Journal articles: '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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Georgieva-Tsaneva, Galya Nikolova. "Innovative Cardio Educational Software System in Support of Medical Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 22 (November 30, 2021): 221–28. http://dx.doi.org/10.3991/ijet.v16i22.25207.

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The article presents an innovative software system that allows for processing and comparative analysis of biomedical data. The presented system uses real cardiological data obtained with modern medical devices - electrocardiography, continuous Holter monitoring, photoplethysmographic device, and others. The software system enables students studying at higher medical universities, majoring in cardiology to get acquainted and acquire skills for working with real cardiac records. The presented system allows the examination and use of cardiac recordings obtained using modern non-invasive technologies for research and procedures - modern electrocardiographic equipment, Holter-monitoring systems, photoplethysmographic devices. This will enable students to gain prior experience in working with real biomedical patient records. The presented software system together with the traditional training will help to increase the quality of modern education, will contribute to the acquisition of abilities, skills, and competencies necessary for future medical professionals.

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Lea, Susan J., and Louise Farbus. "Student support: Educational necessity or mawkish indulgence?" Psychology Teaching Review 9, no. 1 (April 2000): 16–25. http://dx.doi.org/10.53841/bpsptr.2000.9.1.16.

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AbstractThe increasingly diverse nature of the student population entering higher education is placing new demands on institutions at the tertiary level. Widening access implies a broader range of student ‘problems‘. Moreover, research suggests that appropriate student support may serve to increase student retention and completion rates (e.g. Rickinson, 1998). In response to the changing needs of students within our department and in recognition of our duty of care with respect to enabling students to perform to the best of their ability, a model of pastoral care was designed and established. The model aimed to provide a comprehensive system of care which dealt with the range of problems with which students present. This paper reports our evaluation of the system one year after its implementation. The findings suggest that staff as well as students evaluated the system very positively. All groups recommended that the system be implemented within other departments.

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Ohchi, Masashi, Noriyuki Aoki, Tatsuya Furukawa, and Kanta Takayama. "Development of Educational Support System for Algorithm using Flowchart." IEEJ Transactions on Fundamentals and Materials 126, no. 12 (2006): 1199–204. http://dx.doi.org/10.1541/ieejfms.126.1199.

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Hiekata, Kazuo, Hiroyuki Yamato, Piroon Rojanakamolsan, and Masakazu Enomoto. "3302 CAD Educational Support Framework with Operation Monitoring System." Proceedings of Design & Systems Conference 2007.17 (2007): 331–34. http://dx.doi.org/10.1299/jsmedsd.2007.17.331.

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Poluboyarov, Valeriy. "The system of Informational Support for University Management." SHS Web of Conferences 50 (2018): 01136. http://dx.doi.org/10.1051/shsconf/20185001136.

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The article defines the place of information technologies in the system of strategic managing of the higher educational institution (HEI). The author analyzes the Russian regulatory requirements for the system of informational support for university management and proposed the architecture model of the typical informational system of university management. The market of software for automation of business processes within the university was also analyzed: platforms for building the systems of university management, platforms for building electronic information-educational systems, platforms for management informational support according to objectives. The article describes the architecture of the system of informational support for university management that has been embedded in Volgograd State University and the mechanisms of its integration, additional functionality implemented there, and development plans.

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Sagdatullin, Artur M., and Kirill S. Semenov. "INFORMATION SYSTEM TO SUPPORT THE EDUCATIONAL PROCESS BASED ON THE GAMIFICATION METHOD." Bulletin of the Saint Petersburg State Institute of Technology (Technical University) 61 (2022): 98–101. http://dx.doi.org/10.36807/1998-9849-2022-61-87-98-101.

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The paper considers an educational information system built based on gamification and game technologies, expanding the possibilities of supporting the educational process. A classification was proposed, and the main features of information training systems were presented. An educational information system model was developed to support the educational process based on the gamification method. It was shown that many factors included in the education information system contribute to the enhancement of efficiency of such systems. A comparison of the gamification method with other gaming techniques was given. A training simulator was developed to consolidate theoretical knowledge and form practical skills and abilities for trainees in the oil and gas equipment and electric power engineering

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Popova, Svetlana, Elena Kokoreva, and Konstantin Kirsanov. "Conceptual Support of the Modern Educational Process." SHS Web of Conferences 110 (2021): 02010. http://dx.doi.org/10.1051/shsconf/202111002010.

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The article discusses the conceptual directions of the development of education: all-age and continuous. Two interrelated basic tendencies of all-age education have been identified. The authors considered the specificity of educational concepts in different countries of the world. Depending on the level of embeddedness of research competence in the activity, a morphological five-aspect classification is proposed. The following aspects of the division were identified as independent: mental orientation of the individual to the implementation of research activities; own (individual) motivational apparatus that stimulates a person to carry out research activities; the level of requirements and the presence of high-quality psychological support of the close external environment for the formation of acquired properties (signs) in a person for the implementation of expedient research activities; the level of requirements and the presence of high-quality psychological support of the distant external environment for the formation of acquired properties (signs) in a person for the implementation of expedient research activities; the presence of a methodological and informational apparatus in an educational institution for identifying congenital and acquired personality inclinations to research activities. The system of research competence for a specific educational institution, including various aspects of its functioning, is presented by the authors in a code dimension (one of the basic requirements of the digital economy). A sequence of development of a code portrait is proposed, which allows the entire set of educational institutions to be divided according to the level of the state of the system of research competence, which gives the management apparatus of the university a powerful mechanism for the formation of acquired properties (attributes) in a person to carry out expedient research activities (creating the necessary volume and focus of research competence of students and trainees). Based on the proposed methodology, a comparison was made between two educational systems: domestic (Russian) and foreign (American).

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Sedykh, E. P. "THE SYSTEM OF NORMATIVE LEGAL SUPPORT OF PROJECT MANAGEMENT IN EDUCATION." Vestnik of Minin University 7, no. 1 (March 17, 2019): 1. http://dx.doi.org/10.26795/2307-1281-2019-7-1-1.

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Introduction: the Changing educational policy, reform the content of education, the priorities of the educational activities and direction of the forecasted development is closely associated with the normative description of these processes. When studying the development of project management in the education system, determining priorities and key areas of modernization of educational activities, it is necessary to take into account a holistic hierarchical and consistently interconnected system of normative support of education, covering all its levels, regulating the priorities of development and the mutual influence of various educational processes both in the system of levels of education management (from Federal to municipal levels) and in the continuity of activities of educational organizations. Materials and methods: the research Methods of this article are determined by the specifics of the research topic and represent the analysis of normative acts of different levels regulating relations in the field of education. The study uses the methods of theoretical research (analysis, synthesis, induction, deduction, abstraction, generalization, comparison, etc.); the study of the work of other researchers on this problem. Results: all the processes of change and transformation of the educational system are reflected in the normative documents accompanying its development, moreover, studying the regulatory framework of the educational system can not only fix its state at the moment, but also to see the priorities of development, to predict its further transformation. The study of the system of normative legal support of project management in education will allow to trace the hierarchical relationships between the levels of education, to see the consistency of regulations among themselves and to determine the leading priorities of the education system in this direction. Discussion and Conclusions: the study of the system of normative legal support of project management in educational activities allowed to identify the factors affecting the development of educational systems at various levels, classify them as system-wide or private, to identify a set of General requirements for the development of the educational system.

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Serikbayeva, S. K., J. A. Tussupov, M. A. Sambetbayeva, and J. K. Serikbayeva. "REQUIREMENTS FOR DISTRIBUTED INFORMATION SYSTEMS TO SUPPORT SCIENTIFIC AND EDUCATIONAL ACTIVITIES." Bulletin of the South Ural State University. Ser. Computer Technologies, Automatic Control & Radioelectronics 21, no. 3 (August 2021): 149–60. http://dx.doi.org/10.14529/ctcr210315.

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To increase the effectiveness of research, it is necessary to have access to systematic infor-mation resources of scientific work. Therefore, in any field of science, it begins with research, the search for scientific information, but with the growing number of scientific articles, books, mon-ographs, patents, the search for information becomes more and more difficult. Creating a unified information system that allows scientists to quickly get acquainted with the results of other scientific research and prevent their duplication. The main tasks of creating a model of a distributed infor-mation system that supports scientific and educational activities, the functional capabilities of the model, the concept of metadata, and the requirements for the metadata profile are described. The task, subject area, subjects, objects, the main functionality of the information system are de-fined, a list of the main types of information resources is provided. The paper analyzes the func-tional requirements for such systems. Purpose. In the process of creating distributed information systems that support scientific and educational activities, it is necessary to study the requirements imposed on the information system. Methods. The article discusses in detail technological methods for construc¬ting models of information systems for supporting scientific and educational activities. Results. Using the requirements, models, metadata of a distributed information system supporting scientific and educational activities, the architecture of the information system was developed and a scheme for exchanging information in the information system through information protocols was presented. Conclusion. The article discusses technological methods of a distributed information sys-tem that supports scientific and educational activities. The main tasks for building a model of a dis-tributed information system supporting scientific and educational activities, ensuring the functional functioning of the model, the concept of metadata for this system, and the requirements for the metadata profile are described. Based on the proposed requirements, the architecture of a distribut-ed information system supporting scientific and educational activities has been developed and the structure has been clearly described.

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Miyagoshi, Takashi, Koji Okino, and Masato Tajima. "An Improved Educational Support System for NAND-Based Logic Circuits." IEEJ Transactions on Fundamentals and Materials 130, no. 3 (2010): 227–31. http://dx.doi.org/10.1541/ieejfms.130.227.

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Yamada, Masayuki, Hajime Shirouzu, and Masae Ichikawa. "The Case Study of Educational Support by Visualizing Selection System." Transactions of the Japanese Society for Artificial Intelligence 30, no. 3 (2015): 595–603. http://dx.doi.org/10.1527/tjsai.30.595.

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Koster, D., H. Tillema, and T. van Batenburg. "THE IMPACT OF THE EDUCATIONAL SUPPORT SYSTEM IN THE NETHERLANDS." Impact Assessment 7, no. 2-3 (September 1989): 83–97. http://dx.doi.org/10.1080/07349165.1989.9726014.

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Alessi, Stephen. "Designing Educational Support in System-Dynamics-Based Interactive Learning Environments." Simulation & Gaming 31, no. 2 (June 2000): 178–96. http://dx.doi.org/10.1177/104687810003100205.

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HIEKATA, Kazuo, Hiroyuki YAMATO, and Tetsuya KAKINUMA. "2102 Development of Educational Design Support System Using Design Database." Proceedings of Design & Systems Conference 2007.17 (2007): 109–10. http://dx.doi.org/10.1299/jsmedsd.2007.17.109.

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Tsybulnyk, Serhii, Gabriel Voican, Oleh Liakhovetskyi, and Serhii Rupich. "REVIEW OF AUTOMATED SYSTEMS SUPPORT OF EDUCATIONAL PROCESS." Bulletin of Kyiv Polytechnic Institute. Series Instrument Making, no. 61(1) (June 30, 2021): 69–76. http://dx.doi.org/10.20535/1970.61(1).2021.237104.

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Distance education in Ukraine has undergone significant growth over the past two years. It has provided opportunities for millions of undergraduate and graduate students to continue learning in a variety of forms and ways, including online learning, internships, competitions, research, dissertation defenses, field experience reports, seminars and forums in quarantine. In contrast to Ukraine, according to the results of a survey of some higher educational institutions during the epidemic period, the degree of student dissatisfaction with distance learning on the Internet is generally high. In contrast to Ukraine, according to the results of a survey of some higher educational institutions in the world during the epidemic period, the degree of student dissatisfaction with distance learning on the Internet is generally high. In the realities of our country, distance learning is much more popular with students, since there is no need to be in the lecture hall, and it is also impossible to determine who completed the homework: student or someone else. On the other hand, the workload for teachers has increased due to the need to create and administer distance courses, presentations, multimedia labs and others. These factors contribute to an increase in dissatisfaction with the distance education process among university teachers. The overall response of students and teachers to distance education is related to the challenges of transition and adaptation. First, opinions regarding the negative impact of long-term use of electronic products cannot be ignored. Secondly, there is a problem associated with the lack of technical support and personal space at home for students. Any pandemic causes high levels of stress in the population. It is associated with uncertainty and loss of control over the situation. The COVID-19 pandemic has worsened the pre-existing mental health of both students and teachers. This is mainly due to the closure of educational institutions, the loss of work and study hours, limited social ties, and a heavy load of educational material. To ensure a sufficient level of quality of distance learning, it is necessary to use automated learning support systems. They provide an opportunity to objectively assess and maintain academic integrity for students. That is why the purpose of this work is to do overview of existing popular and most widely used automated learning support systems and to compare their functionality for design of a new system that will provide the required quality of learning. The overview made it possible to determine that a high-quality automated learning support system in a distance learning environment should contain at least the following parts: preparation of course elements by teachers, anonymous assessment of the course by students, attendance control, student recognition, exchange of teaching resources, exchange of professional knowledge and skills, conducting various types of control activities and homework, meetings and seminars, Web-based laboratories, Internet library and others. Also, the system must be cross-platform and supported on a computer, TV, mobile phone, tablet and other common gadgets based on the existing today operating systems.

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Samkova, I. A. "Development of a Psychological Support System in Preschool Education." Вестник практической психологии образования 17, no. 1 (2020): 59–69. http://dx.doi.org/10.17759/bppe.2020170107.

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Changes in modern preschool education raise the question of the role and place of the teacher-psychologist in the preschool educational organization, of the place and significance of the psychological service as a whole in the system of preschool education. The article provides a brief overview of the historical background of the formation of the psychological education service; its general characteristic is given and the specifics of the psychological service in the preschool educational organization are highlighted. The concept of psychological support in the educational process is disclosed, as well as the currently existing models for organizing the activities of a teacher-psychologist in kindergarten are described. The article also highlights the main problems of the preschool psychological education service and outlines possible solutions.

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Kuzminska, Olena, and Victoria Kantur. "DECISION SUPPORT INFORMATION SYSTEM FOR THE CHOICE OF MASTER'S PROGRAMS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 11 (2021): 80–91. http://dx.doi.org/10.28925/2414-0325.2021.117.

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In the context of COVID-19, when most of the processes are transferred online, one of the tasks of digitalizing the main business processes of modern universities is the implementation of marketing strategies, in particular, for the implementation of career guidance activities, and helping future applicants - applicants for I and II (master's) levels of the higher education in the implementation of the choice of educational programs. Therefore, the need to design an information system for decision-making support for the choice of master's programs based on the results of career guidance testing is actualized. The creation and use of the system "Selection of a master's program" will contribute to an increase in the efficiency of career guidance work on the part of higher educational institutions, as well as a more conscious choice of an educational program on the part of applicants. Based on the results of the analysis of the needs of potential students (potential graduates) and other analogues, we have modelled a decision support information system for the choice of master's programs. The main business processes, types of users (applicant, methodologist, expert, analyst) and options for their interaction with the system, namely, the formation of tests, passing the test, the formation of recommendations (educational programs) and the implementation of educational analytics, have been determined. The option of realization of this system by means of Visual Studio Code and MySQL for definition of specialties and educational programs on an example of National university of bioresources and nature management (NULES) of Ukraine is offered. This web resource can be useful both for university students or prospective applicants of the University and for other users as the developed system belongs to the reference class. The directions of further research are determined, in particular, the application of data mining methods for educational analytics. The necessity of attracting specialists to create tests is defined to provide the basis for determining the educational program not only based on an analysis of future applicants’ preferences, but also the level of formation of the corresponding professional skills.

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Сильченкова and Svetlana Silchenkova. "Forms and directions of pedagogical support." Socio-Humanitarian Research and Technology 2, no. 4 (December 3, 2013): 32–37. http://dx.doi.org/10.12737/2120.

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Considered the earliest forms of modern concepts of «educational support»: assistance provided to children, patronage, mentoring. The definitions of pedagogical support from the standpoint of system activity and system-structural approaches, these definitions are analyzed. The basic direction of educational support: psychologicaleducational, social-pedagogical, and valeologo-pedagogical. As a result, isolated and revealed a new direction pedagogical support — «information-educational support», identified its main stages: diagnosis, methodical, transformative, reflective.

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Grabelnykh, T. I., and N. A. Sablina. "Transformation of the family resource support system in Russia." Alma mater. Vestnik Vysshey Shkoly, no. 12 (December 2021): 47–51. http://dx.doi.org/10.20339/am.12-21.047.

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This study examined the transformation of the family’s resource supply system, taking into account the educational strategies of its members. It is substantiated that the development of the family as a social institution becomes possible only through the creation of an open system of its resource supply in compliance with the principles of joint activities and gender equality, which ensures the integration of individual functions of the family and higher education. On the issue of women’s access to available resources, including educational ones, the work revealed a social contradiction, when, on the one hand, women retain an active position in the provision of resources to the family, there is equal access with men to information and intellectual resources, on the other hand, there is a limited access of women to power, material and financial resources. In the field of complex analysis and assessment of the family's resource supply, the authors have proposed new indicators of information-technological and educational growth of a social institution: technologies of housekeeping; use of information technologies in the family resource supply system. The conclusion is made about the growing role of modern technologies of public participation, contributing to the improvement of the status of women and strengthening their role in the resource provision of the family by increasing the educational level and status.

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Weigle, Karen L. "Positive Behavior Support as a Model for Promoting Educational Inclusion." Journal of the Association for Persons with Severe Handicaps 22, no. 1 (March 1997): 36–48. http://dx.doi.org/10.1177/154079699702200104.

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Positive behavior support (PBS) has been advanced as a model for effectively managing behavior in school settings and facilitating inclusive education. Numerous systems adaptations and administrative supports, however, are necessary for the successful application of PBS in the schools. This article identifies difficulties in the application of best practices within current school systems, and considers federal and state laws, school system organization, the roles of teachers and administrators, and other factors that are relevant for inclusive education. Issues pertinent to the application of PBS are discussed, and practical steps for achieving progress are recommended.

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Constantinescu, Mariana. "Valuing the educational changes in the Romanian educational system." Global Journal of Psychology Research: New Trends and Issues 7, no. 2 (October 24, 2017): 86–89. http://dx.doi.org/10.18844/gjpr.v7i2.2574.

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Abstract This research aims to provide an insight into the level of assumption regarding the responsibility of implementing and promoting the educational changes in the Romanian educational system. The diagnosis highlights the need to build an organizational identity, the need for professionalizing the human resources and the orientation towards social values. This research was conducted on a representative sample of teachers in the pre-university education system in the South-East of Romania. It allowed an analysis of the changing phenomenon (of the educational reforms) using scientific methods to obtain information regarding the attitude of the human resource in the educational system towards the educational reform dimensions. This strategy can be considered a support to make the leap to an active portance against educational changes. The respondents realized that, in order to put into practice this goal, the school must activate its mechanisms of strategic management which are meant to lead the educational actors towards a continuously engagement in the development and reconstruction process of school and professionalizing the teaching career. Keywords: Education, diagnosis, school, reforms.

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Turčáni, Milan, and Zoltan Balogh. "MODERN TEACHING OF COMPUTER SUBJECTS TO SUPPORT WEB 2.0 TECHNOLOGIES." Problems of Education in the 21st Century 46, no. 1 (October 1, 2012): 138–45. http://dx.doi.org/10.33225/pec/12.46.138.

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The subject of our interest is an educational process, which is a dynamic process, changing in time, and can be examined from various viewpoints. We can focus on participants of this process, i.e. on students and lecturers, and observe their mutual relations and interactions. Educational process understood as a dynamic system is an insofar extensive sphere that it provides almost limitless opportunities of observation, modelling and simulation. In this contribution we shall focus mainly on the special part of educational processes – on teaching of subjects focusing on technical and system issues (Logical systems, Architecture of computers, Operating systems and Computer networks), which are specific with their focus on adopting the knowledge on principles and functionality of computer systems for the processing and transfer of information within the studies of informatics. Key words: e-learning, learning management system, blended learning, modelling of Petri nets, adaptive hypermedial systems, model of user, information and communication technology.

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Memon, Zojan, Hamideh Aghian, Muhammad Shahzad Sarfraz, Akhtar Hussain Jalbani, Rozita Jamili Oskouei, Khuda Bux Jalbani, and Ghulam Hussain Jalbani. "Framework for Educational Domain-Based Multichatbot Communication System." Scientific Programming 2021 (May 5, 2021): 1–9. http://dx.doi.org/10.1155/2021/5518309.

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Education is an area where innovation moves slowly. In this study, we will propose a framework with a novel approach that will support the development of a multi-interactive chatbot’s system for an educational area using AIML 2.0. The system will facilitate the students for their learning towards an outcome-based education domain. The proposed framework will be composed of a user module which consists of user and user interface, chat agents module which will respond to the user query, chatbot KB which will act as the brain for the chatbot system, and socket system for establishing the communication link. Finally, the proposed system will be evaluated using a confusion matrix. The multichatbot communication system will support text-based dialogues on a limited set of questions related to education. However, the system will be implemented in java. The outcomes of this research will be useful for the education sector where these intelligent systems will help the students in schools, universities, and other training scenarios.

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Alharbi, Ali, Frans Henskens, and Michael Hannaford. "Personalised Learning Object System Based on Self-Regulated Learning Theories." International Journal of Engineering Pedagogy (iJEP) 4, no. 3 (June 12, 2014): 24. http://dx.doi.org/10.3991/ijep.v4i3.3348.

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Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.

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Pope, Sue. "Hayley’s story — Home start — A family support system." International Journal of Early Childhood 26, no. 1 (March 1994): 67–69. http://dx.doi.org/10.1007/bf03174286.

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Alshamrani, Othman Subhi, and Adel Alshibani. "Automated decision support system for selecting the envelope and structural systems for educational facilities." Building and Environment 181 (August 2020): 106993. http://dx.doi.org/10.1016/j.buildenv.2020.106993.

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Ustadjalilova, Khurshida Aliyevna. "Methodological support of the educational process in the credit-modular system." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 12 (2020): 603–8. http://dx.doi.org/10.5958/2249-7137.2020.01755.3.

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Ishibashi, Makoto, Hisao Fukumoto, Tatsuya Furukawa, Hideaki Itoh, and Masashi Ohchi. "Development of an HTML5 based Educational Support System on Electrical Machinery." IEEJ Transactions on Fundamentals and Materials 135, no. 11 (2015): 666–71. http://dx.doi.org/10.1541/ieejfms.135.666.

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Grinchenkov, Dmitriy. "SOFTWARE IMPLEMENTATION OF THE DECISION SUPPORT SYSTEM FOR MANAGING EDUCATIONAL PROGRAMS." University News. North-Caucasian Region. Technical Sciences Series, no. 2 (June 2020): 19–28. http://dx.doi.org/10.17213/1560-3644-2020-2-19-28.

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Fesenko, Tetiana, Andriy Kovalenko, Vitalii Tkachov, Galyna Fesenko, and Olha Yeroshenko. "INFORMATION AND ANALYTICAL SUPPORT OF GENDER AUDIT OF EDUCATIONAL MANAGEMENT SYSTEM." Bulletin of NTU "KhPI". Series: Strategic management, portfolio, program and project management, no. 1(5) (July 31, 2022): 70–79. http://dx.doi.org/10.20998/2413-3000.2022.5.9.

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Contemporary requirements for a gender-responsive educational management system with an emphasis on the STEM industry is outlined. The need for the use of gender audit of higher education institutions (HEI) is indicated. It is noted that the management system should be capable of greater integration of gender-sensitive components. A matrix of parameters of gender maturity of the organizational system of HEI is proposed. It includes five basic principles of gender equality defined by the World Economic Forum (“gender equality in the workplace”, “gender-balanced management”, “gender-equitable organizational processes”, “promoting equal participation of women and men in decision-making”, “promoting development of the leadership potential of women”). The contextual requirements for a gender-responsive educational management system are structured. G. Kerzner's project management maturity model was applied to improve the author's method of measuring gender activity in HEI. The results of an experimental study of assessing the gender maturity of the management system are presented on the example of Ukrainian universities.

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Wang, Junjun. "SOA-based Information Integration Platform for Educational Management Decision Support System." Mathematical Problems in Engineering 2022 (May 2, 2022): 1–10. http://dx.doi.org/10.1155/2022/7553333.

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The resource management platform based on the resource library has different structures, which brings a lot of inconvenience to the sharing of educational resources. However, the scale of the school is constantly expanding, the number of campuses and departments within the school increases, and the number of teachers and students increases. These new circumstances need the development of an open, secure, and effective school administration system that can operate online at any time and from any location. The “plan norm model” of educational management decision-making goals controls the decision-making dynamic structure. Whether the decision-making object is an “economic man” or a “social man,” its dynamic structure is built on a top-down control sequence, with the only variation being the control mechanisms used. In colleges and universities, educational administration management is an essential aspect of educational management. It is a work with strong timeliness, heavy workload, and high accuracy requirements, affecting the overall situation of teaching. This paper proposes an information integration platform based on SOA, which integrates various enterprise application systems into a unified platform by using a loose coupling structure, realizes information sharing among application systems, and meets the needs of cross-departmental enterprise business. As a new architecture idea, service-oriented architecture can package existing assets and reuse existing assets. It can also minimize the impact of demand changes because its implementation is loosely coupled. When users need to add or modify a function, they only need to make a few modifications in the presentation layer or business process layer.

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Klein, Joseph. "The Contribution of a Decision Support System to Complex Educational Decisions." Educational Research and Evaluation 11, no. 3 (June 2005): 221–34. http://dx.doi.org/10.1080/13803610500101140.

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Papadimitriou, Alexandros, Maria Grigoriadou, and Georgios Gyftodimos. "Interactive Problem Solving Support in the Adaptive Educational Hypermedia System MATHEMA." IEEE Transactions on Learning Technologies 2, no. 2 (April 2009): 93–106. http://dx.doi.org/10.1109/tlt.2009.19.

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MATSUURA, Yoshifusa, and Hajime TAKADA. "Development of the Educational Support System for Beginners in Welding Skill." Proceedings of the Tecnology and Society Conference 2017 (2017): 133. http://dx.doi.org/10.1299/jsmetsd.2017.133.

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Rudzajs, Peteris, and Marite Kirikova. "Monitoring Services to Support Continuous Curriculum Engineering." Complex Systems Informatics and Modeling Quarterly, no. 29 (December 31, 2021): 53–73. http://dx.doi.org/10.7250/csimq.2021-29.04.

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Continuous and rapid developments in science and technology have raised a challenge for compliance between the learning content provided by study programs and (1) the actual state of art in the domains the programs are addressing and (2) the actual needs of companies that will employ the graduates of these programs. To achieve such compliance continuously, the digitalization of learning content (curriculum) engineering could provide supporting tools that facilitate awareness of incompliance, which is the first step in introducing changes in the learning content. In this article we discuss how such awareness, regarding the needs of companies, can be supported by a service system that monitors the gap between educational demand and offer. The proposed service system provides possibilities for automatic, semi-automatic and manual analysis of texts representing the educational demand, versus the texts representing the educational offer. The implementation of the service system has been demonstrated, having been applied at university. The experiments showed that the system can provide valuable information for educational content development, but its maintenance and incorporation in study process management and curriculum engineering still require additional research.

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Revyakina, Nadezhda, and Elena Sakharova. "Psychological and pedagogical support of the educational process: synergetic approach." E3S Web of Conferences 273 (2021): 12124. http://dx.doi.org/10.1051/e3sconf/202127312124.

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In this article, the process of linguistic faculty students teaching using innovative digital technologies is investigated in the focus of a synergetic approach. This problem is very relevant today, since the issue of preserving the quality of knowledge when implementing intensive electronic methods of mastering communication skills in a foreign language does not lose its actuality. Synergetics as the science of complex systems is now recognized as a new scientific paradigm in the study of various objects and processes. The authors focus on the features of the synergetic approach to the education process. From the point of view of synergetics, the authors consider the process of teaching foreign languages as a holistic dynamic system capable of self-organization and self-development. E-learning courses, which have become particularly popular in modern conditions, are considered as an integral part of the educational system. We are talking about self-organization of both the educational process and its structure, which is a means of optimizing students’ learning, and activating students in order to ensure a high-quality learning process. The role of the teacher and psychological and pedagogical support of students in the learning process is emphasized. The authors note that the synergetic interpretation of the psychological and pedagogical approach to teaching students the basics of language based on digital technologies contributes to the personal growth of students and the development of a holistic dynamic system.

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Spillane, James P., Jennifer L. Seelig, Naomi L. Blaushild, David K. Cohen, and Donald J. Peurach. "Educational System Building in a Changing Educational Sector: Environment, Organization, and the Technical Core." Educational Policy 33, no. 6 (August 20, 2019): 846–81. http://dx.doi.org/10.1177/0895904819866269.

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The institutional environment of U.S. school systems has changed considerably over a quarter century as standards and test-based accountability became central ideas in policy texts and discourses about improving education. We explore how U.S. school systems are managing in this changed environment by focusing on system leaders’ sense-making about their environments as they attempt to build educational systems to improve instruction, the core technology of schooling. We identify the policy texts and discourses system leaders notice and their framings, interpretations, and uses of these cues as they build educational infrastructures to support more coherent instructional visions. We argue that school systems’ educational infrastructure building efforts were intended at coupling their systems’ formal organization with particular environmental cues in an effort to influence classroom instruction. In turn, we argue that these educational infrastructure building efforts can simultaneously be motivated by, and in pursuit of, institutional ritual and technical rationality.

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Поповская and M. Popovskaya. "Auditing Educational Support Processes at Higher Education Institutions As a Basis for Improving Work Flows and Remuneration of Educational Support Staff." Management of the Personnel and Intellectual Resources in Russia 3, no. 6 (December 15, 2014): 32–40. http://dx.doi.org/10.12737/7298.

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The paper reports on research fi ndings obtained by the Financial University under the Government of the Russian Federation within the project on «Improvement of performance standards and elaboration of new approaches to work fl ows arrangement and remuneration for specifi c categories of higher educational institutions staff », fi nanced from the budget in terms of Government assignment for 2014. Issues of assessing performance of educational support staff , as one of the categories of higher educational institutions personnel, are examined through the prism of improving quality of services, rendered by state and municipal higher educational institutions as well as remuneration system in accordance with normative legal documents of the RF. The paper presents one of available approaches to achieving goals of higher educational institutions, namely, to enhance quality of educational services and to improve remuneration systems supposedly based on audit of functions of educational support activities, on foregrounding the set of jobs for educational support staff as well as on assessing quality of work fl ows of the said category of staff .

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Adaskina, A. A. "Psychological and pedagogical Support in the Finnish Education System." Современная зарубежная психология 11, no. 3 (2022): 8–16. http://dx.doi.org/10.17759/jmfp.2022110301.

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The article reviews the ways of organizing psychological and pedagogical support for schoolchildren in Finland. The Finnish education system ranks highly in educational rankings (PEARLS, PISA) and is aimed at solving two problems: qualitative education, physical and mental health of students. The article analyzes programs aimed at ensuring the psychological health and well-being of Finnish schoolchildren: a three-stage support program for children with special educational needs, health lessons, including blocks on mental health, the Kiva anti-bullying program, the career guidance and counseling system, the work of nurses. It is concluded that psychological and pedagogical support in Finnish schools is carried out by a large number of specialists: teachers, professional consultants, nurses, health education teachers, psychologists, special teachers, tutors, consolidated in special working groups to solve specific problems.

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Sulistiobudi, Rezki Ashriyana, Miryam Wedyaswari, Yuliana Hanami, and Surya Cahyadi. "Competencies of Educational Supervisors as a Support System to Improve Student Well-being Based Educational Program." Open Psychology Journal 14, no. 1 (November 10, 2021): 286–93. http://dx.doi.org/10.2174/1874350102114010286.

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Introduction: The well-being of students has become one of the main concerns in the Indonesian educational system nowadays. In order to apply such kind of concept in an educational program at schools, the role of an educational supervisor is critical as the supervisor performs as a facilitator as well as a controller of the program. Methods: This study investigates the competencies required by educational supervisors, especially concerning the government’s efforts to apply the concept of students’ well-being in an educational program. Since the program focuses on a particular concept, certain competencies may be needed differently from the existing educational policy. FGDs and in-depth interviews were used to analyze the influence of in-group interaction of participants in answering some questions during the discussion. These interviews were conducted with 24 educational supervisors from several cities in West Java. Thematic analysis was used to analyze the data. Results: The study identified advanced thinking, working attitudes, social skills, and managerial abilities as four main competencies, followed by 11 sub-categories that are considered important for educational supervisors to be acquired in order to support the students' well-being program. The results also highlighted that out of these four competencies, social skills are perceived as the most primary competency needed for educational supervisors, as they are agents who have to perform plentiful interactions with many parties for the implementation of the program. Conclusion: The primary competence needed for educational supervisors is social skills.

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Journal articles on the topic 'Educational support system'

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