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1.
6th International Conference on Complexity, Future Information Systems and Risk, COMPLEXIS 2021 ; 2021-April:70-77, 2021.
Article in English | Scopus | ID: covidwho-2046084

ABSTRACT

The workflow of the university summative assessment process was significantly disrupted in the year 2020 by the global pandemic and quarantine measures. Qualification assessment for university Foreign Languages programs, as a complex framework procedure (exams, final project presentation, review, appeal), was fully transformed into the digital format. The study discloses the context and models of the transformation of complex skillsets, necessary for the COVID-19 emergency education measures. The study is based on the identification of various complex competency principles, derivative of 21st-century skills for university education stakeholders, and projected digital literacy requirements. Correspondence between the 21st-century skills framework, Competences 2020 framework, and Global Skills 2025 framework is estimated through the revised Bloom’s taxonomy of educational goals. The study objective is to analyse the case of complex skills application for Digital Final Qualification Assessment at Borys Grinchenko Kyiv University, Ukraine (European and Oriental Languages programs), conducted in the timeframe of the first-wave 2020 quarantine. The inquiry results disclose and measure the efficiency of complex soft skills and corresponding digital skills, necessary for a successful Final qualification assessment procedure. Copyright © 2021 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

2.
PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE ON COMPLEXITY, FUTURE INFORMATION SYSTEMS AND RISK (COMPLEXIS) ; : 107-116, 2021.
Article in English | Web of Science | ID: covidwho-1939304

ABSTRACT

The global pandemic and subsequent quarantine measures have posed an array of challenges to the complex comprehensive structures and procedures of higher education workflow, which influenced significantly the scope of individual experiences, projected outcomes, and estimated quality of higher education in countries across the world. This study focus is the in-depth assessment of individual perceptions and experiences of complex models of digital distance and blended learning by students of different tiers (Bachelor's level, Master's level, Graduate school level) in European and Oriental Languages university programs in regions of Ukraine through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to January 2021. The survey is used to assess the parameters and challenges of individual quality and efficiency of translation of the complex system of real-life Foreign Languages Acquisition practices into the digital format, involving activation of interdisciplinary skills and cross-sectorial activities, implemented by ICT tools. The online survey of 14 universities in regional centres of Ukraine provides for disclosure of student comprehensive assessment of the complex framework of digitalized foreign languages education, systematized individual experiences, and quality estimation of e-learning and hybrid learning in the framework of COVID-19 lockdown.

3.
PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE ON COMPLEXITY, FUTURE INFORMATION SYSTEMS AND RISK (COMPLEXIS) ; : 70-77, 2021.
Article in English | Web of Science | ID: covidwho-1939297

ABSTRACT

The workflow of the university summative assessment process was significantly disrupted in the year 2020 by the global pandemic and quarantine measures. Qualification assessment for university Foreign Languages programs, as a complex framework procedure (exams, final project presentation, review, appeal), was fully transformed into the digital format. The study discloses the context and models of the transformation of complex skillsets, necessary for the COVID-19 emergency education measures. The study is based on the identification of various complex competency principles, derivative of 21st-century skills for university education stakeholders, and projected digital literacy requirements. Correspondence between the 21st-century skills framework, Competences 2020 framework, and Global Skills 2025 framework is estimated through the revised Bloom's taxonomy of educational goals. The study objective is to analyse the case of complex skills application for Digital Final Qualification Assessment at Borys Grinchenko Kyiv University, Ukraine (European and Oriental Languages programs), conducted in the timeframe of the first-wave 2020 quarantine. The inquiry results disclose and measure the efficiency of complex soft skills and corresponding digital skills, necessary for a successful Final qualification assessment procedure.

4.
13th International Multi-Conference on Complexity, Informatics and Cybernetics, IMCIC 2022 ; 1:36-43, 2022.
Article in English | Scopus | ID: covidwho-1836701

ABSTRACT

Development of the knowledge economy, establishment of networked society, emergency digitization due to the COVID-19 pandemic measures have imposed elaborate interdisciplinary and transdisciplinary demands on the marketability of Liberal Arts university graduates’ skills and competences, upon entering the workforce. The study is focused on the in-depth diagnostics of the development of multipurpose orientation, universality and interdisciplinarity of skillsets for students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to December 2021. A computational framework of foreign languages education interdisciplinarity is introduced in the study. The survey analysis is used to evaluate the dimensions of interdisciplinarity, universality and transdiciplinarity, informed by the interoperability of soft skills and digital communication skills for Foreign Languages Education across contrasting timeframes and stages of foreign languages acquisition and early career training. © 2022 IMCIC 2022 - 13th International Multi-Conference on Complexity, Informatics and Cybernetics, Proceedings. All rights reserved.

5.
2021 Digital Humanities Workshop, DHW 2021 ; : 96-102, 2021.
Article in English | Scopus | ID: covidwho-1832606

ABSTRACT

The global pandemic and emergency digitization measures have introduced systemic challenges to the university summative and formative assessment workflow. Various modes of assessment for University-level programs are a strict regimen that consists of different elements and stages (oral, hybrid, and written exams, tests of different types, project presentations, internal and external review, expert evaluation, and peering). This study aims to critically analyze the practices of Borys Grinchenko Kyiv University in various forms and modes of digital assessment for stakeholders of Liberal Arts, Education, and Computer Science major programs, implemented in the years 2020-2021 through quarantine induced digital learning. The survey analysis was conducted to evaluate ICT tools and digital competencies that are implemented to compare and contrast traditional and formative assessment practices, translated into the digital hybrid format. The investigation novelty is attained through systemic empirical findings on experiences and techniques of learning outcomes assessment in the emergency digitization measures, contrastive assessment of different modes in digital learning, evaluation of ICT tools and skills, implemented through different forms of assessment in the digital learning context. © 2021 ACM.

6.
2021 Digital Humanities Workshop, DHW 2021 ; : 148-155, 2021.
Article in English | Scopus | ID: covidwho-1832605

ABSTRACT

The focus of the inquiry is on the analysis of multipurpose, universal and interdisciplinary digitally enhances skillsets for stakeholders of European and Oriental Languages HEI programs in Ukraine in the timeframe of COVID-19 emergency digitization measures of March 2020 to October 2021. The study highlights a broad spectrum of issues, relevant for the global social and educational context: changes of the interdisciplinary avenues of development of digital education in the COVID-19 and post-pandemic paradigm;transformations of the network society and education in the digital age;the ratio of personal experiences and anticipations, challenges and technical advances that inform quality assessment of online and hybrid educational formats in emergency digitization context. The study introduces a computational framework of digital interoperability and interdisciplinarity of foreign languages education. The empirical data is collected through a survey that served to assess the digitally enhanced dimensions of interdisciplinarity, facilitated by the interoperable nature of correlation between digital communication skills and soft skills in Foreign Languages Education. © 2021 ACM.

7.
Lecture Notes on Data Engineering and Communications Technologies ; 104:239-255, 2022.
Article in English | Scopus | ID: covidwho-1777671

ABSTRACT

The transformative quality of the knowledge economy of the XXI century, the development of the networked society, emergency digitization due to the COVID-19 pandemic measures have imposed new interdisciplinary demands on the Arts and Humanities university graduates’ skills and competencies, according to dynamic needs of the job market. The inquiry focus is the comprehensive diagnostics of the development of interdisciplinarity, multipurpose orientation across social domains, and universality of education design and skillsets of students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to March 2021. A computational framework of foreign languages education interdisciplinarity is introduced in the study. The survey analysis is used to evaluate the dimensions of interdisciplinarity, universality, and transdisciplinarity, informed by the interoperability of soft skills and digital skills for Foreign Languages Education across contrasting timeframes and stages of foreign languages acquisition and early career training in the COVID-19 paradigm. The inquiry findings disclose: evaluation of interdisciplinarity of foreign languages training across a framework of social and cognitive dimensions;assessment of interdisciplinary and universal skills, crucial for successful professional application of foreign languages graduates;estimated needs of interdisciplinary retraining of Foreign Languages majors to meet dynamic job market requirements of the twenty-first century. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

8.
15th International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2021 ; : 62-67, 2021.
Article in English | Scopus | ID: covidwho-1519302

ABSTRACT

The development of digital economy in the XXI century, elaboration of the networked society and communities of knowledge, digitization of education due to pandemic measures have led to revisions of the interdisciplinary and cross-sectorial job market demands of Liberal Arts university graduates' skillsets, upon entering the workforce. This, in turn, stipulates reevaluation of the interdisciplinary approaches to comprehensive professional competences in foreign languages acquisition, education, and application. The study is focused on the diagnostics of the development of meta-learning status, interdisciplinary interoperability of digital competence for students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to April 2021. The inquiry derives a model of digital meta-skills for interdisciplinary competence in foreign languages education and professional application. The survey study is implemented to evaluate the digital meta-literacy of foreign languages majors through dimensions of interdiciplinarity of educational content, domains of professional application, soft skills, professional linguistic and communication skills, and customized digital skills for Foreign Languages Education. © 2021 15th International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2021. All rights reserved.

9.
15th International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2021 ; : 39-44, 2021.
Article in English | Scopus | ID: covidwho-1519301

ABSTRACT

Transformative potential of the knowledge economy of the XXI century, establishment of networked society, emergency digitization due to the COVID-19 pandemic measures have imposed elaborate interdisciplinary and interoperable demands on the marketability of Liberal Arts university graduates' skills and competences, upon entering the workforce. The study is focused on the in-depth diagnostics of the development of interoperable orientation, universality and interdisciplinarity of digital skillsets for students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to April 2021. The study introduces a model of interoperable digital skills for foreign languages education and professional application in different social spheres. The survey analysis is used to evaluate the dimensions of interdisciplinarity, informed by the interoperability of soft skills, professional linguistic and communication skills, and digital skills for Foreign Languages Education across contrasting frameworks of e-competence for foreign languages acquisition, professional digital communication and pre-service teacher training. © 2021 15th International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2021. All rights reserved.

10.
25th World Multi-Conference on Systemics, Cybernetics and Informatics, WMSCI 2021 ; 2:164-171, 2021.
Article in English | Scopus | ID: covidwho-1513678

ABSTRACT

Transformative shifts in the knowledge economy of the XXI century, Industry 4.0 and Web 4.0 development and elaboration of networked society, emergency digitization of all social communicative spheres due to pandemic measures have imposed pressing revisions onto interdisciplinary and cross-sectorial job market demands of university level education, curriculum design and learning outcomes. The COVID-19 pandemic induced amplified digitalization measures in the higher education sphere, informed by the need to take quick comprehensive action in order to achieve the overarching result to transform educational and communicative scenarios into interdisciplinary digital, remote, and hybrid formats. The consequent functional tasks to meet this challenge in the educational sphere worldwide are estimated as 1) to adapt the existent educational scenarios to digital, remote and hybrid formats;2) to upgrade e-competence and digital literacy of all stakeholders of the educational process and industry;3) to activate complex interdisciplinary skillsets, otherwise latent or underutilized in the professional interaction;4) to introduce functional technical solutions for facilitation of formal and informal educational workflow and communication. The findings of the comprehensive framework research project 'TRANSITION' disclose a wide scope of generalized theoretical and applied issues, permeating the social and educational context worldwide: global event horizon and paradigm shifts in the interdisciplinary trends of digital education in the Covid-19 timeframe and beyond;transformative changes and avenues of development of the network society and education as an interdisciplinary socio-cultural institution and industry in the digital age;global experiences, universal/generic challenges, technical advances and specific national gains in quality assurance of online and hybrid learning in the Covid-19 paradigm. © WMSCI 2021.All right reserved.

11.
15th International Conference e-Learning, EL 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021 ; : 3-14, 2021.
Article in English | Scopus | ID: covidwho-1489847

ABSTRACT

The COVID-19 pandemic induced amplified digitalization measures in the higher education sphere, informed by the need to take quick comprehensive action to achieve the overarching result to transform educational scenarios into interdisciplinary digital, remote, and hybrid frameworks. The consequent functional tasks to meet this challenge are estimated as 1) to activate comprehensive complex skillsets, otherwise latent or underutilized in the educational process;2) to boost ICT competence and digital literacy of all participants of the educational process, relocated to the computer realm. The study objective is to diagnose and critically review the empirical case of digital skills viral development and application to construe interdisciplinary competencies of students of European and Oriental Languages major programs in Ukraine, employed in the years 2020-2021 due to quarantine measures. The study premise is the identification of various competency principles, derivative of twenty-first-century skills, and projected digital literacy requirements. The survey method and diagnostic analysis of different digital literacy components and e-skills implementation are used to assess the parameters of efficiency of transforming real-life linguistic education practices into the digital and hybrid format. The investigation novelty is in the identification of the interoperability between various groups of applied e-skills and soft skills, instrumental to develop interdisciplinary professional awareness of Foreign Languages students in Ukraine. The study allows detection of challenges for actual and underdeveloped skills (hard, technical, and soft), that participants of the educational process encountered through digital format adaptation in programs of European and Oriental Languages. © 15th International Conference e-Learning, EL 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021. All rights reserved.

12.
14th International Conference on ICT, Society, and Human Beings, ICT 2021, 18th International Conference on Web Based Communities and Social Media, WBC 2021 and 13th International Conference on e-Health, EH 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021 ; : 11-22, 2021.
Article in English | Scopus | ID: covidwho-1489846

ABSTRACT

The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of higher education workflow, which significantly influenced the scope of individual experiences, projected outcomes and estimated quality of higher education in countries across the world. This study focus is the in-depth assessment of the case of individual digital distance and blended learning experiences by students of different tiers (Bachelor's level, Master's level, Graduate school level) in European (French, Italian, Spanish, English) and Oriental (Mandarin Chinese, Japanese) Languages university level programs at Borys Grinchenko Kyiv University of Ukraine through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to January 2021. The survey and analysis of different ICT tools is used to assess the parameters and challenges of individual quality and efficiency of translation of the real life Foreign Languages Acquisition practices into digital hybrid format, involving activation of interdisciplinary skills and cross-sectorial activities, assisted by ICT tools. The online survey of over 300 students of European and Oriental Languages programs provides for disclosure of a comprehensive case of student satisfaction with digitized foreign languages education, systematized individual experiences and quality estimation of e-learning and hybrid learning in the framework of COVID-19 lockdown;assessment of individual experiences and quality of e-learning and hybrid learning in the framework of COVID-19 lockdown as compared to traditional, face-to-face learning formats for foreign languages;individual quality assessment of learning process design, programmed learning outcomes and projected competencies for university programs of Oriental and European languages in the framework of COVID-19 lockdown and quarantine measures. © 14th International Conference on ICT, Society, and Human Beings, ICT 2021, 18th International Conference on Web Based Communities and Social Media, WBC 2021 and 13th International Conference on e-Health, EH 2021 - Held at the 15th Multi-Conference on Computer Science and Information Systems, MCCSIS 2021. All rights reserved.

13.
2021 9th International Conference on Information and Education Technology ; : 149-156, 2021.
Article in English | Web of Science | ID: covidwho-1364986

ABSTRACT

The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of higher education workflow, which influenced significantly the scope of individual experiences, projected outcomes and estimated quality of higher education in countries across the world. This study focus is the in-depth assessment of individual digital distance and blended learning experiences by relevant groups of stakeholders in Oriental (Mandarin Chinese, Japanese) and European (French, Italian, Spanish, English,) Languages university level programs in regions of Ukraine through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to January 2021. The survey and analysis of different ICT tools is used to assess the parameters and challenges of individual quality and efficiency of translation of the real life Foreign Languages Acquisition practices into digital blended format, involving activation of interdisciplinary skills and cross-sectorial activities, assisted by ICT tools. The online survey of 14 universities in regional centers of Ukraine provides for disclosure of individual experiences and quality estimation of e-learning and hybrid learning in the framework of COVID-19 lockdown;assessment of individual experiences and quality of e-learning and hybrid learning in the framework of COVID-19 lockdown as compared to traditional, face-to-face learning formats for foreign languages;individual quality assessment of learning process design, programmed leaning outcomes and projected competences for university programs of Oriental and European languages in the framework of COVID-19 lockdown and quarantine measures.

14.
12th International Multi-Conference on Complexity, Informatics and Cybernetics, IMCIC 2021 ; 1:144-151, 2021.
Article in English | Scopus | ID: covidwho-1245169

ABSTRACT

The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). Cross-sectorial factors of societal change, that provide the backdrop for an interdisciplinary skillset critical transformation, crucial for the COVID-19 emergency educational framework, are considered. The study premise is based on identification of various interdisciplinary competency principles, derivative of 21st century skills for university staff members and projected digital literacy requirements. It is determined how in the situation of the COVID-19 pandemic lockdown all elements of the Final Qualification Assessment at Borys Grinchenko Kyiv University for European and Oriental Languages programs have been relegated to the digital, remote or blended format with the use of ICT tools and skills that comprise an interdisciplinary realm of Foreign Languages acquisition and assessment. Every step of the procedure adaptation to digital format required accelerated development of interdisciplinary skills of all participants and officials and cross-sectorial activities, otherwise not carried out through assessment of Foreign Languages programs. © IMCIC 2021 - 12th International Multi-Conference on Complexity, Informatics and Cybernetics, Proceedings. All rights reserved.

15.
12th International Multi-Conference on Complexity, Informatics and Cybernetics, IMCIC 2021 ; 2:129-134, 2021.
Article in English | Scopus | ID: covidwho-1237219

ABSTRACT

The study objective is to estimate and critically review the context for meta-educational assessment of digital learning on European and Oriental languages programs via in-depth assessment of individual digital distance and hybrid learning experiences and best practices by students of European (English, French, Spanish, Italian) and Oriental (Mandarin Chinese, Japanese) Languages university level programs in different regions of Ukraine (Eastern Europe) through the span of educational activities in the timeframe of COVID-19 quarantine measures of March 2020 to January 2021. The meta-assessment survey and analysis of different ICT tools is used to estimate the comprehensive array of parameters and challenges of individual quality and efficiency of translation of the real life Foreign Languages Acquisition practices into digital blended format, involving activation of interdisciplinary skills and cross-sectorial activities, assisted by ICT tools. The designed meta-learning inquiry outcomes in this respect are: student satisfaction with the framework of digitalized foreign languages education;estimation of advantages, disadvantages, challenges and opportunities of e-learning and hybrid learning in the framework of COVID-19 lockdown;evaluation of e-learning and hybrid learning efficiency as compared to traditional, face-to-face learning formats for foreign languages programs;meta-assessment of digital learning process design, learning outcomes and acquired competencies for university programs of Oriental and European languages. Copyright © 2021 by the International Institute of Informatics and Systemics.

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