scholarly journals THE USE OF THE CLOUD-BASED OPEN LEARNING AND RESEARCH PLATFORM FOR COLLABORATION IN VIRTUAL TEAMS

2020 ◽  
Vol 76 (2) ◽  
pp. 304-320 ◽  
Author(s):  
Валерій Юхимович Биков ◽  
Даріуш Мікуловський ◽  
Oлівер Моравчик ◽  
Стефан Светський ◽  
Марія Павлівна Шишкіна
Keyword(s):  
Higher Education ◽  
Virtual Teams ◽  
Open Systems ◽  
Experimental Studies ◽  
Cloud Services ◽  
Open Learning ◽  
Promising Trend ◽  
Knowledge Based ◽  
Computing Services ◽  
Research Platform

The article highlights the promising ways of providing access to cloud-based platforms and tools to support collaborative learning and research processes. It is emphasized that the implementation of cloud computing services is a promising trend in the development of modern ICT pedagogical systems. The concept of cloud-based open learning and research platform is considered. The benchmarking studies of using ICT tools for learning and research within the pedagogical systems of higher education are fulfilled. The analysis and evaluation of the existing experience of using different types of software packages to support learning and research processes within the cloud-based environment are proposed. The issues of integration of knowledge-based services, language technologies and database network services within the open systems of learning and research are covered. A model of the cloud-based open learning and research collaborative environment involving the use of cloud-based components based on AWS virtual desktop, IBM Box, WPadV4 and other tools is substantiated. The reasonable ways of tools selection are considered and the prospects for their use within the cloud-based open learning and research platform in pedagogical systems of higher education are described. The research methods are the analysis of official international documents, publications on the subject of the research, observation, comparison, the analysis of the experience of using educational and scientific network packages, application of cloud technologies, benchmarking studies and experimental studies. Conclusions and recommendations encompass the application of cloud-based open learning and research technologies covering research platforms, scientific and educational network packages, and also cloud services for collecting, submitting and processing data as a promising trend in the development and modernization of the educational environment of higher education institutions and collaborative research.

scholarly journals APPLICATION OF CLOUD TECHNOLOGIES IN BLENDED LEARNING METHODS

2020 ◽  
Vol 72 (4) ◽  
pp. 202-207
Author(s):  
N.N. Kerimbaev ◽  
◽  
V.S. Jotsov ◽  
M.J. Bolyskhanova ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Blended Learning ◽  
Traditional Education ◽  
Point Of View ◽  
Cloud Services ◽  
Computing Services ◽  
Scientific Papers ◽  
Processing And Storage ◽  
Cloud Technologies

This article provides an overview of scientific papers on the importance of using cloud technologies. The use of cloud technologies and cloud computing services in higher education is dictated by modern requirements. Currently, one of the tasks set for higher education institutions to improve the field of education is the implementation of blended teaching methods. From this point of view, the article discusses methods and techniques that give advantages in blended learning using modern cloud technologies. It is also reported that cloud technologies can be applied to both traditional education and distance learning. It also covers new directions in the development of processing and storage of data obtained in the field of education using distributed systems and cloud computing. In turn, the use of cloud services will create a unique information and educational platform that meets the requirements of education in the country.

scholarly journals THE CONCEPTUAL BASIS OF THE UNIVERSITY CLOUD-BASED LEARNING AND RESEARCH ENVIRONMENT FORMATION AND DEVELOPMENT IN VIEW OF THE OPEN SCIENCE PRIORITIES

2018 ◽  
Vol 68 (6) ◽  
pp. 1 ◽  
Author(s):  
Valerii Yu. Bykov ◽  
Mariya P. Shyshkina
Keyword(s):  
Higher Education ◽  
Experimental Studies ◽  
Education Institution ◽  
Open Science ◽  
Cloud Services ◽  
European Research ◽  
Environment Design ◽  
Research Environment ◽  
Scientific Application ◽  
Cloud Technologies

This article explores the scientific and methodological background of the creation and development of the cloud-based learning and research environment in the context of open science priorities and the European Research Area (ERA) formation. The conceptual and terminology body of the cloud-based environment investigation and the main features of such an environment are delineated. The main methodological principles of the environment design and development, for instance, the principles of open science, open education and also the specific principles inherent to the cloud-based systems are described. The study aim is to analyze the conceptual body, principles, and features of the formation and development of the cloud-based educational and research environment in the context of the open science concept. The objective of the study is to determine the prospects of cloud technologies that are used to support educational and scientific activities and to outline the principles and technologies of open science use and explore their broader application in pedagogical systems of higher educational institutions. The research methods are the analysis of official international documents, publications on the research, observation, comparison, the analysis of the experience of the educational and scientific application of cloud technologies, and experimental studies. The results of the research substantiate cloud technologies in the principles of creation and development of the learning and research environment (LRE) of a higher education institution. The concept of the cloud-based environment is explained; the characteristic features of its functioning are outlined. Additionally, the prospects and estimation of the cloud-based LRE development in the aspect of open science are defined. Conclusions and recommendations encompass the application of cloud-based open science technologies covering European research infrastructures, scientific and educational networks, European open science cloud, and also cloud services for collecting, submitting and processing data as a topical and promising trend for the development and modernization of the learning and research environment of higher education institutions.

Education

2018 ◽  
Author(s):  
José van
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Big Five ◽  
Common Good ◽  
Business Models ◽  
Learning Processes ◽  
Online Course ◽  
Publicly Funded ◽  
Knowledge Based ◽  
Course Material

This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.

scholarly journals The Finnish Product Development Teachers’ Perceptions of their Pedagogical Content Knowledge in Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 609-618
Author(s):  
Elina Mäkelä ◽  
Petra Auvinen ◽  
Tero Juuti
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Product Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Curriculum Design ◽  
Teacher Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge Based

AbstractThe paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

scholarly journals Discipline and Institution Commitment: Professorial Views

2015 ◽  
Author(s):  
Jesús Glaz-Fontes
Keyword(s):  
Higher Education ◽  
Global Economy ◽  
Academic Work ◽  
Performance Pressure ◽  
Knowledge Based ◽  
Performance Based Funding ◽  
General Support ◽  
Conditions Of Work

Amid increasing expectations for socioeconomic relevance, higher education confronts, in many countries, a similar set of challenges: declining general-support levels linked with more performance-based funding, expanded enrollment demand, an increasingly knowledge-based and global economy, and a more intense managerialism. While giving unprecedented centrality to academic work, deteriorating conditions of work and of increased accountability has placed more performance pressure on the faculty.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals Detection System of HTTP DDoS Attacks in a Cloud Environment Based on Information Theoretic Entropy and Random Forest

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Mohamed Idhammad ◽  
Karim Afdel ◽  
Mustapha Belouch
Keyword(s):  
Random Forest ◽  
Network Traffic ◽  
Learning Algorithm ◽  
Detection System ◽  
Cloud Services ◽  
Detection Accuracy ◽  
Cloud Environment ◽  
Ddos Attacks ◽  
Information Theoretic ◽  
Computing Services

Cloud Computing services are often delivered through HTTP protocol. This facilitates access to services and reduces costs for both providers and end-users. However, this increases the vulnerabilities of the Cloud services face to HTTP DDoS attacks. HTTP request methods are often used to address web servers’ vulnerabilities and create multiple scenarios of HTTP DDoS attack such as Low and Slow or Flooding attacks. Existing HTTP DDoS detection systems are challenged by the big amounts of network traffic generated by these attacks, low detection accuracy, and high false positive rates. In this paper we present a detection system of HTTP DDoS attacks in a Cloud environment based on Information Theoretic Entropy and Random Forest ensemble learning algorithm. A time-based sliding window algorithm is used to estimate the entropy of the network header features of the incoming network traffic. When the estimated entropy exceeds its normal range the preprocessing and the classification tasks are triggered. To assess the proposed approach various experiments were performed on the CIDDS-001 public dataset. The proposed approach achieves satisfactory results with an accuracy of 99.54%, a FPR of 0.4%, and a running time of 18.5s.

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