôèêàöèÿ îáðàçîâàòåëüíûõ óñëóã, äîïîëíÿþùèõ áàçîâîå øêîëüíîå èëè âóçîâñêîå îáó÷åíèå. Ýòèì ïðèçíàåòñÿ íåäîñòàòî÷íîñòü èëè íåñïîñîáíîñòü áàçîâîé ñèñòåìû íàó÷èòü ÷åëîâåêà âñåìó, ÷òî åìó ïðèäåòñÿ äåëàòü â òå÷åíèå òðóäîâîé æèçíè.

Íåïðåðûâíîå îáðàçîâàíèå — ýòî öåëîñòíûé ïðîöåññ, îáåñïå÷èâàþùèé ïîñòóïàòåëüíîå ðàçâèòèå òâîð÷åñêîãî ïîòåíöèàëà ëè÷íîñòè è âñåñòîðîííåå îáîãàùåíèå åå äóõîâíîãî ìèðà. Îí ñîñòîèò èç ïîñëåäîâàòåëüíî âîçâûøàþùèõñÿ ñòóïåíåé ñïåöèàëüíî îðãàíèçîâàííîé ó÷åáû, äàþùèõ ÷åëîâåêó áëàãîïðèÿòíûå äëÿ íåãî èçìåíåíèÿ ñîöèàëüíîãî ñòàòóñà.

Íàñòîÿùàÿ ñòàòüÿ ñîäåðæèò îáçîð òåõíîëîãèé Web-òåñòèðîâàíèÿ. Ñòàòüÿ ïðåäëàãàåò ìåòîäèêó îöåíêè, êîòîðàÿ ìîæåò èñïîëüçîâàòüñÿ ñïåöèàëèñòàìè â Web-îñíîâàííîì îáó÷åíèè äëÿ ïîíèìàíèÿ è ñðàâíåíèÿ îñîáåííîñòåé òåõ èëè èíûõ ñèñòåì Web-òåñòèðîâàíèÿ.

Ñï³ëêóþ÷èñü ç íàóêîâöÿìè, ïðàêòèêàìè, âèêëàäà÷àìè, äðóçÿìè, ÷àñòî äîâîäèòüñÿ äàâàòè â³äïîâ³äü íà ïðîñòå çàïèòàííÿ: "À íàâ³ùî öå?". Íàâ³ùî ñòâîðþâàòè ³íòåëåêòóàëüíó íàâ÷àëüíó ñèñòåìó? Íàâ³ùî âèäóìóâàòè âåëîñèïåä? ×èì âîíà â³äð³çíÿòèìåòüñÿ â³ä ³íøèõ ñèñòåì? ßêà ¿¿ ìåòà ³ ôóíêö³ÿ? Âðåøò³ ðåøò, ùî öå çà íàâ÷àëüíèé ïðîöåñ, äëÿ ÿêîãî ïîòð³áíà òàêà ñèñòåìà?

Ã.². Ïàëüøèí, äèðåêòîð Öåíòðó ï³ñëÿäèïëîìíî¿ îñâ³òè ïîä³ëèâñÿ ³ç íàóêîâöÿìè ³ ñòóäåíòàìè ÍÒÓÓ "Êϲ" äîñâ³äîì ó îðãàí³çàö³¿ êîðïîðàòèâíîãî íàâ÷àííÿ.

Ìåòîþ äàíî¿ ñòàòò³ º îïèñ ñèñòåìè óïðàâë³ííÿ íàâ÷àëüíèì âì³ñòîì ²í-òåðíåò-ñàéòó íà ð³âí³ ñåìàíòèêè Âåá-êîíòåíòó. Ïîäàºòüñÿ êîíöåïö³ÿ ðî-áîòè ç êîíòåíòîì ó ñèñòåì³ FreshKnowledge for E-Learning (FK-EL). ²äåÿ ñèñòåìè ïîëÿãຠó ñïåö³àëüí³é ñòðóêòóð³ çáåðåæåíí³ êîíòåíòó, ÿêà ç îäíîãî áîêó º ³ºðàðõ³÷íîþ, à ç ³íøîãî - ìຠðèñè ñåìàíòè÷íî¿ ìåðåæ³. Íà îñíîâ³ òàêî¿ ìîäåë³ ñèñòåìà êåðóº â³äîáðàæåííÿì, àíîòóâàííÿì ³ íàâ³ãàö³ºþ ³íôîðìàö³éíèì íàïîâíåííÿì ñàéòó.

Òåïåð íà íàøîìó ñàéò³ ðåàë³çîâàíî ïîøóê íà îñíîâ³ AJAX â³ä Google.

Web-ñòóä³ÿ. Ïðîôåñ³éí³ ð³øåííÿ äëÿ ²íòåðíåò-ïðîåêò³â, ðîçðîáêà âåá-ñàéò³â, âåá-äèçàéí (Web-äèçàéí). Ïðîñóâàííÿ (Ðîçêðóòêà), õîñòèíã, äîìåíè, ðîçðîáêà Æèâèõ Ñàéò³â, ï³äòðèìêà, ñóïðîâîäæåííÿ ³ îíîâëåííÿ ñàéò³â, CMS.

²íôîðìàö³ÿ ïî òåì³ Web 2.0 – Íîâ³òí³ Âåá-òåõíîëî㳿 ³ çì³íà ³äåîëî㳿 âèêîðèñòàííÿ WWW

Discussing and Demonstrating Ways to Keep Learners Awake and Intrigued.
Ó äàí³é ðîáîò³ ðîáèòüñÿ îãëÿä ð³çíèõ òèï³â âçàºìî䳿/àêòèâíîñò³ ó÷íÿ ³ç äèñòàíö³éíîþ ñèñòåìîþ íàâ÷àííÿ.  òîìó ÷èñë³ ðîçãëÿíóò³ ð³çí³ òèïè êîíñòðóþâàííÿ çàñîá³â êîíòðîëþ çíàíü/òåñò³â. ϳäêðåñëþºòüñÿ, ùî íàÿâí³ñòü ³íòåðàêòèâíîñò³, âèêîíàííÿ çàâäàíü, âçàºìî䳿 ó÷íÿ ³ç ñèñòåìîþ º íåîáõ³äíèì äëÿ óñï³øíîãî âìîòèâîâàíîãî äèñòàíö³éíîãî íàâ÷àííÿ.

Êîãäà áðàóçåðû èìåëè ìàëåíüêèå íîìåðà âåðñèé, à ñïèñîê âñåõ ñàéòîâ âëåçàë â òîíêóþ æ¸ëòóþ êíèæå÷êó, âîçíèêëè èçíà÷àëüíûå ïðàâèëà è ìåòîäû ðàçìåòêè âåá-ñòðàíèö. Íàïðèìåð, âåðñòêà ñëîæíûõ ñòðàíèö ñ ïîìîùüþ òàáëèö è íåâèäèìûõ èçîáðàæåíèé. Íî ñ ðàçâèòèåì áðàóçåðîâ è ñòàáèëèçàöèåé ñòàíäàðòîâ, ýòîò ìåòîä îêîí÷àòåëüíî óñòàðåë, òàê êàê èìååò ìíîãî ñóùåñòâåííûõ íåäîñòàòêîâ. Ïîýòîìó ïîñòåïåííî âñå ïåðåøëè íà òàê íàçûâàåìóþ “áëî÷íóþ âåðñòêó”.

Âñå ïðî àäàïòèâí³ñòü â ³íòåëåêòóàëüíèõ íàâ÷àëüíèõ ñèñòåìàõ.

²íôîðìàö³ÿ ïî òåì³: Êîíòðîëü ³ îö³íêà çíàíü ñòóäåíò³â â íàâ÷àëüíèõ ñèñòåìàõ

Áîëüøèíñòâî ñóùåñòâóþùèõ ýëåêòðîííûõ ó÷åáíûõ ðåñóðñîâ äëÿ äèñòàíöèîííîãî îáó÷åíèÿ ìîæíî ðàçäåëèòü íà äâà íåïåðåñåêàþùèõñÿ êëàññà ïî òèïó ïðåäîñòàâëåíèÿ çíàíèé ïîëüçîâàòåëþ. Ïåðâûé è íàèáîëåå ðàñïðîñòðàíåííûé êëàññ ðåñóðñîâ ÄÎ - ýòî òàê íàçûâàåìûå ýëåêòðîííûå ó÷åáíèêè. Âòîðîé ìàëî ïðåäñòàâëåííûé â íàñòîÿùåå âðåìÿ â Èíòåðíåòå êëàññ ó÷åáíûõ êóðñîâ - ýòî àäàïòèâíûå ó÷åáíûå ðåñóðñû.

Ó ÷åðãîâèé ðàç êîíôåðåíö³ÿ "Îñâ³òà ³ ³ðòóàëüí³ñòü" ç³áðàëà ñïåö³àë³ñò³â, äîñë³äíèê³â ³ ïðàêòèê³â äèñòàíö³éíîãî íàâ÷àííÿ ç Óêðà¿íè ³ Ðîñ³¿. Ëàáîðàòîð³ÿ ÑÅÒ ïðåçåíòóâàëà íà êîíôåðåíö³¿ âëàñí³ äîñë³äæåííÿ. Ñåðã³é Òèòåíêî ³ Îëåêñàíäð Ãàãàð³í ïðåäñòàâèëè äî óâàãè ó÷àñíèê³â äîïîâ³äü "Êîìïëåêñíà ìîäåëü îñâ³òíüîãî ã³ïåðìåä³à-ñåðåäîâèùà äëÿ áåçïåðåðâíîãî íàâ÷àííÿ".

This work proposes to solve contemporary educational problems with help of intelligent educational Web-based system which generates learning hypermedia environment. Foundations for such system development were considered. Main issue here is a problem of knowledge representation and knowledge management for education. Formalization has to envelop different knowledge layers connected to learning process. This situation is reflected in corresponded set of models. All these models, combining with each other, make up complex model for knowledge management in the system which generates educational hypermedia environment.

Çðó÷íèé ã³ïåðòåêñòîâèé ñëîâíèê òåðì³í³â äèñòàíö³éíîãî íàâ÷àííÿ. Êîæíå âèçíà÷åííÿ ì³ñòèòü ã³ïåðòåêñòîâ³ ïîñèëàííÿ íà ³íø³ òåðì³íè, ùî äîçâîëÿº âèêîðèñòîâóâàòè ñëîâíèê äëÿ íàâ÷àííÿ.

EDUCAUSE Review is the general-interest, bimonthly magazine published by EDUCAUSE. The magazine takes a broad look at current developments and trends in information technology, what these mean for higher education, and how they may affect the college/university as a whole.
Ìîðå ³íôîðìàö³¿ ïðî E-Learning. Äèâ³òüñÿ òàêîæ http://www.educause.edu

̳æíàðîäíèé ôîíä "³äðîäæåííÿ", eIFL.net òà Google Scholar çàïðîøóþòü âèäàâö³â ³ ðåäàêòîð³â íàóêîâèõ æóðíàë³â íà ïðåçåíòàö³þ ïðîåêòó îöèôðóâàííÿ íàóêîâèõ æóðíàë³â òà îáãîâîðåííÿ çàñàä ñï³âïðàö³. Çóñòð³÷ âåñòèìóòü Christian DiCarlo, Strategic Partner Development, Google, Inc., òà ²ðèíà Êó÷ìà, ̳æíàðîäíèé ôîíä "³äðîäæåííÿ". Çóñòð³÷ â³äáóäåòüñÿ ó ïîíåä³ëîê, 24 âåðåñíÿ, î 9.30 ó êîíôåðåíö-çàë³ "̳æíàðîäíîãî ôîíäó "³äðîäæåííÿ" (âóë. Àðòåìà, 46).

Ñèñòåìó óïðàâë³ííÿ êîíòåíòîì áóëî â ÷åðãîâèé ðàç îíîâëåíî. Äîäàíî ôóíêö³þ øàáëîí³â çà òåõíîëî㳺þ FreshTemplates, ðåàë³çîâàíî òåõíîëîã³þ â³çóàë³çàö³¿ ñóòíîñòåé FreshEntities. Äîäàíî ôóíêö³þ ôîòîãàëåðå¿.

Öÿ ñòàòòÿ ðîáèòü îãëÿä ðåàêö³é ñòóäåíò³â íà ìîäåëü ó÷íÿ, ùî ìîæå ïåðåãëÿäàòèñÿ. Ìè ðîçãëÿäàºìî ïðîñòèé ïðèêëàä äëÿ ä³òåé ñåìèð³÷íîãî â³êó ³ ñòóäåíò³â óí³âåðñèòåòó. Âèêîðèñòîâóþ÷è á³äèø êîìïëåêñíó ìîäåëü ó÷íÿ, ÿêà ï³äëÿãຠïåðåãëÿäó – îäèí ³ç áàãàòüìà ïîãëÿäàìè íà äàí³ ìîäåë³, ³ äðóãèé, ÿêèé ìîæó áóòè â³äêðèòèé äëÿ îäíîãðóïíèê³â ³ äëÿ ³íñòðóêòîð³â. Ìè íàäàºìî îãëÿäîâèé äîêëàä ñïðèéíÿòòÿ ñòóäåíòàìè ¿õ âëàñíèõ ìîäåëåé, ùîá äîâåðøèòè á³ëüø ôîðìàëüí³ äàí³, äîñòóïí³ ç ³íøèõ äæåðåë. Öÿ ³íôîðìàö³ÿ êîðèñíà äëÿ òèõ, õòî ðîçãëÿäຠâ³äêðèòòÿ ìîäåë³ ó÷íÿ ó ñâî¿õ ñèñòåìàõ, òîìó ùî öå íàäຠãëèáøå ðîçóì³ííÿ ³íäèâ³äóàëüíèõ ñòàâëåíü ñòóäåíòà, ÿê³ º âàæëèâèìè ïðè ï³äòðèìö³ ³íäèâ³äóàëüíîãî íàâ÷àííÿ.

Ñèñòåìà FreshKnowledge ìຠíà ìåò³ íàäàííÿ àäì³í³ñòðàòîðó ìîæëèâîñò³ óïðàâëÿòè êîíòåíòîì íà ñåìàíòè÷íîìó ð³âí³. Òîìó ìîäåëþâàííÿ Âåá-êîíòåíòó ãðຠâèð³øàëüíó ðîëü. Òåõíîëîã³ÿ òåìàòè÷íî-àñîö³àòèâíèõ ãðóï FreshGroups â³äêðèâຠìîæëèâ³ñòü ïîäàâàòè ó ð³çíèõ âèì³ðàõ.

Ïðèêëàä âèêîðèñòàííÿ íîâî¿ ôóíêö³¿ ñèñòåìè FreshKnowledge - ïîäàííÿ àñîö³àòèâíîãî êîíòåíòó. Ó äàíîìó âèïàäêó ïîäàºòüñÿ êîíòåíò ïî òåì³ "Íàóêîâ³ ñòàòò³".

Íàïðèêèíö³ ëèïíÿ 2007 ðîêó áóëî ïðèíöèïîâî îíîâëåíî óïðàâë³ííÿ êîíòåíòîì â ñèñòåì³ FreshKnowledge. Äîäàíî íîâèé ð³âåíü ñåìàíòè÷íèõ çâ'ÿçê³â ì³æ åëåìåíòàìè êîíòåíòó - àñîö³àòèâí³ ãðóïè FreshGroups.

Àäì³í³ñòðàö³ÿ IJAIED çíÿëà ïàðîë³ ç ïóáë³êàö³é ïî÷èíàþ÷è ç 2005 ðîêó. Ïóáë³êàö³¿ 2006, 2007 ðîê³â äîñòóïí³ ò³ëüêè ïëàòíî.

Êàôåäðà àâòîìàòèçàö³¿ ïðîåêòóâàííÿ åíåðãåòè÷íèõ ïðîöåñ³â òà ñèñòåì (ÀÏÅÏÑ) çàïðîøóº îñ³á, ùî ìàþòü íåïîâíó òà ïîâíó âèùó îñâ³òó, íà íàâ÷àííÿ äëÿ îäåðæàííÿ äðóãî¿ âèùî¿ îñâ³òè. Ôîðìà íàâ÷àííÿ çàî÷íà (ïðîôåñ³éíà ï³äãîòîâêà ïðîãðàì³ñòà).

Distance learning challenges academic values of higher education, forcing reconsideration of their origins and the choices they represent. Whether it is offered through a traditional institution or through an alternative provider, distance learning introduces new and unfamiliar conditions and structures to the higher education environment—the faculty role is different, shared governance as we know it may be nonexistent, the library and other facilities may be accessible only electronically.

Microsoft Research is dedicated to conducting both basic and applied research in computer science and software engineering. Its goals are to enhance the user experience on computing devices, reduce the cost of writing and maintaining software, and invent novel computing technologies.
²íñòðóìåíò äëÿ ïîøóêó ïóáë³êàö³é Microsoft Research

Áóëî îíîâëåíî ñèñòåìó ñåìàíòè÷íîãî óïðàâë³ííÿ êîíòåíòîì ñàéòó FreshKnowledge sCMS. Ðîçøèðåíî ñåìàíòèêó êîíòåíòó. Îêð³ì ñóòíîñò³ "Ïîäàííÿ" (View), ùî ðåïðåçåíòóº Âåá-ñòîð³íêó, ÿêà çáåð³ãàºòüñÿ â áàç³ äàíèõ, äîäàíî äî÷³ðíþ ñóòí³ñòü "Ïîäàííÿ-ijÿ" (ActionView). ActionView ìîæå º òàêèì ñàìèì îá'ºêòîì, ùî é çâè÷àéíå Ïîäàííÿ, ïðîòå áåçïîñåðåäíüî íå çáåð³ãàºòüñÿ â ÁÄ

The statement that the computer is "part of my brain" should resonate with everyone involved in education today. Computers and the attendant technology can no longer be considered desirable adjuncts to education. Instead, they have to be regarded as essential—as thinking prosthetics (Johnson 2001) or mind tools (Jonassen 1996). But, like any other tool, thinking prosthetics must be used properly to be effective. In this article we briefly address the shift in learning styles associated with Net Generation students; we then introduce the Knowledge Building paradigm, a learning model particularly suited for a social environment in which cognitive prosthetics have become indispensable, as well as for the professional settings these students can expect to confront in their future careers. In doing so, we also point to corresponding transformations in business and education that will determine the future of the Net Generation learner and worker.

Innovate is an open access, bimonthly, peer-reviewed online periodical (ISSN 1552-3233) published by the Fischler School of Education and Human Services at Nova Southeastern University. The journal focuses on the creative use of information technology (IT) to enhance educational processes in academic, commercial, and governmental settings. Our basic assumption is that innovative uses of technology in one sector can inform innovative uses of technology in each of the other sectors.

Ïðîïîíóºìî âàø³é óâàç³ äåÿê³ êîðèñí³ ñòàòò³ ³íøèõ àâòîð³â ïî òåìàòèö³ äèñòàíö³éíî¿ îñâ³òè, e-Learning, øòó÷íîãî ³íòåëåêòó â îñâ³ò³ òîùî.

 ïðîöåñ³ âèð³øåííÿ çàäà÷³ ðîçðîáêè ³ ïîøèðåííÿ íàâ÷àëüíèõ Âåá-ñèñòåì âèíèêàþòü ³ çì³öíþþòüñÿ íàóêîâ³ íàïðÿìêè íà ñòèêó ïåäàãîã³÷íèõ ³ êîìï’þòåðíèõ íàóê. Âñå á³ëüøå óâàãè ïðèä³ëÿºòüñÿ ³íòåëåêòóàë³çàö³¿ ñèñòåì íàâ÷àííÿ. Ó â³äïîâ³äíîñò³ äî ñó÷àñíèõ âèìîã äî íàâ÷àþ÷èõ ñèñòåì, çàïðîïîíîâàíà êîíöåïö³ÿ ã³ïåðòåêñòîâîãî íàâ÷àþ÷îãî ñåðåäîâèùà ´ðóíòóºòüñÿ íà òðüîõ ñêëàäîâèõ: ³íòåëåêòóàëüíîñò³, àäàïòèâíîñò³ òà ã³ïåðòåêñòîâîñò³ (ã³ïåðìåä³éíîñò³).

Òåïåð òðàô³ê ç íàøîãî ñàéòó ââàæàºòüñÿ âíóòð³øíüî-óêðà¿íñüêèì (UA-IX).

Ìåòà êîíôåðåíö³¿:
- àïðîáàö³ÿ íîâèõ íàóêîâèõ ³äåé òà ïðàêòè÷íèõ ðåçóëüòàò³â âèêîðèñòàííÿ êîìï’þòåðíî¿ ìàòåìàòèêè â íàóö³, ³íæåíå𳿠òà îñâ³ò³;
- àêòèâ³çàö³ÿ âïðîâàäæåííÿ íàóêîâî-òåõí³÷íèõ ðîçðîáîê ³ ïðîãðàìíèõ ïðîäóêò³â ó âèðîáíèöòâî, íàóêó òà îñâ³òó;
- ïðåçåíòàö³ÿ ïðîãðàìíèõ ïðîäóêò³â.

Ó Ïðîãðàìó êîíôåðåíö³¿ ÑÀ²Ò-2007 âêëþ÷åíî á³ëÿ 200 äîïîâ³äåé, ÿê³ îõîïëþþòü âåëèêå êîëî ïèòàíü, ïîâ'ÿçàíèõ ç ðîçðîáêîþ ³ äîñë³äæåííÿì òåî𳿠òà ïðàêòèêè ñèñòåìíîãî àíàë³çó, ïðèéíÿòòÿ ð³øåíü, ñòðàòåã³÷íîãî ïëàíóâàííÿ, ïðîåêòóâàííÿ, âèðîáíèöòâà òà åêñïëóàòàö³¿ ñêëàäíèõ âçàºìîçàëåæíèõ ñèñòåì ð³çíîãî ïðèçíà÷åííÿ, ùî ôóíêö³îíóþòü â óìîâàõ íåâèçíà÷åíîñòåé, ìíîæèíè êîíôë³êòóþ÷èõ ö³ëåé ³ ðèçèê³â.

Íàâ÷àëüí³ ìàòåð³àëè ç ³íôîðìàö³éíèõ òåõíîëîã³é, ïðîãðàìóâàííÿ ³ ïðîåêòóâàííÿ ïðîãðàìíîãî çàáåçïå÷åííÿ. ³äêðèò³ íàâ÷àëüí³ êóðñè êàôåäðè ÀÏÅÏÑ. FreshKnowledge – ïðîåêò, ìåòîþ ÿêîãî º ñòâîðåííÿ àäàïòèâíî¿ ³íòåëåêòóàëüíî¿ íàâ÷àþ÷î¿ Âåá-ñèñòåìè. edu.setlab.net

Èç ïîêîëåíèÿ â ïîêîëåíèå ìíîãèå âûäàþùèåñÿ ìûñëèòåëè íàïàäàþò íà õðèñòèàíñêîå âåðîó÷åíèå, íàçûâàÿ åãî èððàöèîíàëüíûì, àáñóðäíûì è ïîëíûì ïðåäðàññóäêîâ. Íåêîòîðûå êðèòèêè ïðåäïî÷èòàþò ïðîñòî íå çàìå÷àòü ôàêò, ëåæàùèé â îñíîâå õðèñòèàíñòâà, ôàêò âîñêðåñåíèÿ Èèñóñà Õðèñòà. Äðóãèå ïûòàþòñÿ îáúÿñíèòü ýòî ñîáûòèå ïî-ñâîåìó, èçîáðåòàÿ ðàçëè÷íûå òåîðèè. Íî íåâîçìîæíî èãíîðèðîâàòü äîñòîâåðíîå èñòîðè÷åñêîå ñâèäåòåëüñòâî.

Ìîëîä³æíà ãðîìàäñüêà îðãàí³çàö³ÿ «Ìîëîäü, çà ÿêîþ ìàéáóòíº» — ðîçðîáêà ³ ðåàë³çàö³ÿ ñîö³àëüíèõ, äèòÿ÷èõ, ìîëîä³æíèõ ïðîãðàì òà ïðîåêò³â. Îçäîðîâëåííÿ ìîëîä³ òà ä³òåé ó äèòÿ÷èõ òà ìîëîä³æíèõ òàáîðàõ â³äïî÷èíêó. Îðãàí³çàö³ÿ áëàãîä³éíèõ àêö³é, êîíöåðò³â. Ñïîðòèâí³, õóäîæíüî-ïðèêëàäí³ ãóðòêè òà ñåêö³¿. www.future.com.ua

Íà edu.setlab.net ðîçì³ùåíî íîâèé íàâ÷àëüíèé êóðñ ïî PHP.

Õîñòèíã ïðîâàéäåð TutHost ïðåäîñòàâëÿåò óñëóãè âèðòóàëüíîãî âåá õîñòèíãà ñ ïîääåðæêîé PHP, MySQL, CGI, SSI, .htaccess, óñëóãè ïî ðåãèñòðàöèè äîìåíîâ , à òàêæå óñëóãè ðåñåëëèíãà. Äåøåâëå òîëüêî íà narod.ru, áûñòðåå òîëüêî ñàìîëåòû, íàäåæíåé òîëüêî localhost - äåâèç êîìïàíèè.

Ìåòîþ ïðîåêòó º îðãàí³çàö³ÿ îíëàéí-ñï³ëüíîòè óêðà¿íñüêèõ íàóêîâö³â, îáãîâîðåííÿ àêòóàëüíèõ ïðîáëåì óêðà¿íñüêî¿ íàóêè, ðîçì³ùåííÿ ïóáë³êàö³é, îáì³í äîñâ³äîì òà ïîøóê ïàðòíåð³â. ²íòåðíåò äîçâîëÿº îðãàí³çóâàòè åôåêòèâíó ñï³ëêóâàííÿ òà ñï³âïðàöþ óêðà¿íñüêèõ íàóêîâö³â ÿê ð³çíèõ ðåã³îí³â Óêðà¿íè, òàê ³ òèõ, ÿê³ ïåðåáóâàþòü çà êîðäîíîì.

²íñòðóìåíò êîíâåðòóâàííÿ HTML-òåêñòó, ÿêèé çãåíåðîâàíî Word, ó î÷èùåíèé HTML. Äàíèé ³íñòðóìåíò âèêîðèñòîâóºòüñÿ äëÿ î÷èùåííÿ çàéâîãî HTML êîäó, ÿêèé ãåíåðóþòü HTML ðåäàêòîðè, òàê³ ÿê Microsoft Word. Éîãî ìåòîþ º ï³äòðèìêà ïðîöåñó ïóáë³êàö³¿ êîíòåíòó ñàéòó.

15-19 ìàÿ 2007 ã. ÍÒÓÓ «ÊÏÈ» ã. Êèåâ, Óêðàèíà. Âî âòîðîé ïîëîâèíå ìàÿ 2007 ãîäà â Êèåâå (Óêðàèíà) ñîñòîèòñÿ äåâÿòàÿ Ìåæäóíàðîäíàÿ íàó÷íî–òåõíè÷åñêàÿ êîíôåðåíöèÿ «Ñèñòåìíûé àíàëèç è èíôîðìàöèîííûå òåõíîëîãèè». Äëÿ ó÷àñòèÿ ïðèãëàøàþòñÿ ó÷åíûå, àñïèðàíòû, ñòóäåíòû, ñîòðóäíèêè íàó÷íûõ ó÷ðåæäåíèé è ïðîìûøëåííûõ ïðåäïðèÿòèé.

Ñàéò "Ñòðèòáîë Âèøãîðîäà" – âñå ïðî ñòðèòáîë. Ðîçâèòîê ñòðèòáîëó ó Âèøãîðîä³, ñòàòò³, ôîòî, ôîðóì. ²íôîðìàö³ÿ ïðî ÷åìï³îíàòè. Ñï³ëêóâàííÿ ñòðèòáîë³ñò³â. streetball.future.com.ua

25-26 æîâòíÿ 2007 ð. â Íàö³îíàëüíîìó òåõí³÷íîìó óí³âåðñèòåò³ Óêðà¿íè «Êè¿âñüêèé ïîë³òåõí³÷íèé ³íñòèòóò» (ÍÒÓÓ «Êϲ») â³äáóäåòüñÿ ϑÿòà íàóêîâî-ìåòîäè÷íà êîíôåðåíö³ÿ «Âèêëàäàííÿ ïñèõîëîãî-ïåäàãîã³÷íèõ äèñöèïë³í â òåõí³÷íîìó óí³âåðñèòåò³: ìåòîäîëîã³ÿ, äîñâ³ä, ïåðñïåêòèâè». Äåòàëüí³øå ïðî êîíôåðåíö³þ: www.pptu2007.org.ua

Ñàéò Ï'ÿòî¿ ì³æíàðîäíî¿ êîíôåðåíö³¿ «Âèêëàäàííÿ ïñèõîëîãî-ïåäàãîã³÷íèõ äèñöèïë³í ó òåõí³÷íîìó óí³âåðñèòåò³: ìåòîäîëîã³ÿ, äîñâ³ä, ïåðñïåêòèâè». www.pptu2007.org.ua

Íîâèíè edu.setlab.net : Âèêëàäåíî ï³äá³ðêó ìàòåð³àë³â ïî òåõíîëî㳿 AJAX.
Ajax (îò àíãë. Asynchronous JavaScript and XML — «àñèíõðîííûé JavaScript è XML»; ïî-àíãëèéñêè ïðîèçíîñèòñÿ [ýäæý́êñ], ïî-ðóññêè ÷àùå ãîâîðÿò [àÿ́êñ]) — ýòî ïîäõîä ê ïîñòðîåíèþ èíòåðàêòèâíûõ ïîëüçîâàòåëüñêèõ èíòåðôåéñîâ âåá-ïðèëîæåíèé. Ïðè èñïîëüçîâàíèè Ajax âåá-ñåðâåðà íå ïåðåçàãðóæàåòñÿ ïîëíîñòüþ â îòâåò íà êàæäîå äåéñòâèå ïîëüçîâàòåëÿ. Âìåñòî ýòîãî ñ âåá-ñåðâåðà äîãðóæàþòñÿ òîëüêî íóæíûå ïîëüçîâàòåëþ äàííûå. Ajax — îäèí èç êîìïîíåíòîâ êîíöåïöèè DHTML.

Óñ³ì íàì â³äîìî, ÿêå âåëèêå çíà÷åííÿ ìຠôîðìàòóâàííÿ íàâ÷àëüíîãî ³ íå ò³ëüêè íàâ÷àëüíîãî òåêñòó. Îäíà ñïðàâà ÷èòàòè ñóêóïíèé ìàñèâ òåêñòó áåç æîäíèõ âèä³ëåíü, çì³íè øðèôòó, êóðñèâó òîùî. Öå ñïðèéìàºòüñÿ, ÿê ùîñü ñ³ðå, íåçðîçóì³ëå, òàêå ùî íå âêëàäàºòüñÿ â ãîëîâó.

 öüîìó ðîçä³ë³ ïîäàþòüñÿ ðîçäóìè òà ³äå¿ ùîäî àêòóàëüíèõ ïðîáëåì ïîáóäîâè ³íòåëåêòóàëüíèõ ñèñòåì Âåá-íàâ÷àííÿ.

Êîíôåðåíö³ÿ «²íòåëåêòóàëüíèé àíàë³ç ³íôîðìàö³¿ – 2007» (²À²-2007) ïðîäîâæóº óêðà¿íñüêî-ðîñ³éñüêèé íàóêîâèé ñåì³íàð «²íòåëåêòóàëüíèé àíàë³ç ³íôîðìàö³¿», ÿêèé ùîðîêó, ïî÷èíàþ÷è ç 2001 ðîêó, ïðîâîäèòüñÿ â ÍÒÓÓ «Êϲ».

Ó ñòàòò³ ³äå ìîâà ïðî ï³äõ³ä äî ïîáóäîâè îñâ³òíüî¿ ²íòåðíåò-ñèñòåìè, ùî ñëóæèòü äëÿ ãåíåðàö³¿ ã³ïåðòåêñòîâîãî íàâ÷àþ÷îãî ñåðåäîâèùà. Ðîçãëÿäàþòüñÿ ñó÷àñí³ îñâ³òí³ ïîòðåáè ñóñï³ëüñòâà ³ ïåðñïåêòèâè ¿õ âèð³øåííÿ çà äîïîìîãîþ ³íòåëåêòóàëüíèõ àäàïòèâíèõ îñâ³òí³õ Âåá-ñèñòåì. Ïîäàºòüñÿ êîíöåïòóàëüíèé ï³äõ³ä äî ïîäàííÿ çíàíü äëÿ îñâ³òíüîãî ïðîöåñó. Îïèñàíî êîìïëåêñ ìîäåëåé äëÿ ðåïðåçåíòàö³¿ ³ óïðàâë³ííÿ çíàííÿìè â ðàìêàõ îñâ³òíüî¿ ²íòåðíåò-ñèñòåìè, ùî ãåíåðóº ã³ïåðòåêñòîâå íàâ÷àþ÷å ñåðåäîâèùå.

Ñòð³ìêèé ðîçâèòîê ìåðåæ³ ²íòåðíåò ñïðèÿº ¿¿ âèêîðèñòàííþ ó ð³çíîìàí³òíèõ ñôåðàõ ñóñï³ëüíîãî æèòòÿ. Âñå á³ëüøå ï³äïðèºìñòâ, óñòàíîâ, îêðåìèõ îñ³á, ùî çàéíÿò³ ó ð³çíèõ ãàëóçÿõ íàðîäíîãî ãîñïîäàðñòâà áàæàþòü øâèäêî òà äèíàì³÷íî ïóáë³êóâàòè âëàñíó ³íôîðìàö³þ â ìåðåæ³ ²íòåðíåò, ðîáëÿ÷è ¿¿ äîñòóïíîþ âñ³ì. Íà äàíîìó åòàï³ ïåðåøêîäîþ ìîæå áóòè ëèøå òåõíîëîã³÷íèé áàð’ºð, ùî ñòຠïåðåä çàö³êàâëåíèì ñóᒺêòîì, ùî ìຠíàì³ð ïîä³ëèòèñÿ ³íôîðìàö³ºþ. Äî òåõíîëîã³÷íîãî áàð’ºðó ìîæíà â³äíåñòè óñ³ ò³ òðóäíîù³ òà âèìîãè, ùî âèíèêàþòü ïðè çàïî÷àòêóâàíí³ ³ ïîäàëüø³é ï³äòðèìö³ ³íôîðìàö³éíîãî Âåá-ðåñóðñó.

Ìåðåæà WWW ìຠâåñü íåîáõ³äíèé ïîòåíö³àë äëÿ òîãî, ùîá ñòàòè ôóíäàìåíòîì äëÿ ïîáóäîâè íîâ³òí³õ îñâ³òí³õ ñåðåäîâèù, ÿê³ çàäîâîëüíÿòü âèìîãè ÷àñó ïî íàäàííþ ³ ðîçïîâñþäæåííþ çíàíü. Âñåñâ³òíÿ Ìåðåæà ñòî¿òü ïåðåä âèêëèêîì çðîáèòè çíàííÿ òàêèìè æ ëåãêî äîñòóïíèìè, ÿê ³ çâè÷àéíó ³íôîðìàö³þ. Òóò ðîçãëÿäàþòüñÿ äâà ï³äõîäè äî ìîäåëþâàííÿ çíàíü äëÿ îñâ³òí³õ ñèñòåì òà ïåðñïåêòèâà ¿õ ñèíòåçó.

Çàâåðøèëàñÿ êîíôåðåíö³ÿ "ÑÓ×ÀÑͲ ÒÅÍÄÅÍÖ²¯ ÐÎÇÂÈÒÊÓ ²ÍÔÎÐÌÀÖ²ÉÍÈÕ ÒÅÕÍÎËÎÃ²É Â ÍÀÓÖ², ÎѲҲ ÒÀ ÅÊÎÍÎֲ̲", ùî ïðîõîäèëà â Ëóãàíñüêó.

Íà ñàéò³ ñèñòåìè educator.setlab.net âèêëàäåíî ùå îäèí íàâ÷àëüíèé êóðñ — "Àâòîìàòèçàöèÿ ïðîöåññà òåñòèðîâàíèÿ ïðè ïîìîùè ìåòîäîëîãèè è èíñòðóìåíòàëüíûõ ñðåäñòâ IBM Rational".

Âíóòð³øí³é â³äêðèòèé ðåéòèíã ñòîð³íîê ñàéòó Ëàáîðàòî𳿠ÑÅÒ. Âè ìàºòå çìîãó ïîáà÷èòè, ÿê³ ñòîð³íêè ñàéòó êîðèñòóþòüñÿ íàéá³ëüøîþ ïîïóëÿðí³ñòþ ó êîðèñòóâà÷³â.

²íôîðìàö³ÿ äëÿ ðîçðîáíèê³â Âåá-ñàéò³â, êîðèñí³ ïîðàäè, õîñò³íã (hosting), äîìåíè (domain) - ðîçä³ë äëÿ òèõ, õòî áóäóº, àáî õî÷å áóäóâàòè Âåá-ñàéòè.

Ôîðóì Ëàáîðàòî𳿠ÑÅÒ

Ñåì³íàð "³äêðèòèé äîñòóï äî íàóêîâî¿ ³íôîðìàö³¿: íîâ³ ìîæëèâîñò³ çàâäÿêè ²íòåðíåòó. ×àñòèíà 2: Àâòîðñüêå ïðàâî çà óìîâ â³äêðèòîãî äîñòóïó", 13 ëèñòîïàäà 2006-ãî ðîêó, ¥åòå-²íñòèòóò â Óêðà¿í³.

27 æîâòíÿ áóëî îíîâëåíî ÿäðî CMS-ñèñòåìè FreshKnowledge, íà ÿê³é ïðàöþº âåá-ñàéò ëàáîðàòîð³¿. Áóëè âíåñåí³ äåÿê³ íåâåëèê³ çì³íè, ñåðåä íèõ - àâòîìàòè÷íå äîäàâàííÿ àñîö³àòèâíèõ ïîñèëàíü ó ñòðóêòóðó ñòîð³íêè òîùî.

11 - 14 ãðóäíÿ 2006 ðîêó ̳í³ñòåðñòâî îñâ³òè ³ íàóêè Óêðà¿íè ðàçîì ³ç ðÿäîì ÂÍÇ ïðîâîäÿòü âñåóêðà¿íñüêó íàóêîâî-ïðàêòè÷íó êîíôåðåíö³þ "ÑÓ×ÀÑͲ ÒÅÍÄÅÍÖ²¯ ÐÎÇÂÈÒÊÓ ²ÍÔÎÐÌÀÖ²ÉÍÈÕ ÒÅÕÍÎËÎÃ²É Â ÍÀÓÖ², ÎѲҲ ÒÀ ÊÎÍÎֲ̲". ̳ñöå ïðîâåäåííÿ - Ëóãàíñüê.

Ñèñòåìà óïðàâë³ííÿ ³íôîðìàö³éíèì Âåá-ðåñóðñîì FreshKnowledge áåðå ó÷àñòü ó êîíêóðñ³ ³ííîâàö³éíèõ ïðîåêò³â Íàö³îíàëüíîãî òåõí³÷íîãî óí³âåðñèòåòó Óêð࿳íè "Êϲ".

Ñòóäåíòàì 4-ãî êóðñó ãðóï ÒÐ,ÒÂ,ÒÌ - Âèìîãè äî îôîðìëåííÿ íàâ÷àëüíèõ ìàòåð³àë³â äëÿ ¿õ ïîäàëüøîãî çàâàíòàæåííÿ ó íàâ÷àëüíó ñèñòåìó

Íà ñàéò³ ñèñòåìè Educator @ FreshKnowledge ç'ÿâèâñÿ ïåðøèé íàâ÷àëüíèé ìàòåð³àë ç òåìàòèêè âèêîðèñòàííÿ â ñåðåäîâèù³ ïðîãðàìóâàííÿ Borland Delphi òåõíîëî㳿 äîñòóïó äî äàíèõ Microsoft ADO.

Ñàéò ²íñòèòóòó Ðîçâèòêó Õðèñòèÿíñüêîãî ˳äåðñòâà ïîâí³ñòþ ïåðåâåäåíî íà îñòàííþ âåðñ³þ ïëàòôîðìè FreshKnowledge.

Íà ñàéò³ êîíôåðåíö³¿¿ ²ÐÒ îïóáë³êîâàí³ ìàòåð³àëè êîíôåðåíö³¿ 2006 ð., à ñàìå óñ³ ñòàòò³ òà ïðåçåíòàö³¿, ùî áóëè ïðåäñòàâëåí³.

Çàâåðøèëàñÿ 10 êîíôåðåíö³ÿ "Îñâ³òà ³ ³ðòóàëüí³ñòü" (ÂÈÐÒ-2006), ùî ïðîõîäèëà â ßëòèíñüêîìó â³ää³ëåíí³ ªâðîïåéñüêîãî Óí³âåðñèòåòó. Íà êîíôåðåíö³¿ ðîçãëÿäàëèñÿ ïèòàííÿ, ùî ñòîñóþòüñÿ äèñòàíö³éíî¿ îñâ³òè (ÄÎ)...

Ïåðåãëÿäàéòå äåìîíñòðàö³éí³ ìàòåð³àëè äî äîïîâ³ä³ "Ïðàêòè÷íà ðåàë³çàö³ÿ òåõíîëî㳿 àâòîìàòèçàö³¿ òåñòóâàííÿ íà îñíîâ³ ïîíÿò³éíî-òåçèñíî¿ ìîäåë³" íà êîíôåðåíö³¿ ²ÐÒ 2006. Òóò òàêîæ äîñòóïíå äåìîíñòðàö³éíå ïðîãðàìíå çàáåçïå÷åííÿ äëÿ àâòîìàòèçàö³¿ òåñòóâàííÿ.

Ñàéò äèòÿ÷îãî òàáîðó "Ðàéäóãà" - îäèí, ç ñîö³àëüíèõ ïðîåêò³â Ëàáîðàòî𳿠ÑÅÒ. Äîïîìàãàþ÷è ä³òÿì, ìè çì³íþºìî ìàéáóòíº - òàêèì º ëîçóíã ³ ôóíäàìåíò â³ääàíî¿ ïðàö³ ñï³âðîá³òíèê³â òàáîðó "Ðàéäóãà"

Íà ñàéò³ âèêëàäåíî ïðîãðàìó EduManager, ùî ðîçðîáëåíà äëÿ äåìîíñòðàö³¿ ³ àïðîáàö³¿ àâòîðñüêîãî ï³äõîäó äî àâòîìàòèçàö³¿ êîíòðîëþ çíàíü â ñèñòåìàõ äèñòàíö³éíîãî íàâ÷àííÿ.

Íà ñàéò³ â³äêðèòî íîâèé ðîçä³ë, â ÿêîìó ïîäàþòüñÿ ïåðåêëàäè äåÿêèõ àíãëîìîâíèõ ñòàòåé ïî òåìàòèö³ øòó÷íèé ³íòåëåêò â îñâ³ò³. Òóò âè çíàéäåòå îðèã³íàë ñòàòò³, ÿê ïðàâèëî â ôîðìàò³ PDF, ³ ïåðåêëàä óêðà¿íñüêîþ (HTML ³ DOC).

×èòàéòå ïóáë³êàö³¿ ëàáîðàòî𳿿 ïî òåìàòèö³ äèñòàíö³éíå íàâ÷àííÿ, ìîäåë³ ïîäàííÿ çíàíü, øòó÷íèé ³íòåëåêò â îñâ³ò³.

 ÍÒÓÓ "Êϲ" íà êàôåäð³ ÀÏÅÏÑ (Àâòîìàòèçàö³¿ ïðîåêòóâàííÿ åíåðãåòè÷íèõ ïðîöåñ³â ³ ñèñòåì) óñï³øíî ïðîéøîâ çàõèñò 3-õ áàêàëàâðñüêèõ ðîá³ò ïî òåìàòèö³ äèñòàíö³éíîãî íàâ÷àííÿ òà âèêîðèñòàííÿ ïîíÿò³éíî-òåçèñíî¿ ìîäåë³

Íàïðèê³íö³ âåñíè 2006 ðîêó ñòàðòóâàâ ²íòåðíåò-îô³ñ ëàáîðàòîð³¿