• SOCIETY & ”INDUSTRY 4.0”

    Approaches to support learning in today´s workplace

    Industry 4.0, Vol. 6 (2021), Issue 4, pg(s) 169-173

    Workplace learning supports acquiring knowledge and practical skills also to use up-to-date equipment by formal or informal methods and means and occurs mostly in the workplace. It contributes to learning of employees, employers and the organization as a whole.
    As a response to COVID-19 disease, workplace learning had to be changed. Companies need to consider Industry 4.0 to stay competitive in the market. Among the challenges regarding the transformation towards Industry 4.0 are requirements to re-skill the staff for the new work environment by using digital technologies. The staff has to adapt to the workplace transformation brought by digitalization, automation and robotic. So, learning at the workplace should be changed supporting cost-effective delivery modes, easy to access leaning resources, and flexible learning environments. This paper aims to present first some existing forms, benefits and requirements of workplace learning as well as factors that are impacting the workplace and can support to drive a new approach to workplace learning. Second, some learn ing methods
    like interdisciplinary experiential ones, reflection as well lifelong learning (LLL) supported by digital technologies are proposed which can be applied within workplace learning.
    Results about existing approaches in published papers, including the author ones, as well as of projects in this field have been used.
    Recherche has been done by the Study Group Lifelong Learning of the IAT, coordinated by the author. Finally, the methods described in this paper for workplace learning have been tested within an Erasmus+ project with participation of the author. The results should help managers, education responsible, employees to rethink their whole approach to workplace learning: the culture, tools, methods by adopting a new, modern understanding of what it means to learn at work by using digital technologies. The results should be tested also within other projects because due to changed situation during the Covid-19 and after it not all proposed approaches have been applied in optimal conditions. The factors driving workplace learning and the combination of described learning forms described in the paper have not been applied in this form until now.

  • SOCIETY & ”INDUSTRY 4.0”

    Online education models’ comprehensive analysis

    Industry 4.0, Vol. 5 (2020), Issue 3, pg(s) 148-150

    Nowadays online learning is among the most progressive and most popular educational practices in the world. Both European and United States universities try to implement this way of learning into the educational process. Several models of online education are used in the world’s practice. The article aims to analyze online learning models to find a way for the best implementation in higher education based on Ukrainian educational system during COVID 19 pandemic in 2020.

  • The blended learning techniques in technical higher education

    Science. Business. Society., Vol. 4 (2019), Issue 4, pg(s) 151-153

    Nowadays systems can optimize the presentation of the course’s content, suggesting next steps in subjects studying, dynamical planning of individual lectures with lecturers for students with special needs, and even create timetables of school buses accordingly to the time of courses running. We argue that massive open online courses created in Ukrainian by leading specialists in their fields and their implementation to the educational process can give students an opportunity to get up-to-date knowledge, a chance to study regardless of their financial state or an opportunity to enrol to the leading universities.

  • Massive open online course “CS50 introduction to computer science” by Harvard university implementation into Ukrainian educational process

    Industry 4.0, Vol. 4 (2019), Issue 4, pg(s) 195-197

    Nowadays online learning is among the most progressive and most popular educational practices in the world. Both European and United States universities try to implement this way of learning into the educational process. Further development and popularity, the continued blended learning implementation in Ukrainian higher education institutions, requires high-quality new online courses in various fields of knowledge, adaptations and translations of existing courses for the further leading teaching methodologies used in the educational process. Among the best courses in the world for teaching and learning computer science’s basics is “CS50 Introduction to Computer Science” by Harvard University and professor David J. Malan. This course was translated in Ukrainian and introduces in the blended format in top-rated Ukrainian higher educational facilities. The comprehensive analysis makes possible further blended learning implementation in the technical educational process in Ukraine.