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Spaced e-learning is one of the opportunities to implement the findings of neuroscience, psychology and cognitive sciences to raise the effectiveness of e-learning. The spaced learning method is based upon the positive effects gained from the rehearsal of learning content after several repetitions. A mandatory requirement is the "disconnection" of the mind from learning content during short spaces between repetitions and the delivery of learning content in different forms for repeating. The objective of the transdisciplinary research is to create and validate an advanced information system for an innovative spaced e-learning methodology. Research shows that personalization of the content of spaces in accordance with the individual interests of learners is a useful tool for the improvement of the acquisition of knowledge and skills. The information system created in the project could be adopted for different e-learning environments. [ABSTRACT FROM AUTHOR]

The user behavior data generated in the TELECI learning environment with additional short, easy-to-use multiple-choice questions before and after each content subunit are used for visualization and correlation analysis. Three user behavior data clusters were identified in data landscape. The student behavior change among the TELECI-clusters was used for TELECI learning support algorithm design. The student performance data before and after learning the e-content were used for knowledge acquisition model design. This model is based on the assumption that knowledge acquisition of real e-content can be quantified by superposition of the impact of learning “perfect” content, too easy content, and too complicated content. The learner knowledge acquisition surface is calculated on this assumption. The data of real course learner knowledge acquisition are located on this surface as “telecides”. Telecides are the visualization of the appropriateness of an e-content unit for the needs of the specific learner or learners target group. [ABSTRACT FROM AUTHOR]

The objective of the research is to determine e-learning solutions for the implementation of the spaced learning in university students' sustainable education. In the spaced e-learning method, the course content includes few-minute pauses between repetitions, during which students let their brain "rest" with different content and then return to the course. Information technology solutions are based on the identification of students' individual and situational interests and the following promotion of students' interests for personal development by the content of spaces. Current research is oriented to the search for benefits from synergy of the technological and pedagogical e-learning developments. The study includes three cycles of education action research. The first and second cycles aim at finding the most effective method to include content for sustainable personality development in the course. At Riga Technical University, a prototype of two blended learning Master level courses was created and approbated with Master level students. Outcomes of the research were evaluated by reflection on students' opinions and analysis of user behavior data in the e-learning environment OpenEdX. The results obtained in the first and second cycles of the action research and reflection are the basis for the conceptual development of the Living Lab solution in the MOODLE environment with personalized content. Technological solutions for the implementation of personalized content of spaces for personality development are based on the student's self-assessment of his/her individual interests. The research shows the potential of the spaced e-learning for instructional learning and personality development, thus leading to learning for sustainability in the broadest sense as a perspective of pedagogy with inherently sustainable nature, that we denote as "fostering" in the study. The spaced e-learning method was seriously influenced by the COVID-19 crisis due to the replacement of blended learning with fully online learning. [ABSTRACT FROM AUTHOR]

Blockchain educational technology has created assessment and management tools for learner credentials that are permanent, transparent and sustainable while giving users direct access. Personal encrypted credentials enable users to shape lifelong learning pathways and personalizes education according to individual values and needs. They allow for the permanent documentation of both formal and informal learning based on transversal competencies, adjustable across the economic sector and responsive to situational needs. Badging was the initial response to online credentialing. Mozilla's open digital badges have become the unofficial global standard and the specifications remain free. They may be viewed in e-portfolios and social networks. Yet, if issuers cease hosting badges, they become invalid even when authentic. Some experiments with blockchain technology remedy this situation by creating a permanent, secure and sustainable infrastructure for learning records. The MIT Media Lab has produced the bitcoin based Blockcerts; whereas the Knowledge Institute, Open University, UK has developed Ethereum's Smart Contracts to document Microcredentials (Badges). Both are Open Source products. Most EU nations are experimenting with educational blockchain. The technology creates an infrastructure to document, store and manage credentials and provides learners with a sustainable record of achievements they can control. It also benefits universities by reducing administrative costs and bureaucracy. [ABSTRACT FROM AUTHOR]

The present paper is a literature and experience summary about contradictions existing in higher education, nowadays. Thus, it is important to understand the underlying reasons and historical background to find ability to move towards higher education system for sustainability. Seven main contradiction groups have been distinguished and an overview is given in the article. The analysis is more focused on a situation in Latvia and the postsoviet space since the authors are well acquainted with the system. The main future research object is university mission, since from the mission statement analysis it has been found that low rated universities lack the distinction between education and training, having bigger stress on training, and that is growing into future problems and this situation interferes with the sustainable education goal. [ABSTRACT FROM AUTHOR]

Very often persons with disabilities are faced with several obstacles such as lower level of services, limitations and inadequate access to education, health care, information and communication technology resources, unsuitable buildings entrance and workplaces equipment. Existing e-health models are rather general. The aim of this paper is to propose new social telerehabilitation system supportive human balance function diagnostic and improvement model which would enhance inclusion process. [ABSTRACT FROM AUTHOR]

This article analyses the conformity of the educational action research (EAR) process for the improvement of selected competencies that will be necessary in the near future for each active and responsible person. The most requested competencies in the near and midterm future are determined in accordance with near future structural requirements of labour demand, determined by international organoizations. The contribution is based upon the outcomes of the action research carried out in the internet environment, by Bachelor students majoring in information technologies at Riga Technical University, Latvia. Working in groups, they supplemented each other's ideas, developing living theories. The content analysis of the students' supplementary submissions and living theories was carried out to identify the features indicating the development of student actions towards the improvement of the most necessary competencies in the near future. To accomplish the objective of action research, at first, the most requested competencies in the near and midterm future were determined. Then the changes of the features, mentioned during the three action research cycles were identified. Finally, the most important features of the students' actions indicating the development of two of key competencies, namely, Novel and adaptive thinking and Design Mindset, were identified. Perfection of referred competencies is viewed as the substantial part of education for sustainable development (ESD). The conclusions were drawn about the development of students' competencies according to the future needs identified during the action research process on the internet. [ABSTRACT FROM AUTHOR]

Curonian ethnic community is an unique small ethnic group that lived on the peninsula of the Curonian Spit and in the neighbourhood of Klaipeda (Memel), now Lithuania, along the Baltic shore strip, expanded in the Early Modern Ages from the Lithuanian-Prussian border between Nimmersatt (Nemirseta) and Palanga even to Danzig (Gdansk, Poland). It is a part of the multi-ethnic population of former East Prussia. Their language is related to the Latvian language of Courland (nowadays region of Latvian Republic), from where their ancestors have migrated mainly in 15-17th century, and is later strongly influenced by German and Lithuanian. They were called Latvians (Letts) by authors of 17th-19th century and were originally identified with the population of Courland. As they were subjects of Prussian duke, later king, they have become citizens of the German Empire since 1871 and citizens of Republic of Lithuania and inhabitants of autonomous Memel Territory in 1924-1939. The last fundamental studies on Curo-nians are done by A. Bezzenberger and F. Tetzner at the end of 19th and beginning of 20th century, those authors used the name Letts (Prussian Latvians) and Curonians (in Curonian: kursenieki, kursinieki; German: Kuren; Lithuanian kursiai), although they did never recognized them as Latvians, but also must not be mixed and identified with the Curonians, a medieval ethnos in nowadays western Latvia and Lithuania. Later the complicated situation in the Memel Territory after the Treaty of Versailles (1919) and the events of 2nd World War and after did not facilitate the research of the theme. Until nowadays they are no researches done about Curonian ethnic community, those would look at Curonians as an object of history, as well about its 20th century history. There are several different approaches to Curonians in the historiography: they are viewed as 1) a German ethnographic group - mainly by German authors in 20th century (e.g. E Mager); 2) a Lithuanian ethnographic group - by some Lithuanian authors; 3) Latvian ethnographic group - by several Latvian authors before 2nd World War (partly J. Plakis) and Lithuanian authors as well; 4) as a separate ethnic community - the newest authors (P. Vanags, A. Kossert); 5) their ethnicity is ignored or undervalued (N. Strakauskaite). [ABSTRACT FROM AUTHOR]