OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY最新文献

{"title":"INFORMATION AND DIGITAL COMPETENCE AS A TOOL OF BUILDING THE INDIVIDUAL TRAJECTORY OF PROFESSIONAL DEVELOPMENT","authors":"Oksana Barlit, V. Mohilevska","doi":"10.28925/2414-0325.2022.135","DOIUrl":"https://doi.org/10.28925/2414-0325.2022.135","url":null,"abstract":"The authors offer an opinion that the effectiveness of lifelong learning directly depends on the specialist's construction of his/her own individual trajectory of professional development. The law interprets it as a personal way of realising the teacher's professional potential, that is based on his/her free choice of educational institutions, subjects of educational activity, types, forms, pace of learning, which contributes to the greatest possible disclosure of the specialist's professional opportunities [1]. It is noted in the article that under the conditions of the digital society's rapid development, the list of professionally significant qualities of a teacher is supplemented by another important component – information and digital competence. Possession of it ensures a high level of information and technological culture of a specialist and opens wide opportunities for both his/her further education and professional activity. The content of the article emphasises the importance of possessing information and digital competence for teachers of out-of-school education institutions. It is noted that out-of-school education, as a part of the informal education sector, differs in its specificity from other structural elements of the domestic education system, which is entirely aimed at the formation of a competent personality capable of self-realisation in the conditions of a society directed towards the digital transformations in the most important areas. But a significant part of teachers has not yet realised the essence of such changes, that cause a change in the place and role of extracurricular education in the XXI century. And this did not have an effect on their position regarding their own professional development. It remains passive. The content and nature of the changes accelerate the need to change the position to the opposite, which will ensure the professional development of the head of the studying group as a modern specialist. The authors emphasise that the possession of information and digital competence will allow heads of the studying groups to build an individual educational trajectory of professional development based on their own professional interests, requests and preferences. The final result on this path will be: self-development of the teacher, his/her students and the quality of extracurricular education.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115138349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF SOFT SKILLS OF FUTURE INFORMATION TECHNOLOGY\u0000PROFESSIONALS: METHODS, MEANS, EVALUATION INDICATORS","authors":"O. Glazunova, T. Voloshyna, V. Korolchuk","doi":"10.28925/2414-0325.2019s8","DOIUrl":"https://doi.org/10.28925/2414-0325.2019s8","url":null,"abstract":"This article proposes a soft skills framework. Successful employment of IT graduates in\u0000the IT industry depends essentially on the level of soft skills. Five soft skills groups are proposed:\u0000management, communication, personal effectiveness, strategic management and information\u0000management. Each group contains a specific list of skills and competencies that a graduate of the\u0000university's IT profession should possess. Indicators were developed to measure the level of soft\u0000skills development and a rating scale was proposed. A model for forming and developing the soft\u0000skills of future IT professionals has been developed. It includes: target, procedural, substantivemethodological,\u0000technological and diagnostic-resultant components. According to the developed\u0000model, the stages of formation of \"soft skills\" for future IT-specialists are grounded: preparatory\u0000(formation of communication and management skills), professional (skills of personal efficiency),\u0000integral (skills of strategic management, personal efficiency and information management). Content,\u0000methods, forms, cloud tools and services are defined for each stage. The effectiveness of the\u0000application of blended learning technology, which combines the use of project methodology, forms\u0000of individual and group work with the use of cloud tools for the implementation of collective and\u0000individual projects, is substantiated. In the course of the pedagogical experiment, soft skills were\u0000identified, the effectiveness of the developed model of software development of skills was proved.\u0000Soft skills, the level of development of which is most intensively explored, are explored. These are\u0000soft skills such as: understanding your own responsibility to the team while working on a project,\u0000being able to present the project to investors or your own team, working with colleagues and\u0000performing tasks independently, clearly formulating their needs and expectations for the team and\u0000the environment, the ability to unite the group and build effective team interaction to solve certain\u0000tasks, to form a communication system in the team using answers other cloud services, the ability to\u0000plan long-term based on the intermediate goals of the project, the willingness to delegate its authority\u0000to other team members, the ability to quickly identify important and minor, solve problems more\u0000effectively, more carefully and efficiently handle different tasks.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134399627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PECULIARITIES OF PROJECT\u0000ACTIVITIES OF FUTURE PRIMARY\u0000SCHOOL TEACHERS","authors":"B. Pavliuk","doi":"10.28925/2414-0325.2019s23","DOIUrl":"https://doi.org/10.28925/2414-0325.2019s23","url":null,"abstract":"The peculiarities of project activity of future primary school teachers\u0000during professional training in higher education institutions are\u0000considered in the article. One of the activities that helps to shape the\u0000professionalism of future primary school teachers is project activity,\u0000which is an integral part of the work of future professionals during the\u0000educational process. The article focuses on ICT as a tool used in project\u0000activities. With the help of ICT, future professionals will be able to help\u0000create a standalone product project. Therefore, when using ICT in\u0000primary school, future primary school teachers should learn to give\u0000students the freedom to choose and equip them with the necessary tools.\u0000Future primary school teachers should recognize as a core value\u0000students’ personalities, their personal and subjective qualities as the\u0000basis for organizing the educational process. At the heart of modern\u0000education reforms there is not only gaining knowledge at the lessons in\u0000primary school , but also students' independent search and project\u0000activity. In the course of the research we found that the use of ICT in\u0000project activities can be divided into the following blocks: the use of ICT\u0000in the creation of projects (information search, typing and description of\u0000information found); discussion of projects (network communication); use\u0000of ICT in presenting results. Analyzing the processes that contribute to\u0000the formation of project competence of future primary school teachers in\u0000the process of vocational training, we have identified the following stages\u0000of work during the project work in the project activity process:\u0000motivational; design; activity-related; reflexive evaluation. The stages of\u0000project work proposed by us during the project activity of future\u0000elementary school teachers help to shape the project competence of\u0000future specialists during vocational training.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134173529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF FIRST EDUCATIONAL LEVEL 012 PRESCHOOL EDUCATION SPECIALTY STUDENTS’ DIGITAL LITERACY SKILLS WITHIN A DISCIPLINE «MODERN TECHNOLOGIES OF TEACHING A FOREIGN LANGUAGE TO PRESCHOOL CHILDREN»","authors":"Yuliia Rudnik","doi":"10.28925/2414-0325.2022.1310","DOIUrl":"https://doi.org/10.28925/2414-0325.2022.1310","url":null,"abstract":"The article is devoted to the issue of development of preschool education specialty students of the first education level (bachelor’s) digital literacy skills within a discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children». The correlation between the content of the working curriculum of the discipline as well as the methods used and development of the preschool education specialty students’ digital literacy skills has been stated. It was proven that the development of preschool education specialty student’s digital literacy skills depends on the activities offered within the learnt content and their self-study that occurs due to the specifics of their distance learning. Sharing experience is pointed out as a necessary component in mastering various digital tools and improving the level of digital literacy. The article presents the experience of teaching a discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children» for preschool education specialty students of the first educational level on the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. It gives overview of the working curriculum of the discipline, content modules and specific activities offered within the study of preschool education specialty students from the second till the fourth courses. Also, the article presents an algorithm of the creation of digital content by preschool education specialty students within the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children». Based on the described theoretical background of the way the digital literacy skills of the future preschool teachers are formed within the aforementioned discipline the necessity for further empirical testing of the level of digital skills development is underlined as well as analysis of their practical readiness to use digital tools in their future professional activities.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"335 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133224798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INFORMATION SUPPORT TOOLS FOR THE LIFE CYCLE OF SCIENTIFIC RESEARCH: DIGITALIZATION OF SCHOLARLY COMMUNICATION AND RECOMMENDATIONS TO MASTERS","authors":"O. Kuzminska","doi":"10.28925/2414-0325.2021.1010","DOIUrl":"https://doi.org/10.28925/2414-0325.2021.1010","url":null,"abstract":"Education and science digitalization belongs to the priority areas of information society development. However, we can observe that while Ukraine enters the European educational and scientific space, Ukrainian scientists cannot yet efficiently compete in the international labor market. One of the reasons behind this is that Ukrainian scientists and researchers are not fully integrated into the world system of digital scholarly communication. To help researchers use digital tools supporting scholarly communication, many companies carry out various educational events to support open science and initiate international research and projects. Under modern conditions the digitalization of scientific communication went to the front-burner due to the COVID-19 pandemic. At the same time, the forced transition to digital scholarly communications through the COVID-19 pandemic can help integrate young scientists, including masters of higher education, into the international scientific space. This article provides an analysis of tools to support scholarly communication developed within the «101 innovation of scholarly communication» project. The international survey demonstrates the tools that scientists prefer to use at each stage of the research. This paper characterizes the advantages of particular tools on different stages of the masters’ research process induced by the current tendency for scholarly communication digitalization and the limitations for masters’ research. During the work, we outlined the scope for future research and found it necessary to conduct an additional survey for the scholarly community.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125630761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPLEMENTATION OF A PERSONALLY-ORIENTED APPROACH IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN REMOTE CONDITIONS","authors":"Yuliia Kulimova","doi":"10.28925/2414-0325.2022.127","DOIUrl":"https://doi.org/10.28925/2414-0325.2022.127","url":null,"abstract":"The article deals with the problems of professional and pedagogical education, in particular the question of implementation of the personality-oriented approach in the context of distance education psychological and pedagogical preparation of future primary school teachers. The author describes the scientific approaches of using the virtual educational technologies, which emphasize the development of the personality of future primary school teachers. The relevance of the article is due to the need to understand the problems of implementation and effectiveness of distance learning, when it becomes almost the only, albeit temporary, option for quality of vocational education. The article presents the results of a pilot experiment on a detailed study of the problem of implementing the personality-oriented paradigm of professional education of future teachers in the context of virtual learning. For this purpose was developed a three-level online questionnaire (using Google Forms), which contained the main markers of successful implementation of this phenomenon: comfort of educational interaction during virtual learning, psychological climate in distance learning and interest in the chosen profession network communication. The practical optimization of a certain process was implemented by identifying the main ways to optimize the problem: adherence to the etiquette of virtual educational cooperation (using online services YouTube, Zoom, Google Meet, Google Chat, Telegram, Viber, Canva, Easel.ly, Wordle, etc.); conducting psychological and pedagogical diagnostics of emotional and psychological state of student youth (determination of professional preferences (Yovaishi method), research of leading professional motives (Shane's \"Anchor Careers\" method), diagnostics of communicative and organizational tendencies (V. Sinyavsky, B. Fedorishin), checking the levels of emotional intelligence (N. Hall), interpersonal research (T. Leary), etc., with using the online applications such as Google Forms, Google Classroom, MOODLE, LearningApps, Quizizz, etc.); activation of the facilitation and educational function of a teacher of pedagogical university (with the help of Miro, AWWApp, Edmodo, Skype, Google Meet, Google Docs, Google Chats, Canva, iMindMap, educational platforms Prometheus and EdEra, etc.).","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132304239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"WAYS OF IMPLEMENTING GOOGLE JAMBOARD IN PRE-SERVICE PRIMARY SCHOOL TEACHER TRAINING TO USING MODERN TECHNOLOGIES OF FOREIGN LANGUAGES TEACHING","authors":"T. Holovatenko","doi":"10.28925/2414-0325.2022.132","DOIUrl":"https://doi.org/10.28925/2414-0325.2022.132","url":null,"abstract":"The article dwells on the main ways of implementing the open resource Google Jamboard into the system of future primary school teacher training on the example of the course “Modern Technologies of Foreign Language Teaching in Primary School”. The research is grounded in the theory of TPACK (technological pedagogical knowledge), R. Gagne theory of pedagogical design and the functional features of the Jamboard, which determine the ways of its application at each stage of the lesson. The main research methods are literature analysis and description of the empirical experience of using the service and surveying. An analysis of the advantages and disadvantages of working with a shared board is carried out. The following advantages of using the service are identified: the possibility of creative work with the frame, changing its background, using the task as a background for the frame, didactic potential for adapting any tasks to using the service, synchronization and availability of use on a mobile device, and cyber security. Among the disadvantages is a limited number of frames to create. The didactic potential of the service was identified and examples of interactive activities for the stages of gaining students' attention (KWL; sorting), informing learners of the objectives (setting lesson goals and formative assessment), stimulating recall of prerequisite knowledge (individual work with the frame; ordering objects), providing learner’s guidance (brainstorming; development of a game design project), eliciting the performance, providing feedback (Critical Friends Feedback Protocol) and assessment of student results to form and improve the professional competencies of future teachers. The suggested examples of individual, paired and group tasks aim at students studying the peculiarities of working with the Jamboard. The survey results show that students are inclined to using this service in their work with young learners. Further research can focus on the ways to develop the creative potential of future teachers using Google Jamboard.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114251111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USING GOOGLE LENS AUGMENTED\u0000REALITY TOOL TO PROVIDE STEM\u0000EDUCATION IN BIOLOGY LESSONS","authors":"V. Shapovalov, Yevhenii B. Shapovalov, Z. Bilyk","doi":"10.28925/2414-0325.2019s26","DOIUrl":"https://doi.org/10.28925/2414-0325.2019s26","url":null,"abstract":"Implementation of approaches which increase student’s motivation to\u0000study is embedded in national and international strategic programs, in\u0000particular, the New Ukrainian School concept and the Education 2030\u0000strategy (UNESCO), and the main trends are outlined in the Europe\u0000development strategies 2020 and Europe 2030. A promising approach to\u0000enhancing student motivation is to use information technology in\u0000teaching. Augmented reality tools allow to immerse a student in the\u0000learning process through the combination of the real world and the\u0000virtual environment. However, these approaches are hardly used in the\u0000Ukrainian educational process. This is due to the lack of an intuitive\u0000software interface. Google Lens is one of the promising augmented\u0000reality tools that increase students' motivation for learning. It is\u0000affordable and easy to use and has a multilingual interface. Google Lens\u0000is integrated with Google Photos and Google Camera, which can be used\u0000on any Android device running Android 4.4 or higher and iOS. According\u0000to the study, the accuracy of Google Lens recognition is 92.6%. Only in\u00007.4% of cases, Google Lens did not give a positive result. This indicator\u0000is quite high and much higher than a possibility of a teacher to determine\u0000species diversity of plants. Thus, the use of this tool, especially in the\u0000conditions of expeditions and excursions, is relevant. For the first time\u0000the article highlights the peculiarities of Google Lens, such as the lack of\u0000ability to analyse endemic plants (ethno-Ukrainian), which rarely\u0000represented in the web-resources, and the impact on the quality of the\u0000analysis of the basic parameters of photography. Google Lens\u0000characterised by high potential for use in STEM / STEAM classes because\u0000it facilitates the implementation of the scientific method. To encourage\u0000the use of this tool, we have developed a technique that is available\u0000online on the website stemua.science.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122955845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GAMIFICATION AS THE CURRENT TREND OF NATIONAL EDUCATION","authors":"Svitlana Perejaslavska, Olha Smаhina","doi":"10.28925/2414-0325.2019s24","DOIUrl":"https://doi.org/10.28925/2414-0325.2019s24","url":null,"abstract":"The article deals with the main provisions and principles of gaming technology and concludes that this is one of the most important areas of development of educational technologies. The introduction of gaming elements into the learning process contributes to raising pupils’ cognitive activity, forming interest in knowledge, developing learning motivation and initiative. The key concept of the research, namely “Gamification”, is analyzed, and the following definition is given: integration of game elements and game thinking in activities other than games. Gamification in education - is the process of spreading the game to various areas of education, which allows you to consider the game and as a method of teaching and education, and as a form of educational work, and as a means of organizing a holistic educational process. The analysis of scientific sources provided the basis for the selection of the main components of the gameplay process of learning and game elements that form the mechanics of the process of gaming, namely the challenge, tasks, tests, cooperation, feedback, resource accumulation, rewards, and the state of victory. In the course of the study, it was revealed that gaming has not yet been widespread in educational practice in Ukraine. The main reasons include the weak technological equipment of universities and schools, the incompetence of the teaching staff in the information and communication sphere, «English-language», which represents the majority of Internet platforms, methodological and methodological shortcomings in the use of the principles of gaming. So, in order to train teachers for the skills of introduction of gamification in education, the course \" Gamification in the educational process of the school\" was developed, which is being developed within the framework of the project “Modernization of Pedagogical Higher Education Using Innovative Teaching Tools” EU Erasmus + KA2 program the development of the potential of higher education (No. 586098-EPP-1-2017-1-UAEPPKA2- CBHE-JP). The article deals with the conceptual approaches to the course and outlines the main objective of the course - to prepare students - future teachers for the practical use of technologies of gaming in the educational process of a comprehensive school. Indicator of achievement of goals and tasks is formed in the form of the final results of training and competences.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124933195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SELECTION OF THE DISTANCE\u0000LEARNING MANAGEMENT SYSTEM FOR\u0000PEDAGOGICAL HIGHER EDUCATION\u0000INSTITUTIONS","authors":"O. Mukoviz, N. Ihnatenko, O. Kovtun","doi":"10.28925/2414-0325.2019s20","DOIUrl":"https://doi.org/10.28925/2414-0325.2019s20","url":null,"abstract":"The article deals with various distance learning management system for\u0000pedagogical higher education institution. The most prominent distance\u0000learning management systems are mostly focused on: Moodle, WebCT,\u0000BlackBoard, eFront, Claroline, Metacoon, SharePoint LMS and Virtual\u0000University. Having analyzed the best platforms for creating of distance\u0000learning system in pedagogical higher education institution, it is stated\u0000that Moodle is leading according to the number of users. Moodle platform\u0000is a software suite for creating distance learning courses and websites\u0000that works with open source IMS and SCORM. As a result of the analysis\u0000and comparisons of the abovementioned platforms, based on\u0000pedagogical, didactic, organizational, technical, financial distance\u0000learning features, the distance learning management system in State\u0000Higher Educational Institution «Pereiaslav-Khmelnytskyi Hryhorii\u0000Skovoroda State Pedagogical University» on the basis of Moodle platform\u0000is developed. The platform works in different web browsers. There are no\u0000special requirements for hardware and operating system. Moodle\u0000platform can be installed on any server with any operating system using\u0000arbitrary databases. The platform is free for users. Moodle distance\u0000learning management system consists of 35 modules: Chat module, Task\u0000module, Forum module, Log module, Test module, Resource module,\u0000Research module, Seminar module and so on. Moodle distance learning\u0000management system enables distance learning in higher education at an\u0000affordable innovation level, creates a calendar of learning process events,\u0000creates formal algorithms for the teacher's activity in the educational\u0000process, thereby achieving a high level of interactivity and achievement\u0000of the required level of quality, skills.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128677311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}