Relevant bibliographies by topics / Educational support system

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational support system'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Educational support system"

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Saitoh, Akinori, Tomohiro Nishida, Michio Nakanishi, Seigo Yasutome, Ken-ichi Baba, Yuji Shigehiro, Akira Harada, Nariyoshi Yamai, and Toshio Matsuura. "Classroom support and system administration support for large-scale educational computer system." Electronics and Communications in Japan (Part II: Electronics) 86, no. 9 (August 18, 2003): 42–52. http://dx.doi.org/10.1002/ecjb.10180.

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Balaban, Ya R. "Electronic educational protection support system as a new welded in the educational system." Pedagogical sciences reality and perspectives 69 (2019): 14–19. http://dx.doi.org/10.31392/2311-5491/2019-69.3.

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Zhu, Yaqiong. "A Data Driven Educational Decision Support System." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (November 9, 2018): 4. http://dx.doi.org/10.3991/ijet.v13i11.9582.

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To make use of the latest Internet technology to provide innovative support for teacher education, a comprehensive study is made on DDEDSS (data driven education decision support system) and DDEDSS software prototype is designed and developed as an auxiliary tool for educational decision-making. At the same time, the two sessions of education data is collected and tested in practice. The multidimensional summation and average are carried out for different time, different source regions, different gender learners and different subjects. The research results show that the system can evaluate learners' learning and further provide decision-making basis for curriculum optimization and class adjustment. It can be seen that DDEDSS is a frontier educational research, which has important research significance.
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Jimenez, Felix, and Masayoshi Kanoh. "Support System for Teachers in Communication with Educational Support Robot." Journal of Advanced Computational Intelligence and Intelligent Informatics 24, no. 3 (May 20, 2020): 377–85. http://dx.doi.org/10.20965/jaciii.2020.p0377.

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With the growth of robot technology, more educational-support robots, which support learning, are paid attention to. For example, one robot supports the school life of students. Another robot helps students to learn English better. Most researches have focused on robot behavior and investigating the effect. Previous research has reported that a society in which robots and humans learn together will soon be a reality. If a society where robots and humans learn side by side is realized, children will be in houses where they will learn alongside multiple unspecified robots. We think that perspectives of third parties, such as educators and guardians, are important for further improvements in the field. Thus, we think that a system is necessary wherein third parties can direct robots to provide suitable learning support to learners. This paper proposes a system for teachers that can direct robots to provide suitable learning support to learners, who simultaneously can grasp their learning conditions as they study alongside robots.
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Fukumoto, Hisao, Tatsuya Furukawa, and Masashi Ohchi. "Development of Educational Support System for Energy Management System (EMS)." IEEJ Transactions on Fundamentals and Materials 139, no. 11 (November 1, 2019): 514–20. http://dx.doi.org/10.1541/ieejfms.139.514.

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Mansmann, Svetlana, and Marc H. Scholl. "Decision Support System for Managing Educational Capacity Utilization." IEEE Transactions on Education 50, no. 2 (May 2007): 143–50. http://dx.doi.org/10.1109/te.2007.893175.

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Wild, Martyn. "Designing and evaluating an educational performance support system." British Journal of Educational Technology 31, no. 1 (January 2000): 5–20. http://dx.doi.org/10.1111/1467-8535.00131.

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Nishio, Akihiro, Machi Kakimoto, Ryo Horita, and Mayumi Yamamoto. "Compulsory educational mental health support system in Japan." Pediatrics International 62, no. 5 (May 2020): 529–34. http://dx.doi.org/10.1111/ped.14205.

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Ogoshi, Yasuhiro, Sakiko Ogoshi, Tohru Saitoh, Yukie Saitoh, Yoichi Itoh, Masahiro Wakamatu, Tomoyuki Kanno, and Hiroshi Hongo. "Proof of Concept: ICT System PicotTo for Individual Education Support." International Journal of Engineering and Technology 14, no. 3 (August 2022): 34–37. http://dx.doi.org/10.7763/ijet.2022.v14.1198.

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Children requiring special support are increasing in Japan. In April 2016, the government of Japan enacted a law supporting disabled people, which stipulates giving them reasonable consideration. This law mandates supporting children with special needs in all Japanese schools. Many children diagnosed with one or more developmental disabilities, such as autism spectrum disorder (ASD), attention deficit disorder (ADD), hyperactivity disorder (ADHD), and learning disability (LD), often struggle in school. Children with developmental disorders require special support to help them in many aspects of life, and individual educational support is crucial. We developed a collaborative system for managing developmental disorders using ICT that can be utilized by teachers, parents, and supporters. This study demonstrated and tested this system (PicotTo). We also evaluated using the system through a case study.
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Yambe, Tomoyuki, Makoto Yoshizawa, Kou‐ichi Tabayashi, Hiroshi Takeda, and Shin‐ichi Nitta. "Virtual Percutaneous Transluminal Coronary Angioplasty System for an Educational Support System." Artificial Organs 22, no. 8 (August 1998): 710–13. http://dx.doi.org/10.1046/j.1525-1594.1998.06001.x.

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Dissertations / Theses on the topic "Educational support system"

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Benjuma, Nuria Mahmud. "An educational framework to support industrial control system security engineering." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/15494.

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Industrial Control Systems (ICSs) are used to monitor and control critical infrastructure such as electricity and water. ICS were originally stand-alone systems, but are now widely being connected to corporate national IT networks, making remote monitoring and more timely control possible. While this connectivity has brought multiple benefits to ICS, such as cost reductions and an increase in redundancy and flexibility, ICS were not designed for open connectivity and therefore are more prone to security threats, creating a greater requirement for adequate security engineering approaches. The culture gap between developers and security experts is one of the main challenges of ICS security engineering. Control system developers play an important role in building secure systems; however, they lack security training and support throughout the development process. Security training, which is an essential activity in the defence-indepth strategy for ICS security, has been addressed, but has not been given sufficient attention in academia. Security support is a key means by which to tackle this challenge via assisting developers in ICS security by design. This thesis proposes a novel framework, the Industrial Control System Security Engineering Support (ICS-SES), which aims to help developers in designing secure control systems by enabling them to reuse secure design patterns and improve their security knowledge. ICS-SES adapts pattern-based approach to guide developers in security engineering, and an automated planning technique to provide adaptive on-the-job security training tailored to personal needs. The usability of ICS-SES has been evaluated using an empirical study in terms of its effectiveness in assisting the design of secure control systems and improving developers’ security knowledge. The results show that ICS-SES can efficiently help control system designers to mitigate security vulnerabilities and improve their security knowledge, reducing the difficulties associated with the security engineering process, and the results have been found to be statically significant. In summary, ICS-SES provides a unified method of supporting an ICS security by design approach. It fosters a development environment where engineers can improve their security knowledge while working in a control system production line.
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Zaharchenko, Y., N. Sokolova, and G. Burenina. "Designing an automated decision support system for energy management system of educational institutions." Thesis, Aviation in the XXI-st century. Safety in aviation and space technologies: the seventh world congress, 19-21 of september 2016: abstracts. – K., 2016. – V.1. – P. 1.1.11-1.1.14, 2016. http://er.nau.edu.ua/handle/NAU/29425.

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Determining the causes and sources of losses in the accounting and energy consumption is the basis for making management decisions and construction of power management and energy efficiency measures.
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Marriott, Andrew. "A software based mentor system." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/721.

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This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.’
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Brashear, Kristen Michelle. "Teachers’ Experience with Problematic Behavior and Educational Support: A Phenomenological Inquiry." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1595196246142521.

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Marriott, Andrew. "A software based mentor system." Curtin University of Technology, Faculty of Engineering, Science and Computing, Dept. of Computing, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21518.

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This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.’
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Simpson, Tonja Denise. "The Impact of a New Teacher Support System on Teacher Efficacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2237.

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Retaining novice teachers is a major concern for school districts across the United States. At an urban high school in a Southeastern state, over 30% of novice teachers hired over a 3-year period did not return after their first year of teaching. The purpose of the study was to examine novice teachers' perceptions of support received during their first year to determine how school-based support could increase novice teacher retention. The theoretical framework was Bandura's theory of self-efficacy and the concept of teacher efficacy espoused by Tschannen-Moran, Woolfolk-Hoy, and Hoy. The research questions focused on the perceptions of novice teachers regarding (a) support received at their school, (b) the most beneficial support structures, and (c) needed training or assistance. Purposive sampling was used to select 8 novice teacher participants who met the inclusion criteria of being in their 1st to 5th year of teaching. The qualitative case study design involved a survey and an interview. Four themes emerged: the importance of having a mentor, guidance and support, professional development, and opportunities for collaboration. Findings from the study were used to develop a 2-year Teachers Supporting Teachers professional development project to address the needs identified by the novice teachers. Implications for social change include helping schools and districts plan and implement support programs for novice teachers to increase their retention.
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Hobbs, Bryan. "Improving Educational Content: A Web- based Intelligent Tutoring System with Support for Teacher Collaboration." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-theses/225.

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Collaboration among teachers in some shape or form is becoming increasing popular among the educational system. The goal of this thesis is to determine whether teachers find value in collaboratively working in a Web environment and if we can use collaboration to improve educational content. We took a Web-based intelligent tutoring system, called ASSISTments, and incorporated a collaboration feature allowing teachers from around the Web to work together to create content for their students. The previous ASSISTments model did not allow for any form of collaboration; teachers using ASSISTments were not able to modify each other's content. By creating the opportunity for teachers to work together, we hypothesized that the educational content within ASSISTments would improve. To help improve education content among ASSISTments, we also deemed it necessary to improve the tool that teachers used to create problems for their students. Using surveys and interviews, we obtained feedback from teachers supporting our changes of the ASSISTments system and validating our claims that they found value in collaboratively working in a Web-based environment.
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Cottongim, Constance Myers. "The school's role as a support system for children of parental divorce." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0814102-162214/unrestricted/CottongimC082202a.pdf.

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Jones, Racquel. "Principals' perceptions of the effectiveness of a network support structure in a large urban school system." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791819.

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The purpose of this study was to conduct a formative evaluation of principals' perceptions of the effectiveness of a network support structure in a large urban school system. This program evaluation was formative to clarify aspects of the design and implementation of the network support structure in the areas of instruction, operations and youth development. The evaluation was guided by the Joint Committee on Standards for Educational Evaluation and utilization-focused evaluation practices, and situated in the pragmatic paradigm to promote utility, meaningful stakeholder involvement, and qualitative methods of data collection and analysis. Interviews and a focus group were conducted to gather data from principals and the network leader, and a document review of the network support plan was also conducted. Data was triangulated from the different sources to corroborate the findings. The study revealed findings connected to customized support, problem solving, crises management protocols; varying degrees of alignment of network support with intended support; enduring relationships, specialized consultative services, and effective leadership and strong instructional leadership as factors that hinder support and, network growth and compliance mandates as factors that hinder support in the areas of instruction, operations and youth development. Implications for program improvement, recommendations for future program evaluation, and implications for practice are discussed to offer enhancements for increased program effectiveness.
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Kinnaman, Lisa L. "Idaho Building Capacity : developing a statewide system of support for districts and schools in need of improvement /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/21/.

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Books on the topic "Educational support system"

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1946-, Sparks Rozanne, ed. Strengthening K-12 school counseling programs: A support system approach. Muncie, Ind: Accelerated Development, 1991.

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1946-, Sparks Rozanne, ed. Strengthening K-12 school counseling programs: A support system approach. 2nd ed. Philadelphia: Accelerated Development, 1999.

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Kochinov, Yuriy, and Tat'yana Kochinova. Transport support trading activities. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014786.

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The tutorial discusses the current state of the transport system of Russia, types and marking of goods, terms of delivery of goods characteristics of modes of transport; describes the types of cargo and performance evaluation of transport; the data for the practical solution of situational tasks and test questions for independent work and test knowledge. Meets the requirements of Federal state educational standards of higher education of the last generation. For undergraduate students enrolled in field of study "trading business" and other economic areas.
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Learner support and success: Determining the educational support needs for learners into the 21st century : towards charting a new course for British Columbia's college system. [New Westminster, BC: Douglas College], 1999.

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University of the State of New York. Board of Regents. Leveraging change: Building a state aid system to support school reform : the Regents 1994-95 proposal on state aid to schools : a detailed proposal. [New York: State Education Dept., 1994.

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Kramarov, Sergey, Alla Akishina, Irina Antipina, Anatoliy Bogush, Natal'ya Bryuhanova, Ven' Czyan, Polina Golomidova, et al. Prospects and opportunities of an expert and analytical support system forming for international activities of Russian universities. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02044-9.

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The monograph is based on the results of the XVIII all-Russian conference and the XXVIII all-Russian school and seminar "Integration of Russian universities into the world educational and scientific space with taking into account regional characteristics" which were dedicated to the discussion of one of the most relevant topics which is reflects the current prospects and opportunities of forming an expert and analytical support system for international activities of Russian universities. The proposed materials can be useful for specialists of the Department of education system in Russia and its regions, for employees of Federal and regional authorities and management, as well as regional associations of academic mobility.
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Kramarov, Sergey, Vladimir Khramov, Elena Grebenyuk, and Anatoly Bocharov. Fundamentals of the ergotechnical approach to the formation of an electronic educational environment. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02086-9.

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The monograph deals with the problems of analysis and synthesis of electronic information and learning environment as an ergatic system. The issues of creation, development and evaluation of such systems, as well as information support of the process of building and using artificial intelligence, including in the protection of information, are considered. The monograph provides theoretical justifications for the research of information objects, which reveals the mechanism of constructing a mathematical model of the educational process at the university and explains the understanding of the education system as a system of systems, as well as information processes associated with it. The research presented in the monograph is the basis for the creation of new and effective robotic organizational and organizational-technical systems in education. The monograph is intended for researchers and teachers, postgraduates, undergraduates and engineers specializing in the field of educational management, including intelligent adaptive control of complex robotic systems.
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Cevelev, Aleksandr. Material and technical support of railway transport. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1417121.

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The textbook covers topical issues of the implementation of the policy of JSC "Russian Railways" in the field of material and technical support of structural divisions of railway transport. Based on the results of theoretical studies of the system management of business processes of material and technical support of railway transport, the diversification of the activities of supply authorities, the concept was formulated and a tree of management goals was developed, as well as the formalization of the existing business processes of the MTO system for the current period was carried out and the supply efficiency management system was considered in accordance with the SRT of JSC Russian Railways. Recommendations on the implementation of the developed algorithms and models are of a long-term nature and will improve the efficiency of the system of providing services for providing material and technical resources to structural divisions and enterprises of railway transport. Meets the federal state educational standards of the latest generation in the areas of training: 38.03.01 "Economics", 38.03.02 " Management "(profiles: "Corporate Management", "Logistics and Supply Chain Management"). It is intended for students of railway transport universities of economic and engineering specialties, as well as for managers and specialists of material and technical support of JSC "Russian Railways" who are interested in the issues of material, information and financial support of railway transport.
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Fedotova, Yuliya. Constitutional and legal support of the national security of the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1865701.

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The textbook is devoted to the constitutional and legal basis (the concept, historical features of the formation and development of the constitutional system of Russia, its political, socio-economic and spiritual foundations, the concept, essence, content and purpose of constitutional security as a legal expression of national security) and the system of ensuring national security of the Russian Federation, expressed in the state (consisting of the activities of state bodies government and other state bodies to ensure national security) and non-state (characterized by the participation of citizens and their associations and other organizations in ensuring national security) its subsystems. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students, postgraduates, teachers, specialists in the field of constitutional law and national security law, practitioners, as well as for a wide range of readers interested in the problems of ensuring national security.
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Cutt, James. Support systems for learning: Finance. Victoria: British Columbia Royal Commission on Education, 1988.

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Book chapters on the topic "Educational support system"

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Henrick, Erin, Paul Cobb, and Kara Jackson. "Educational Design Research to Support System-Wide Instructional Improvement." In Advances in Mathematics Education, 497–530. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9181-6_18.

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Chang, Jen-Wei, Chang-Fang Huang, Robert L. Good, and Chun-Chia Lee. "G-NETS – Gesture-Based Nursing Educational Training Support System." In Lecture Notes in Computer Science, 33–42. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20609-7_4.

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Ng, W. Y. "TESS: an interactive support system for school timetabling." In Information Technology in Educational Management for the Schools of the Future, 131–37. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_17.

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Fung, A. C. W., and S. S. Hau. "Support system for Chinese language teachers: a case of ITEM in support of teaching." In Information Technology in Educational Management for the Schools of the Future, 155–60. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_20.

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Nosu, Kiyoshi, Akira Goshima, Takayuki Imamura, and Kenji Mitsumoto. "Mobile Terminal-Based Tennis Instruction Support System for Beginners." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 376–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_66.

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Kalay, Poria, and David Chen. "“SHESHET” — Decision support system for guidance and placement of enrolling high school students." In Information Technology in Educational Management, 147–52. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_20.

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Condrea, Florentina, Luca Cuoco, Tony-Alexandru Dincu, Elvira Popescu, Andrea Sterbini, and Marco Temperini. "Pragmatic Game Authoring Support for an Adaptive Competence-Based Educational System." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference, 230–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98872-6_27.

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Kato, Toshiyasu, Yasushi Kambayashi, and Yasushi Kodama. "Using a Programming Exercise Support System as a Smart Educational Technology." In Smart Universities, 295–324. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59454-5_10.

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Miyagawa, Tetsuya, Yoshio Yamagishi, and Shun Mizuno. "A Walk-Rally Support System Using Two-Dimensional Codes and Mobilephones." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 71–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_14.

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Belmeskine, Rachid, Dominique Leclet-Groux, and Ahlame Begdouri. "Toward Maximizing Access Knowledge in Learning: Adaptation of Interactions in a CoP Support System." In Open Learning and Teaching in Educational Communities, 550–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_64.

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Conference papers on the topic "Educational support system"

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Zharikova, Maryna, and Vladimir Sherstjuk. "Academic integrity support system for educational institution." In 2017 IEEE First Ukraine Conference on Electrical and Computer Engineering (UKRCON). IEEE, 2017. http://dx.doi.org/10.1109/ukrcon.2017.8100445.

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Vo, Thi Ngoc Chau, and Hua Phung Nguyen. "A Knowledge-Driven Educational Decision Support System." In Communication Technologies, Research, Innovation, and Vision for the Future (RIVF). IEEE, 2012. http://dx.doi.org/10.1109/rivf.2012.6169819.

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"Decision Support System on Adaptive Examination System." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2018. http://dx.doi.org/10.26499/iceap.v2i1.97.

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Lezhebokov, A. A., Yu A. Kravchenko, and V. V. Bova. "Support system for QR-code-based educational processes." In 2014 IEEE 8th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2014. http://dx.doi.org/10.1109/icaict.2014.7036011.

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Gupta, Rahul, Gaurav Dabas, Himanshu Yadav, and Nijdat Hasnain. "QnA System on Educational Textbooks: Digital Library Doubt Support System." In 2021 2nd International Conference for Emerging Technology (INCET). IEEE, 2021. http://dx.doi.org/10.1109/incet51464.2021.9456357.

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Eguchi, Kei, Shuji Kurebayashi, and Hongbing Zhu. "Design of an Educational Support System for Self-Learning." In 2008 First International Conference on Intelligent Networks and Intelligent Systems (ICINIS). IEEE, 2008. http://dx.doi.org/10.1109/icinis.2008.129.

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MOURALI, Yosra, Ramzi FARHAT, Maroi AGREBI, Mohamed JEMNI, Christophe KOLSKI, and Houcine EZZEDINE. "An educational decision support system: case of learners clustering." In 2021 8th International Conference on ICT & Accessibility (ICTA). IEEE, 2021. http://dx.doi.org/10.1109/icta54582.2021.9809425.

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Fadeev, Konstantin Viktorovich, and Valeriy Petrovich Kotlyarov. "Service-oriented information system to support the educational space." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-462074.

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Villanueva, Dayana Priscilla Peve, and Igor Aguilar-Alonso. "A Chatbot as a Support System for Educational Institutions." In 2021 62nd International Scientific Conference on Information Technology and Management Science of Riga Technical University (ITMS). IEEE, 2021. http://dx.doi.org/10.1109/itms52826.2021.9615271.

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Trifan, Laura, Maria-Iuliana Dascălu, Alexandra Malatov, Iulia Stănică, and Cristian Mustață. "EXPERIMENTAL ONTOLOGY-BASED EDUCATIONAL RECOMMENDER SYSTEM TO SUPPORT KNOWLEDGE ACQUISITION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1484.

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Reports on the topic "Educational support system"

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Sexton, Porter. A computer decision support system to assist in providing equality of educational opportunity. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.795.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Tarasenko, Roman A., Viktor B. Shapovalov, Stanislav A. Usenko, Yevhenii B. Shapovalov, Iryna M. Savchenko, Yevhen Yu Pashchenko, and Adrian Paschke. Comparison of ontology with non-ontology tools for educational research. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4432.

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Providing complex digital support for scientific research is an urgent problem that requires the creation of useful tools. Cognitive IT-platform Polyhedron has used to collect both existing informational ontology- based tools, and specially designed to complement a full-stack of instruments for digital support for scientific research. Ontological tools have generated using the Polyhedron converter using data from Google sheets. Tools “Search systems”, “Hypothesis test system”, “Centre for collective use”, “The selection of methods”, “The selection of research equipment”, “Sources recommended by Ministry of Education and Science of Ukraine”, “Scopus sources”, “The promising developments of The National Academy of Sciences of Ukraine” were created and structured in the centralized ontology. A comparison of each tool to existing classic web-based analogue provided and described.
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.

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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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