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Resumen: La Tecnología Educativa es un campo de cambios acelerados pero que sufre de amnesia histórica, en el cual se debate mucho sobre teorías de aprendizaje pero poco sobre teorías de tecnología, lo que resulta en un campo empobrecido teóricamente. Se requiere proveer un concepto más amplio sobre qué es la tecnología, inspirado en los desarrollos conceptuales de la filosofía de la tecnología de las últimas décadas. Con la finalidad de contribuir en la construcción de esta visión, el objetivo principal de este trabajo es poner en diálogo algunas ideas de la teoría crítica de la tecnología y la pedagogía digital crítica, con base en aportes de la pedagogía crítica como puente entre ambas conceptualizaciones. Pretendemos así mirar con nuevos ojos para revalorarizar las ideas fundacionales de la teoría crítica y darles sentido en el marco de la Tecnología Educativa. Abstract: Educational Technology is a field of accelerated changes but suffers of historical amnesia, with too much debate about learning theories but little about technology theories, resulting in a theoretically impoverished field. It is required to provide a broader concept of what technology is, inspired by the conceptual developments of philosophy of technology in recent decades. To pursue the construction of this vision, the aim of this work is put into dialogue some ideas of critical theory of technology and critical digital pedagogy, based on contributions from critical pedagogy as a bridge between both conceptualizations. We intend to look with new eyes to revalue the foundational ideas of critical theory and give them meaning within the framework of Educational Technology.

The article presents the experience of developing methodological support for the psychological support of the transformation of the value-semantic sphere of employees of an educational organization in the conditions of digitalization. The authors note that, despite the “successful” digitalization of most modern Russian universities, there are numerous problems and difficulties in increasing its effectiveness, including in the direction of transformation of the value-semantic sphere of employees of an educational organization. Both the general directions and the content content of the university's policy in the field of digital transformation are considered. During the formative experiment, the effectiveness of the developed and implemented internal training program for university employees “Digitalization of the university: problems, prospects and employee competencies” was confirmed., В статье представлен опыт разработки методического обеспечения работы по психологическому сопровождению трансформации ценностно-смысловой сферы сотрудников образовательной организации в условиях цифровизации. Авторы отмечают, что, несмотря на «состоявшуюся» цифровизацию большинства современных российских вузов, имеют место многочисленные проблемы и трудности в повышении ее эффективности, в том числе и в направлении трансформации ценностно – смысловой сферы сотрудников образовательной организации. Рассматриваются как общие направления, так и содержательное наполнение политики университета в области цифровой трансформации. В ходе формирующего эксперимента подтверждена эффективность разработанной и реализованной программы внутреннего обучения сотрудников вуза «Цифровизация вуза: проблемы, перспективы и компетенции сотрудника»., Человеческий капитал, Выпуск 2 (170) 2023, Pages 169-173

In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students’ experiences of remote education as well as their expectations for the future. The study was conducted in the form of an online survey addressed to the entire population of science recipients at the Jagiellonian University, around 800 respondents completed the questionnaire. The obtained results show that most students rate remote education relatively high, although there are statistically significant differences in specific questions (e.g., theoretical classes are more suitable for online learning than practical classes). The authors paid special attention to the differences in the attitudes of students depending on their characteristics, the approach to remote education differs, in particular, depending on the gender and field of study. Students of social and humanist faculties view remote education most positively, and science students opinions are mostly negative. It has also been observed that some students are uncritically satisfied with most aspects of distance learning (the so-called “Tiggers”), while others are strong supporters of face-to-face education, reluctant to accept any changes (so-called “Eeyores”), so regardless of the scope of pro-quality activities undertaken, both criticism and praise of remote education can be expected. The obtained results open the field for further studies that would allow to confirm the covariance of multidimensional characteristics of students and their attitudes towards the digital university, and on the other hand would allow planning activities aimed at different and perhaps mutually contradictory expectations of the recipients of education.

Introduction. The modern period of development of higher education is directly related to the ongoing digital transformation of public relations. The changes that occur in universities, in their external interactions and functions, basic principles and value-normative foundations, require methodological analysis and research. Aim. The aim of the research is to analyse the theoretical approaches to disclosing the concept and essence of digital universities. Methodology and research methods. The mix-method was used as a research design: qualitative analysis (studying the content of theoretical sources and context, analysing the content of a concept) and quantitative analysis (scientometric analysis of publications and keywords in databases). Results. The study showed that in the methodological terms, there is a problem of defining the concept of “digital university”: there are several theoretical approaches based on different understanding of the phenomenon and its role in the digital development of the university. The methodological problem is complicated by the urgent need to systematise the practical activities of modern universities, which classify themselves in one way or another in the “digital” format; therefore, this is much more difficult to do without a coordinated approach to the concept itself. Scientific novelty lies in an attempt to systematise theoretical approaches to defining the concept of “digital university” and the problem of the absence of a holistic interdisciplinary approach has been identified. Practical significance of the study is associated with the need to develop a regulatory model of a digital university based on a holistic concept for the subsequent analysis of the activities of universities. The results of the analysis can be used in scientific discussion to further define the concept of “digital university” and develop a general model of a digital university. Введение. Современный период развития высшей школы непосредственно связан с происходящей цифровой трансформацией общественных отношений. Изменения, происходящие внутри университетов, в их внешних взаимодействиях и функциях, базовых принципах и ценностно-нормативных основаниях, требуют методологического анализа и исследования. Цель статьи – провести анализ современных теоретических подходов к раскрытию понятия и сущности цифровых университетов. Методология и методы исследования. В качестве дизайна исследования применялся mix-метод: качественный анализ (изучения содержания теоретических источников и контекста, анализ содержания концепта) и количественный анализ (наукометрический анализ публикаций и ключевых слов в базах данных). Результаты. Исследование показало, что в методологическом плане существует проблема определения концепта «цифровой университет»: сложилось несколько теоретических подходов, основанных на различном понимании феномена и его роли в цифровом развитии университета. Методологическая проблема осложняется необходимостью систематизации практической деятельности современных университетов, относящих себя так или иначе к формату «цифровых», а без согласованного подхода относительно самого концепта это сделать намного сложнее. Научная новизна заключается в попытке систематизации теоретических подходов для концептуализации понятия «цифровой университет», в ходе которой обозначилась проблема отсутствия целостного подхода. Практическая значимость исследования связана с необходимостью разработки на основе целостного концепта нормативной модели цифрового университета для последующего анализа деятельности вузов. Результаты анализа могут быть использованы в научной дискуссии для дальнейшей концептуализации понятия «цифровой университет» и выработки общей модели цифрового университета. The article was prepared with the support of the School of Public Administration and Entrepreneurship of the Institute of Economics and Management of the Ural Federal University named after the First President of Russia B. N. Yeltsin. Статья подготовлена при поддержке Школы государственного управления и предпринимательства Института экономики и управления Уральского федерального университета имени первого Президента России Б. Н. Ельцина.

The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.

In the last quarter century, since the university is the main source of the human resources required by the knowledge society, structural and functional restructuring efforts of the university institution have been increasing to strengthen the positive impact on economic growth and social development through education and research activities. Today, the Anglo-Saxon and the Far East countries have the most successful university examples in this context; European universities come second in performance, although there are tremendous differences among member countries. Being a candidate for the European Union membership and as a member of the Council of Europe as the first signatory states of the Cultural Convention; implementation of reforms in the European Higher Education Area is obligatory for Turkey. In this study, an organizational and operating model has been developed in line with the European university reform agenda. CoHE's university approach which focuses on thematic and regional development has also been taken into consideration. Five innovations can be mentioned in terms of organizational and functional configuration of the model: (i) Profile of graduate and mission of the new generation university in the fields of education, research and community services, (ii) Policy development and implementation offices, (iii) University ecosystem consultation and steering committee and other committees and boards, (iv) Concept courses and branded courses, (v) Recognition of prior learning, (vi) Coop-education and solution partnerships.

One of the priorities of the government program “Digital economy of the Russian Federation” is the progressive development of the existing education system, which should provide the economy with competent personnel. In addition, this Program declares the need to create a system of motivation for the development of the necessary competencies and participation of personnel in the development of the digital economy of Russia. On the other hand, the current educational trends both in Russia and abroad require the creation of a fundamentally new, open education system aimed not only at creating future competencies, but also at expanding the availability of education. Access to education in this case implies the possibility of obtaining educational services for all categories of citizens, including residents of remote regions, as well as for people with disabilities. Currently actively developing online course platforms (Massive Open Online Courses) do not yet provide a full range of educational services in addition online students do not have the opportunity to obtain a higher education diploma, which would be recognized by employers. Accordingly, the task of providing modern, accessible and open educational services still falls on classical universities. All this requires transformation of the classical educational system, which ultimately implies the creation of a “Digital University”. The author of the article presents her own view on the formation of the “Digital University” model and explains her point of view about the key elements of this model. The article substantiates and describes the five main components of the “Digital University” model and also concludes that further detailed description of these proposed components in their relationship with the processes of digital transformation of the University is necessary.

One of the priorities of the government program “Digital economy of the Russian Federation” is the progressive development of the existing education system, which should provide the economy with competent personnel. In addition, this document declares the need to create a system of motivation for the development of the necessary competencies and participation of personnel in the development of the digital economy of Russia. All this requires the transformation of the classical educational system, which ultimately implies the creation of a “digital university”.According to the concept, proposed by the Agency for Strategic Initiatives together with Skolkovo University, the “digital university” will allow us to change the form and content of education in accordance with the requirements for new digital economy personnel. At the same time, the main emphasis should be placed on the individual trajectory of education, that is, collecting information not only according to the teacher’s assessment, but also collecting information in the student’s online course (what subjects the student was interested in, how he passed the intermediate tests, etc.). In addition, you need to create a specific set of services at the university. They should work in a similar way to the super services that are already being created in the Ministry of Digital Development, Communications and Mass Media of the Russian Federation for receiving public services online. So, the student will be able to get help and get registered in the military enlistment office in a single window mode, without having to go to the offices. In addition, changes are needed related to the content of education. So, along with the already developing segment of mass online courses, courses using AR and VR and virtual simulators should be introduced in universities. With the help of modern technologies, students will be able to learn the profession more effectively in practice.The article attempts to generalize the minimum set of necessary transformations of a classical university into a “digital” one and present their description.

Over the last decades, the way we think about space and time in relation to the field of education has changed substantially. New societal evolutions have urged scholars to come to grips with the increasing difficulty of approaching educational practices in terms of existing “static” (e.g. topographical) representations of space and “linear” (e.g. chronological) models of time. As a result, different lines of research have been developed that seek to extend our spatiotemporal understanding not only conceptually and theoretically, but also through novel methodologies and new kinds of empirical analyses. This Special Issue extensively discusses and further elaborates on one approach informing these lines of research: (social) topology. In this editorial, we outline the topological lens and discuss its origins in the field of mathematics. After discussing how topology was adopted in the broad field of the social sciences, we show how it has gradually come to inform educational research as well. We argue that the topological lens is particularly fruitful to investigate the (mutual) construction of space and time. Briefly discussing each contribution in the Special Issue, we show how the Special Issue contributes to the further development, and making accessible, of topology as an educational research approach.

En este trabajo se parte del repunte y visibilización de violencias sexistas por motivo de la pandemia por la COVID-19 en México. En esta línea, se apunta al confinamiento de las relaciones, planteándose una universidad digital en cuyas interacciones crecen expresiones de ciberviolencia y antifeminismo. Este escenario es confrontado con el orden de género vigente, referido al reciente activismo de jóvenes feministas y a los debates producto de la discusión sobre masculinidades, apuntándose a nuevas subjetividades dentro de un extremo masculinista. Con esto, se teoriza una aceleración de tal radicalismo, mirando a cuestiones como la "manosfera", la replicación de sus afectos en interacciones digitales de estudiantes universitarios, y al ejercicio de una tropología basada en la comunicación mediante memes, la cual conforma una particular retórica. Finalmente, se analizan memes publicados por estudiantes en grupos dentro de esta esfera y en el ámbito pandémico. En aquest treball es parteix del repunt i visibilització de violències sexistes per motiu de la pandèmia per la COVID-19 a Mèxic. En aquesta línia, s'apunta al confinament de les relacions, plantejant-se una universitat digital en les interaccions de la qual creixen expressions de ciberviolència i antifeminisme. Aquest escenari és confrontat amb l'ordre de gènere vigent, referit al recent activisme de joves feministes i als debats producte de la discussió sobre masculinitats, apuntant-se a noves subjectivitats dins un extrem masculinista. Amb això, es teoritza una acceleració de tal radicalisme, mirant qüestions com la "manosfera", la replicació dels seus afectes en interaccions digitals d'estudiants universitaris, ia l'exercici d'una tropologia basada en la comunicació mitjançant mems, la qual conforma una particular retòrica. Finalment, s'analitzen mems publicats per estudiants en grups dins aquesta esfera i en l'àmbit pandèmic. This work begins with the rise and visibility of sexist violence due to the COVID-19 pandemic in Mexico. In this line, it aims at the confinement of relationships, thinking in a digital university in whose interactions, expressions of cyber violence and anti-feminism grow. This scenario is confronted with the current gender order, referring to the recent activism of young feminists and to the debates resulting from the discussion on masculinities, pointing to new subjectivities within a masculinist extreme. With this, an acceleration of such radicalism is theorized, looking at issues such as the "manosphere", the replication of their affects in digital interactions of university students, and the exercise of a tropology based on communication through memes, which forms a particular rhetoric. Finally, memes posted by students in groups within this sphere and in the pandemic are analyzed.

Цифровизация как структурно-технологический феномен затронула не только экономическую сферу, но и сферу высшего образования, в том числе университеты, актуализировав потребность в усилении цифровой составляющей в период пандемии COVID-19. В статье представлена траектория развития высшего образования от «фабричного» к «цифровому» формату на основе структурно-генетического метода, выделены критерии «цифрового» формата, разграничены понятия «цифровое образование», «онлайн-обучение» и «дистанционное обучение»., Digitalization as a structural and technological phenomenon has affected not only the economic sphere, but also the sphere of higher education, including universities, actualizing the need to strengthen the digital component during the COVID-19 pandemic. The article presents the trajectory of the development of higher education from the "factory" to the "digital" format based on the structural genetic method, identifies the criteria for the "digital" format, distinguishes between the concepts of "digital education", "online learning" and "distance learning".

The development of human capital at the state and regional levels, as well as the implementation of programs for the development of human resources of enterprises, allows us to solve the strategic task of innovative and sustainable development of the country. The introduction of innovative management methods is a key factor in the sustainable and competitive operation of enterprises. The article emphasizes that the most effective use of human capital in the conditions of digital transformation is possible only when forming a strategy for continuous professional growth of personnel based on the use of new technologies and programs. The need to increase knowledge for staff in the field of digital technologies was noted. The task is to increase the activity of the organization and the efficiency of its work on the basis of creating a reliable digital infrastructure and increasing the level of knowledge. Smart manufacturing involves highly skilled workers who know practical and information technologies and operate at a completely new level. Industry 4.0 connects systemic industrial technology and smart manufacturing processes, in which business models and the entire industry will be radically transformed. Technological leadership and excellence in the automation and software industry based on embedded systems and strong industrial networks will lay the foundations for the success of the Industry 4.0 project. The transition of production to Industry 4.0 technologies requires staff training for new requirements, since employees will face different challenges. Staff will be able to adapt to the changes better. Human resource qualifications are important indicators of economic development within Industry 4.0.

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews, the study traces varying ways staff characterised themselves during the first months of lockdown in the UK (from March to July, 2020). The findings highlight that university support services underwent a metamorphosis to support the transition to online teaching. However, insufficient attention was paid to the ‘identity crisis’ and threats perceived by academics who were used to teaching students on campus. Academics tended to focus on transferring traditional teaching practices to the online environment, rather than on changing teaching practice, leaving face-to-face teaching as the default point of reference. These cultural barriers are a persistent obstacle to a more productive engagement with digitalisation. Transitioning to online teaching involves continuing existing work while also learning new practices. Such efforts were challenging for teaching staff who did not have dedicated space at home to work and those with caring responsibilities. This, combined with gendered patterns around caring and the extra support needed by students during the crisis, added emotional labour to already-full workloads. We recommend that intersecting forms of disadvantage be acknowledged, supported and rewarded for universities to create sustainable and just futures.

The process of digital transformation is progressively englobing education, learning and management processes within the system of higher education. This trend at the level of universities has resulted in emergence, evolution and development of the concept of the “digital university” and of more advanced construct of university digital ecosystem. The article considers different aspects of the concept of university digital ecosystem, studying the results of implementation of digital learning and management technology into the practices of world and Russian universities, obstacles and outlook for their further extension, and risks accompanying digital transformation of universities. The article concludes that the process of forming and developing university digital ecosystems should consider complexity of factors accounting for diversified conditions, objectives, tasks and results of building a digital ecosystem. The main conclusion is that concept of digital transformation should be integrated into university development strategy.

The article is devoted to the software product MediaWiki, proposed by the authors of the article for use as a platform for creating the software and technological core of the "digital faculty", which, in turn, is a typical element for building prototypes of the "digital faculty" and "digital university" models. The model considered in the article is proposed by the authors as a comprehensive solution to the problem of digital transformation in the field of education. According to the authors of the article, the MediaWiki software complex, supplemented by domestic software and open source products, will effectively solve the problem of managing information flows in the educational process. The article describes the experience of creating standard wiki systems for faculties and scientific schools of Moscow State University and their use as central elements of the digital transformation of university faculties. The article discusses the creation of a network tool that ensures the management of digital information flows that are formed between teachers and students in the learning process, as well as the development of a system of rules for the interaction of participants in the educational process in the educational process. A digital environment that creates conditions for the successful development of the system. Currently, three systems are being tested, created by specialists from the Faculty of Computational Mathematics and Cybernetics of Moscow State University in the framework of inter-faculty agreements with the Faculty of Law and the branch of Moscow State University in Sevastopol. The system is built taking into account the experience gained by the authors during the inter-faculty course "Introduction to Wikipedia".

As a consequence of the Industrial Revolution 4.0, many organizations have been forced to initiate digital transformation processes in order to survive in a new context that demands dynamic and flexible responses from them in a very short time. Consequently, universities are not oblivious to this change and therefore are on the road toward accomplishing it. This chapter explores the digital transformation processes that have been used by Latin American universities and specifically public universities in Colombia, demonstrating that this complex task has manifested itself from different perspectives, such as social, organizational, and technological. At this point, it is important to identify the variables in such processes and how these changes have been developed. Firstly, the concept of digital transformation is explained from the universities’ point of view. Secondly, the different processes of digital transformation extracted from the documents reviewed are consolidated. Finally, the variables that are part of digital transformation processes are identified. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Problem and goal. In the context of digital globalization traditional forms of communication at the university are forced to transform in order to meet educational objectives. However, the established practice of building communications in universities in new formats has revealed a number of problems of ineffective interaction between participants in the educational process. The article aims to identify the main features of the transformation of the forms of communication in distance learning at the university. Particular attention is paid to the conditions for the formation of an effective digital dialogue in the university-student-teacher triad. Materials and research methods. The study of the transformation of communication is considered from an economic, pedagogical, and philological (semiological) point of view. The economic approach includes consideration of resource constraints that prevent the development of various forms of communication in the educational space, and an assessment of the effectiveness of the communication process. The pedagogical approach allows to evaluate the technologies and formats of communication in online learning. The semiological approach is focused on the choice of techniques and schemes that are adequate to digital dialogue. The empirical research was carried out using the questionnaire. The survey involved 2-4-year students at the Ural Federal University named after the first President of Russia B. N. Yeltsin. Research results. In the 2020-2021 academic year, students were able to adapt to rapid inclusion in distance learning and the use of digital technologies, but half of the students prefer to return to the traditional format of education, 39% of students for a mixed (blended learning) format. It was found that if the verbal forms of communication when transferring the course content from the teacher to the students were not transformed taking into account the digital environment and online learning, then this could lead to unnecessary complexity for perception (according to 54.5% of respondents), the appearance of information noise, as a consequence, the appearance of discomfort (for 40% of the respondents) and attempts to avoid communication (for 18%). 52% of students indicated that their opinion about distance improved over time. Discussion and conclusions. The authors concluded that digital skills today mean more than digital literacy. In communication, it is important to develop new technologies, techniques and tools that are adequate to new educational and upbringing tasks. And in modern conditions, burdened by pandemic threats, other ways of digitalizing the university with the construction of effective communications are rather impossible. © 2021 LLC Ecological Help. All rights reserved.

В статье рассмотрены перспективы развития цифровой экономики в России. Представлена актуальность цифровых технологий как фактора инновационного развития. Раскрыты основные проблемы инновационного развития экономики России. Выявлена особая роль цифровых технологий при переходе к новому научно-техническому и общественному укладу. Описаны основные направления государственной политики развития цифровой экономики и пространственной интеграции. В качестве основных субъектов инновационного развития рассмотрены города, университеты и предприятия. Сформулированы рекомендации по улучшению институциональной среды инновационной деятельности, The article discusses the prospects for the development of the digital economy in Russia. The relevance of digital technology as a factor in innovative development is presented. The main problems of innovative development of the Russian economy are disclosed. The special role of digital technologies in the transition to a new scientific, technical and social structure has been revealed. The main directions of the state policy for the development of the digital economy and spatial integration are described. Cities, universities and enterprises are considered as the main subjects of innovative development. Recommendations on improving the institutional environment of innovation are formulated, ИННОВАЦИИ, Выпуск 3 (257) 2021, Pages 71-78

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The introduction of innovative management methods is a key factor in the sustainable and competitive operation of enterprises. The article emphasizes that the most effective use of human capital in the conditions of digital transformation is possible only when forming a strategy for continuous professional growth of personnel based on the use of new technologies and programs. The need to increase knowledge for staff in the field of digital technologies was noted. The task is to increase the activity of the organization and the efficiency of its work on the basis of creating a reliable digital infrastructure and increasing the level of knowledge. Smart manufacturing involves highly skilled workers who know practical and information technologies and operate at a completely new level. Industry 4.0 connects systemic industrial technology and smart manufacturing processes, in which business models and the entire industry will be radically transformed. Technological leadership and excellence in the automation and software industry based on embedded systems and strong industrial networks will lay the foundations for the success of the Industry 4.0 project. The transition of production to Industry 4.0 technologies requires staff training for new requirements, since employees will face different challenges. Staff will be able to adapt to the changes better. Human resource qualifications are important indicators of economic development within Industry 4.0.

Статья посвящена программному продукту МедиаВики (MediaWiki), предлагаемому авторами статьи для использования в качестве платформы при создании программно-технологического ядра «цифрового факультета», являющегося в свою очередь типовым элементом для построения системы «цифрового университета». Модель, рассматриваемая в статье, предлагается авторами в качестве комплексного решения задачи цифровой трансформации в области образования. Программный комплекс МедиаВики, дополненный программными продуктами отечественной разработки и продуктами с открытым кодом, по мнению авторов статьи, позволит эффективно решить задачу управления информационными потоками в образовательном процессе. В статье описан опыт создания типовых вики-систем факультетов и научных школ Московского университета и их использования в качестве центральных элементов цифровой трансформации подразделений университета. Речь в статье идёт о создании сетевого инструмента, обеспечивающего управление информационными цифровыми потоками, формирующимися между обучающими и обучаемыми в ходе образовательного процесса, а также разработке системы правил взаимодействия участников образовательного процесса в цифровой среде, формирующих условия для успешного развития системы. В настоящее время проводится опытная эксплуатация трёх систем, созданных специалистами факультета ВМК в рамках межфакультетских соглашений с юридическим факультетом и филиалом МГУ в Севастополе. Построение системы ведётся с учётом опыта, приобретённого авторами в ходе проведения межфакультетского курса «Введение в Википедию»., The article is devoted to the software product MediaWiki, proposed by the authors of the article for use as a platform for creating the software and technological core of the "digital faculty", which, in turn, is a typical element for building prototypes of the "digital faculty" and "digital university" models. The model considered in the article is proposed by the authors as a comprehensive solution to the problem of digital transformation in the field of education. According to the authors of the article, the MediaWiki software complex, supplemented by domestic software and open source products, will effectively solve the problem of managing information flows in the educational process. The article describes the experience of creating standard wiki systems for faculties and scientific schools of Moscow State University and their use as central elements of the digital transformation of university faculties. The article discusses the creation of a network tool that ensures the management of digital information flows that are formed between teachers and students in the learning process, as well as the development of a system of rules for the interaction of participants in the educational process in the educational process. A digital environment that creates conditions for the successful development of the system. Currently, three systems are being tested, created by specialists from the Faculty of Computational Mathematics and Cybernetics of Moscow State University in the framework of inter-faculty agreements with the Faculty of Law and the branch of Moscow State University in Sevastopol. The system is built taking into account the experience gained by the authors during the inter-faculty course "Introduction to Wikipedia"., Международный научный журнал "Современные информационные технологии и ИТ-образование", Выпуск 1 2021

The article presents conceptual architectural and technological solutions. In the article is justified application of technology and integration of SMART subsystems platform based on a single integrating data schema. The structure of the integrated information and computing environment, based on the classical architecture of SOA and differing by the presence of a repository of services which stores information about all available web services and the ability to remotely call the methods of services by clients.

This paper explores the concept of translocality, of being ‘simultaneously situated’ in more than one place, in the context of ‘distance’ education in the digital university. The author works with the concept of critical time to propose an additional term, transtemporality, to also recognise the multiple times and temporalities engaged and interwoven in digitally connected spaces of work and study. The paper draws on interview material from an institutional case study of expansion in digital education, paying particular attention to student locations in time and space, arguing that recognising the shifting time–space of the campus is essential to supporting and teaching growing numbers of distance and part-time students. The author proposes that, rather than digital connections being viewed as a form of ‘reaching out’ from the university campus to the wider world, the digital university might be considered, in its translocal and transtemporal form, as an opening up of the idea of the university; embodied and imagined through strong connections across multiple locations, times and temporalities.

The article provides examples of the use of digital technologies in the study of the theory of algorithms. The use of emulators in the study of algorithmic models is justified. В статье приведены примеры использования цифровых технологий при изучении теории алгоритмов. Обосновано применение эмуляторов при изучении алгоритмических моделей.

Тема выпускной квалификационной работы: «Модель управления бизнес-процессами образовательной деятельности цифрового университета на примере СПбПУ». Данная работа посвящена повышению эффективности управления образовательной деятельности за счет повышения количества автоматизированных процессов на базе СПбПУ Задачи, которые решались в ходе исследования: 1. Обозначить понятие цифрового вуза и рассмотреть основные его атрибуты. 2. Обозначить основные проблемы построения и контроля образовательной деятельности СПбПУ. 3. Построение классической модели управления образовательной системой вуза в IDF0 4. Определение основных входных критериев модели. 5. Построение типовой модели в IThink 6. Анализ влияния автоматизации на отдельные механизмы управления вузом 7. Составление рекомендаций к методике повышения эффективности. Данная работа была проведена на базе СПбПУ. В ходе исследования была получена значительная часть фактического материала: анализ существующих бизнес-процессов и уровень их автоматизации, данные об ЭИОС, критерии оценки эффективности управления вуза, которые необходимы для реализации реинжиниринга бизнес-процессов, построения классической модели управления университетом. Также благодаря использованию ПО iThink, были произведены расчеты методом имитационного моделирования, которые продемонстрировали какие факторы влияют на эффективность управления образовательной деятельности. Были разработаны методические рекомендации по внедрению автоматизации в различные этапы управления образовательной деятельности СПбПУ., Topic of the final qualifying work: "Business process management model of digital University educational activities on the example of SPbPU". This work is devoted to improving the efficiency of educational activity management by increasing the number of automated processes based on SPbPU Tasks that were solved in the course of the study: 1. Identify the concept of a digital University and consider its main attributes. 2. Identify the main problems of building and monitoring educational activities of SPbPU. 3. Building a classical model for managing the University's educational system in IDF0 4. Defining the main input criteria for the model. 5. Building a typical model in IThink 6. Analysis of the impact of automation on individual University management mechanisms 7. Making recommendations for improving efficiency. This work was carried out on the basis of SPbPU. In the course of the research, a significant part of the actual material was obtained: analysis of existing business processes and the level of their automation, data on EIOS, criteria for evaluating the effectiveness of University management, which are necessary for the implementation of business process reengineering, building a classical model of University management. Also, simulation calculations were madein iThink SOFTWARE, which demonstrated what factors affect the effectiveness of educational management. We have developed methodological recommendations for the implementation of automation in different stages of management of the educational activities of SPbPU.

Исследование трансформации высшей школы в «цифровые университеты» связано с высокой актуальностью на фоне малопрогнозируемых внешних воздействий. На примере деятельности уральского университета рассмотрены компоненты электронно-цифровой среды вуза, условия формирования инновационной инфраструктуры современного университета, спектр вероятных последствий быстрого внедрения digital-образования в высшей школе, способы финансирования стратегии цифрового развития. Предложены необходимые факторы трансформации: создание дополнительной ценности для студентов контингента «Homo informaticus», конкуренция образовательных компетенций конкретного вуза, цифровизация управленческих процессов университета. Следствием стратегии цифровизации вуза выступает повышение конкурентоспособности и имиджевых характеристик учебного заведения как условие рыночной привлекательности на международном уровне., The study of higher education transformation into digital universities is associated with high relevance against the background of unpredictable external influences. The components of the electronic digital environment of a university, the conditions for the formation of the innovative infrastructure of a modern university, the range of possible consequences of the rapid implementation of digital education in higher education, and ways of financing the digital development strategy are considered on the example of the activities of the Ural University. The necessary transformation factors are as follows: additional value for students of the Homo informaticus contingent, the competition of educational competencies of a particular university, the digitalization of university management processes. The consequence of the digitalization strategy of the university is the increase in the competitiveness and image characteristics of the educational institution as a condition of market attractiveness at the international level., Международный научно-исследовательский журнал, Выпуск 10 (100) 2020

The aim of this article is to contextualise universities historically within capitalism and to analyse academic labour and the deployment of digital media theoretically and critically. It argues that the post-war expansion of the university can be considered as medium and outcome of informational capitalism and as a dialectical development of social achievement and advanced commodification. The article strives to identify the class position of academic workers, introduces the distinction between academic work and labour, discusses the connection between academic, information and cultural work, and suggests a broad definition of university labour. It presents a model of working conditions that helps to systematically analyse the academic labour process and to provide an overview of working conditions at universities. The article furthermore argues for the need to consider the development of education technologies as a dialectics of continuity and discontinuity, discusses the changing nature of the forces and relations of production, and the impact on the working conditions of academics in the digital university. Based on Erik Olin Wright’s inclusive approach of social transformation, the article concludes with the need to bring together anarchist, social democratic and revolutionary strategies for establishing a socialist university in a commons-based information society.

В статье описываются подходы к рассмотрению комплексной информатизации вуза в качестве одного из факторов трансформации ведущего педагогического университета в системообразующую основу для развития общегосударственной системы педагогического образования. Перечисляются меры, связанные с использованием цифровых технологий, значимые с точки зрения возможности их тиражирования различными педагогическими вузами., The article describes the approaches to the consideration of complex informatization of the university as one of the factors of transformation of the leading pedagogical university into a system-forming basis for the development of the national system of pedagogical education. Measures related to the use of digital technologies, significant in terms of the possibility of their replication by various pedagogical universities, are listed., №2(48) (2019)

We consider conceptual approaches to creation of information systems, learning management school, which uses modern methods of decision-making and simulational modeling, web-technologies. The main criteria for the selection of development tools of the system are: openness, free of charge, easy to use and independence from system software and hardware. The chosen technology and the system itself satisfies such requirements as: focus on national and international standards in the field of higher education, adherence to service-oriented architecture, ensuring stable operation with a large number of users, support for a clear division of user rights to obtain and change information resources, software modularity the final product and its ability to integrate into the corporate information system of the university

В статье рассматривается возрастающий интерес современных научных деятелей к проблеме организации информационно-образовательной среды учебных заведений, влияние развития информационных технологий на формирование информационно-образовательной среды, различные подходы к пониманию информационно-образовательной среды, раскрывается ее сущность и структура, устанавливаются основные требования к организации информационно-образовательной среды для ее эффективного функционирования, предлагаются варианты организации эффективного информационно-образовательного пространства высших учебных заведений., The article discusses the growing interest of modern scholars to the problem of organizing information and educational environment of educational institutions, the impact of information technologies development on the formation of the information and educational environment, various approaches to understanding the information and educational environment, reveals its essence and structure, establishes basic requirements for organizing information and educational environment for its effective functioning, offers options for the organization of effective information and educational space of higher educational institutions., №11(77) (2018)

Actualmente predomina una sustancial inseguridad sobre el futuro del eLearning, y en particular sobre el impacto de la digitalización en el sector educativo. Muchos que al inicio se mostraron entusiastas ahora son más escépticos sobre el futuro desarrollo de la enseñanza mediada por tecnología, mientras que algunos mantuvieron su actitud positiva y siguen buscando formas de promover e implementar su uso en las universidades. Menos discutidas son las implicaciones económicas que la digitalización puede tener sobre las partes interesadas de las universidades y su toma de decisiones; mientras que, en el campo de la educación a distancia en línea, un enfoque descriptivo de los costos y beneficios ha predominado hasta ahora. Partiendo de la crítica sobre el criterio metodológico empleado en algunos estudios, se discutirá el posible impacto de la digitalización en una futura universidad digital desde tres ángulos diferentes: una perspectiva histórica, una perspectiva económica, y las actitudes de los actores y sus características. En el pasado el análisis descriptivo de costos y beneficios de los cursos en línea era la forma predominante para analizar la eficiencia comparativa de diferentes sistemas de educación. Al contrario, queremos focalizar algunos puntos claves para incentivar un debate sobre la economía de recursos digitales y sus efectos sobre los respectivos actores principales (stakeholders). Además, trataremos perspectivas a largo plazo respecto a los efectos de la digitalización de contenidos educativos en un mundo global. Concluyendo que la digitalización siguió un desarrollo continuo impulsado particularmente por las universidades de educación a distancia; y que fenómenos como los MOOC no son tan "disruptivos" como algunos pretenden. En su lugar, las políticas nacionales, la sostenibilidad económica y el impacto de la digitalización en las diferentes partes interesadas, determinarán la forma futura de la "Universidad Digital", en caso de que tal universidad existiera. At present a substantial insecurity prevails about the future of eLearning and particularly about the future impact of digitalization on the educational sector. Those, who have been enthusiastic at the beginning are now more esceptical about the future development of teaching with digital media, others maintain their positive attitude and look for ways to promote and implement their use in the university. Less discussed are the economic implications that digitization may have on the universities stakeholders and their decision making. In the field of online and distance education a descriptive approach of the costs and benefits has been so far predominant. We will raise instead some points to initiate a discussion about the economics of digital educational ressources and the possibile reaction and impact of teachers, students and institutions. We will point out also some long-term perspectives that digitalization of education might have on a global level. Concluding we will argue that digitilization of educational content and the respective applications followed a continuous development pushed especially by universities of distance education and that phenomena such as MOOCs are not as "disruptive" as some claim. Instead,national policies, economic sustainability and the impact of digitization on different stakeholders will determine the future form of the "Digital University" in case such a university exists.

Щуров Игорь Алексеевич, доктор технических наук, заместитель директора Политехнического института, профессор кафедры технологии автоматизированного машиностроения, Южно- Уральский государственный университет, г. Челябинск, shchurovia@susu.ru. Ваулин Сергей Дмитриевич, доктор технических наук, директор Политехнического института, заведующий кафедрой двигателей летательных аппаратов, Южно-Уральский государственный университет, г. Челябинск, vaulinsd@susu.ru. I.A. Shchurov, shchurovia@susu.ru, S.D. Vaulin, vaulinsd@susu.ru South Ural State University, Chelyabinsk, Russian Federation Исследование посвящено вопросам трансформации инженерного образования во взаимосвязи с современными тенденциями в промышленности и в социальной сфере. Повсеместное внедрение компьютерной техники и средств телекоммуникаций обуславливает существенные изменения в указанных областях жизнедеятельности человека. Тенденция «цифровизации», первоначально проявившаяся в проектных работах, в развитии CAD/CAM/CAE, продолжает нарастать в технике, технологиях. Основанная на такой цифровизации динамика развития всех сфер деятельности общества требует от современных инженеров соответствующей подготовки. Данная подготовка связывается, в числе прочего, с непрерывностью образования, его индивидуализацией, применением дистанционных и асинхронных форм обучения и подходами к своей образовательной сфере как к бизнес-процессу. С учетом этих и других тенденций потребность в трансформации образования не вызывает сомнений у все более широкого круга специалистов. Однако конкретные пути реализации данных направлений трансформации все еще недостаточно проработаны. Таким образом, разработка конкретных предложений рассматриваемой трансформации представляется актуальной задачей и представляет собой основное содержание данной публикации. В связи с этим целью данной работы является выбор и обоснование необходимости первоочередных действий, направленных на трансформацию инженерного образования. Такие решения строятся, прежде всего, на преимуществах, которые дает использование вычислительной техники и средств телекоммуникаций. В качестве начального шага поддержки непрерывности образования предлагается внедрение информационной среды, основанной на «личностно-профессиональных картах» будущих инженеров. По аналогии с медицинскими картами такие карты должны вводиться с детского возраста и поддерживаться на протяжении всей жизни человека; карты должны включать в себя как обязательные закрытые данные, формируемые назначенными педагогическими работниками, так и открытые данные, в том числе наполняемые самими гражданами, через своего рода, «Профессиональный личный кабинет на всю жизнь». Именно такая среда должна стать системной и объективной основой для последующего выбора стратегий личностного и профессионального формирования граждан, основой для содействия их непрерывному гармоничному развитию со стороны компетентных преподавателей, ученых, специалистов; системой помощи последних в выборе путей и способов указанного развития; помощи предприятиям и обществу в целом в подборе команд для реализации бизнес- проектов. Индивидуализация подготовки инженеров должна базироваться на проектном подходе, связанном с договорной научно-исследовательской деятельностью университетов по перспективным направлениям развития экономики. Для повышения эффективности образовательного процесса предлагается рассматривать и саму подготовку инженеров как бизнес-процессы с соответствующими подходами и привлечением подготовленных тьюторов. Результатом создания указанной непрерывной и индивидуальной для каждого обучающегося цифровой среды с возможностями дистанционного и асинхронного видов обучения должно стать появление «Цифрового университета». The research considers the questions of engineering education transformation in correlation with the current trends in industry and social sphere. Universal implementation of the computer equipment and means of telecommunications causes essential changes in the specified areas of human activity. The tendency of "digitalization" that originally appeared in project works in the development of CAD/CAM/CAE continues to spread to technique and technologies. Dynamics of the development of all the fields of social activity based on such digitalization, demands appropriate training for modern engineers. This engineers’ training is primarily associated with continuity of education, its individualization, application of distant and asynchronous forms of education to the educational sphere and business processes. However, specific ways to implement the transformation have not been sufficiently developed. Thus, the creation of new approaches to transformation is the relevant task and is the main concern of the paper. In this regard, the purpose of the paper is to give rationale and to choose the necessary measures directed to the transformation of engineering education. Such decisions are built on the advantages the use of IT technologies gives. As an initial step to support the continuity of education, the implementation of the information environment based on “personal and professional portfolio” of future engineers is offered. By analogy with medical records, such portfolios shall be started young age and be supported throughout human life; a portfolio must include mandatory closed data created by the assigned pedagogical professionals and open data filled by people through some kind of, “Life-long Professional Study”. Such environment shall turn into a system and basis for the choice of the direction for personal and professional formation. It is a multifunctional one: it should be a basis for the assistance to human being continuing development from competent teachers, scientists, experts; it should help to use the cutting-edge methods in choosing specified development; it should assist the enterprises and society to select teams for the implementation of business projects. Individualization of engineers’ training shall be based on the project approach connected to contractual research and development activities of the universities for the perspective directions of development of economy. To increase the efficiency of educational process it is offered to consider the training of engineers as business processes with the appropriate approaches and involvement of the trained tutors. The appearance of “The digital university” shall become the result of the creation of a specified continuous and personal digital environment for each student with the opportunities of distant and asynchronous types of training

The conceptual approaches to create the information-analytical system of educational management, which used modern methods of decision-making and simulation, web-technology are considered. The main criteria for selection of system development are: openness, free of charge, easy of use and independence of system software and hardware. The technology and the system itself meets the requirements as: focus on national and international standards in higher education, compliance with service-oriented architecture, ensure stable operation for a large number of users, support a clear division of users rights to obtain and change information resources, modularity of final product and its ability to integrate into the university corporate information system.

El crecimiento de infraestructura de TI (Tecnologías de la Información) ocasiona que muchos de los procesos mejoren al introducir sistemas de información automatizados, permitiendo generar mejores resultados con efectividad y apoyando al cumplimiento de objetivos organizacionales. El sector educativo universitario público puede beneficiarse del uso adecuado de TI, ayudando a mejorar tanto los procesos administrativos y académicos. Las TI pueden contribuir a mejorar la calidad de los procesos de enseñanza-aprendizaje, alineándose a los objetivos que persiguen las universidades, la formación de profesionales con calidad y estándares validados por instituciones que vigilan el cumplimiento de normas con fines de excelencia académica. Es necesaria por tanto una estrategia global, integral, consensuada y compartida por toda la comunidad universitaria en relación al uso de las TI. Sin embargo, la falta de un marco de referencia que posibilite aprovechar el uso de TI y que además genere valor a través de una buena gestión y gobierno corporativo de TI adecuado, así como la poca concientización en la alta dirección al no tener a las TI como un aliado estratégico, ha provocado que estas no hayan podido ser aprovechadas en toda su plenitud. Se propone una línea base que forme parte de un marco de gobierno corporativo de TI sencillo, progresivo y escalable que sirva de referente y adaptado a la realidad universitaria pública ecuatoriana. The growth of IT infrastructure, causes many processes to improve by introducing information systems, allowing to generate better results with effectiveness and supporting organizational goals. Public university education sector can also benefit of the proper use of IT, helping to improve both the processes administrative as the academic. Technologies can contribute to improving the quality of teaching-learning processes, aligning the objectives pursued by universities, the training of professionals with quality and standards validated by institutions that monitor compliance with standards for the purpose of academic excellence. Is required therefore a strategy global, comprehensive, consensual and shared by all the Community University in relation to the use of the IT. However, the lack of a framework that makes possible the use of IT and that also generates value through good management and corporate governance of IT, as well as the little awareness in the high address by not have to them IT as an Allied strategic, It has caused that these not have failed to be exploited in all its fullness. Proposes a line basis for a framework of IT corporate governance of simple, progressive, and scalable that serve as a reference and adapted to the Ecuadorian public University reality.

This thesis is situated in the context of the emergence of the ‘digital university’ in higher education. It addresses research questions which focus on organizational change, particularly on how a strategic shift to increase the provision of online distance education in a traditional, research-intensive, campus-focused university, affects the existing temporal and spatial practices of the institution. The research undertaken focuses on a UK university, during a period of strategic digital expansion in its postgraduate taught degree programmes, where funding is allocated by the institution to support a number of new courses and programmes, developed and designed to be available to students on a fully online basis. I take a narrative ethnographic research approach, which draws on interviews with university staff and students, alongside higher education policy and think-tank documents, and institutional websites. Particular attention is paid to the temporal aspects of each narrative account, in order to surface temporality over what I consider to be the spatial preoccupations of the literature and practices of online ‘distance’ education. Sustaining a critique of ‘anytime, anywhere’ accounts of online education, with a reminder that education takes place over time and in particular times and spaces, I draw on Sharma’s (2013) work on ‘critical time’, and particularly her notion of temporal ‘recalibration’ (2014), to think about complex temporal relations in the digital university. I go on to explore the idea of the digital university as transtemporal, as an alternative conceptualisation which opens up possibilities for imagining the university beyond its traditional temporal and spatial boundaries. I argue that understanding the dominant times and spaces of the university campus as central, and those accessing the campus in asynchronous or asymmetric ways as peripheral, may not just lead to spatially biased practices of distancing, but to a lack of recognition of emergent inequalities which are digitally reconfigured and potentially invisible. I conclude with some reflections on theoretical and methodological approaches to time and the digital in higher education and propose areas for future research.

Contemporary approaches to the digital transformation of practice in university research and teaching sometimes assume a convergence between the digital and openness. This assumption has led to the idea of ‘digital open scholarship,’ which aims to open up scholarship to participants from outside academic scholarly communities. But scholarship, digitality and openness exist in tension with each other – we can see the individual features of each, but we cannot make sense of the whole picture. It resembles an ‘impossible triangle’. Particularly confounding is the tension between digital scholarship and open knowledge, where the former is focused on the creation by specialist communities of knowledge of a stable and enduring kind, whilst the latter is characterised by encyclopaedic knowledge and participation that is unbounded by affiliation or location. However, we need not be permanently thwarted by the apparent impossibility of this triangle. It is a stimulus to look critically at the contexts of practice in which a relationship between scholarship, digitality and openness is sought. Constructive examples of such critique can be found in the emerging research field of literacy and knowledge practice in the digital university.Keywords: open scholarship, digital scholarship, research, public engagement, literacy, digital university(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21366 - http://dx.doi.org/10.3402/rlt.v21.21366

En este artículo repasaremos la evolución del uso de las tecnologías de la información en la docencia, para tras revisar las peculiaridades del mundo digital y las curvas que lo caracterizan, plantear algunas de las técnicas y metodologías que protagonizarán la docencia universitaria en los próximos años. Se pretende dar una visión panorámica y establecer un marco que dé sentido a las distintas tecnologías utilizadas en el aula, para que sirva de guía tanto a los profesores como a los directivos universitarios. A los profesores porque verán como sus actuaciones innovadoras individuales pueden enmarcarse en una estrategia coordinada. Y a los directivos universitarios para establecer políticas institucionales en relación al uso de la tecnología en la docencia y la apuesta por la docencia virtual. In this article, the evolution of the use of information technology in teaching is reviewed. After reviewing the special features of the digital world and the curves that characterize it, some techniques and methodologies that will be the focus in university teaching in the coming years are proposed. We intend to provide an overview and a framework that give meaning to the different technologies used in the classroom to serve as a guide to both teachers and university leaders. This way, teachers will see their individual innovative actions to be framed in a coordinated strategy, and university leaders will establish institutional policies to use the technology in teaching and to commit to online teaching.

El presente trabajo evalúa el estado de las webs institucionales de universidades públicas y privadas de España después de su adaptación al Espacio Europeo de Educación Superior (EEES). A partir de una guía de indicadores, elaborada por los autores, que atiende a aspectos relacionados con la construcción, diseño y desarrollo de sitios web, se valora el grado de mejora alcanzado en sus sitios web online públicos, la calidad de la información disponible y el uso de estrategias de comunicación que respondan a las nuevas necesidades y demandas de los usuarios. Este artigo avalia o estado das alianças institucionais públicas e universidades privadas em Espanha após a sua adaptação ao Espaço Europeu de Educação Superior (EEES). Como um guia para indicadores desenvolvidos pelos autores, que leva em consideração aspectos relacionados com o desenvolvimento do projeto, construção e website, avalia o grau de melhoria alcançado em seus sites públicos on-line, a qualidade da informação disponível e o uso de estratégias de comunicação que respondam às necessidades de mudança e demandas dos usuários. This study evaluates the institutional websites of public and private universities in Spain after its adaptation to the European Higuer Education Area (EHEA). From a quality indicators guide developed by the authors, which takes into aspects related to the construction, design and website development, assesses the level of improvement achieved in public online sites, the quality of information available and the use of communication strategies that meet the new needs and demands of users.

El presente trabajo evalúa el estado de las webs institucionales de universidades públicas y privadas de España después de su adaptación al Espacio Europeo de Educación Superior (EEES). A partir de una guía de indicadores, elaborada por los autores, que atiende a aspectos relacionados con la construcción, diseño y desarrollo de sitios web, se valora el grado de mejora alcanzado en sus sitios web online públicos, la calidad de la información disponible y el uso de estrategias de comunicación que respondan a las nuevas necesidades y demandas de los usuarios.

У статті йдеться про поняття електронного портфоліо у контексті середньої та вищої освіти. Автор торкається таких тем використання електронних портфоліо, як особливості розгортання цієї технології у середній та вищій освіті, зв’язок електронного портфоліо із майбутнім працевлаштуванням студентів а також проблеми, із якими стикаються студенти під час створення електронних портфоліо. Йдеться також про потенційні проблеми застосування електронних портфоліо, про те, як уникати технічних проблем при використанні системи електронних портфоліо для створення вмісту електронного навчання. Зрештою, автор надає інформацію про історію виникнення та розвитку поняття електронних портфоліо та їх значення в сучасному навчальному суспільстві. The article deals with the notion of an ePortfolio in context of secondary and higher education. The author describes such patterns of ePortfolio usage as peculiarities of deployment in secondary and higher education, connection of ePortfolio with future jobs of students, and challenges students face when creating a portfolio. The article also describes potential issues employing ePortfolios, how to avoid technical pitfalls when using the ePortfolio system for creating eLearning content. Lastly, the author provides original information dealing with the history of ePortfolios in contemporary academic society.

L'article vol caracteritzar la formació en xarxa com a objecte de recerca transversal propi del desenvolupament de la societat en xarxa. Per a això es presenten les premisses conceptuals, el marc institucional, els nivells d'estudi i els enfocaments de feina del nou Observatori de l'Activitat, la Innovació i les Tendències en la Formació en Xarxa, Scopeo. També es presenten els resultats de les dues primeres investigacions sobre la formació en xarxa en els quatre àmbits bàsics d'estudi: el nivell preuniversitari, el nivell superior, l'Administració pública i l'empresa privada. The article seeks to typify e-learning as a transversal object of study particular to the development of the network society. To that end, the article presents the conceptual premises, the institutional framework, the study levels and the working focal points of Scopeo, a new Observatory of Activity, Innovation and Trends in e-Learning. The article also presents the results of the first two research projects on e-learning in four basic study contexts: pre-university, higher education, public administration and private enterprise. El artículo busca caracterizar la formación en red como objeto de investigación transversal propio del desarrollo de la sociedad en red. Para ello se presentan las premisas conceptuales, el marco institucional, los niveles de estudio y los enfoques de trabajo del nuevo Observatorio de la Actividad, la Innovación y las Tendencias en la Formación en Red, Scopeo. Se presentan también los resultados de las dos primeras investigaciones sobre la formación en red en los cuatro ámbitos básicos de estudio: el nivel preuniversitario, el nivel superior, la Administración pública y la empresa privada.

L'article vol caracteritzar la formació en xarxa com a objecte de recerca transversal propi del desenvolupament de la societat en xarxa. Per a això es presenten les premisses conceptuals, el marc institucional, els nivells d'estudi i els enfocaments de feina del nou Observatori de l'Activitat, la Innovació i les Tendències en la Formació en Xarxa, Scopeo. També es presenten els resultats de les dues primeres investigacions sobre la formació en xarxa en els quatre àmbits bàsics d'estudi: el nivell preuniversitari, el nivell superior, l'Administració pública i l'empresa privada. The article seeks to typify e-learning as a transversal object of study particular to the development of the network society. To that end, the article presents the conceptual premises, the institutional framework, the study levels and the working focal points of Scopeo, a new Observatory of Activity, Innovation and Trends in e-Learning. The article also presents the results of the first two research projects on e-learning in four basic study contexts: pre-university, higher education, public administration and private enterprise. El artículo busca caracterizar la formación en red como objeto de investigación transversal propio del desarrollo de la sociedad en red. Para ello se presentan las premisas conceptuales, el marco institucional, los niveles de estudio y los enfoques de trabajo del nuevo Observatorio de la Actividad, la Innovación y las Tendencias en la Formación en Red, Scopeo. Se presentan también los resultados de las dos primeras investigaciones sobre la formación en red en los cuatro ámbitos básicos de estudio: el nivel preuniversitario, el nivel superior, la Administración pública y la empresa privada.

Se describen los objetivos y la estructura del "Libro Blanco de la Universidad Digital 2010"

[ES]La conferencia “Presentación de la Universidad de Salamanca Virtual” fue impartida en las II Jornadas de e-learning en las Administraciones Públicas, celebradas en Salamanca el 1 y 2 de julio de 2008.

Conferencia que trata de la universidad digital como nuevo modelo de docencia celebrada en el marco del "3º. Congreso Internacional del Software Libre y Web 2.0 en Educación y Formación : prácticas educativas en entornos web 2.0" celebrada en la Escuela de Relaciones Laborales del Campus de Leoia en la Universidad del País Vasco el dia 21 de noviembre de 2008.

We present here new formation systems implanted in Pierre and Marie Curie University for initial training. We study them along three different perspectives : the students targeted, their involvement during the training and the control in final exams. Ours results provide general materials to build such innovative systems. They are consistent with earlier general studies on innovation. They could bring some interesting development in the design of European rules for diploma., Une des actions de C@mpuSciences a été d'élaborer et de tester des dispositifs innovants. Nous présentons ici le cas de l'université Pierre et Marie Curie en formation initiale. Nous analysons ces dispositifs suivant trois axes centrés sur l'étudiant : public intéressé, participation pendant la formation, validation aux examens terminaux. Les résultats conduisent à un début de cahier des charges pour de tels dispositifs innovants, concordent avec les études générales sur l'innovation et ouvrent des perspectives dans le cadre du LMD.