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The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

Purpose of the study: The objective of this study was to look into the opportunities of using the transmedia technologies in art education, in particular in music teachers’ professional training, and to introduce the results of the online survey “Transmedia Technology in Art Education” that was carried out in Ukraine among both teachers’ and university students’ for investigating their mastery of transmedia technology. Methodology: This study was based on the online survey “Transmedia Technology in Art Education”. The survey was developed on the Google Forms platform and included 20 questions, divided into three blocks. To conduct the study, 40 students of State Higher Education Institution “Donbas State Pedagogical University” (Ukraine) and Communal Institution “Pokrovsk Pedagogical College” (Ukraine) and 31 university lecturers and secondary school teachers took part in the survey. Main Findings: The received data and their analysis show that the concept of transmedia technology and its essence is new and unknown for both students and teachers. The survey confirms that all survey participants are active ICT users who prefer searching for and sharing information on the Internet, using electronic guides and textbooks, and creating multimedia products. Fewer respondents prefer active methods of using ICT, such as an online stream, seminars, e-journals, learning materials with QR codes. It was found that the knowledge about ICT and skills to use it is the basis for mastering the transmedia technology and implementing it in music teachers’ professional training. Applications of this study: This study can be used by secondary school administrative staff to investigate the teachers’ mastery of transmedia technology, as well as by university teachers for implementing the transmedia strategy in music teachers’ professional training that contributes to the qualitative development of their professional competence. Novelty/Originality of this study: The novelty of the study lies in the attempt to investigate the level of music teachers’ mastery of transmedia technology and its potential opportunities for developing music teachers’ professional competence as there is no experience of using transmedia technology in the sphere of music teacher training.

The issue of designing the learning environment, which opens the access to modern educational resources and contributes to developing a new level of interaction between teachers and students, is extremely relevant for national system of higher education. The development of digital technologies makes it possible to design qualitative, hi-tech learning environment for training specialists of different professions. The signing the Association Agreement between Ukraine and EU accelerates the process of digitalizing national education that is proved by a number of legislative initiatives and strategic documents, Digital Agenda of Ukraine – 2020 (2016), Law of Ukraine On Education (2017), Concept “New Ukrainian School”, Regulation on Electronic Textbooks, and Regulation on National Educational Electronic Platform are among them. The purpose of the article is to analyse and generalize national and foreign experience about designing open electronic learning environment that gives an opportunity to model digital learning environment for training primary school teachers, as well as to describe the structure and content of this pedagogical phenomenon. The principles of open education and regulations of competence-based approach constitute the theoretical justification of research. The author analyse the national experience of designing innovative e-environment: the model of electronic educational platform – Universal educational environment – ACCENT ( http://ac-cent.com/ ) and electronic platform mobiSchool which are designed by Ukrainian scientists and implemented into the practice as web-tools of electronic learning in secondary schools. It is noted that foreign countries have more experience of creating electronic learning resources, including open digital learning tools, courses, and textbooks. Among widespread information and communication environments there are Open Educational Resources (OER, https://www.oercommons.org/ ), Coursera ( http://www.coursera.org ), Academic Earth ( http://academicearth.org ), and online platforms of repositories of educational resources of Harvard and Preston Universities, Massachusetts Technological Institution and others. It is set out that in foreign pedagogy studies more modern generation of learning resources, Next Generation of Digital Learning Environment (NGDLE). NGDLE is designed as a universal digital learning platform for school teachers and students, university teachers and students, locating and providing software, learning services and tools for learning management. The authors describe the project of digital learning environment for training primary school teachers, designed by the teachers of SHEI “Donbas State Pedagogical University”. The educational resource corresponds to the principles of open education and contains the following subsections: digital learning resources, web-conferences, webinars, scientific and methodological repository, methodological portal, distance courses for matriculants, forum and news.

Transmedia technology is a modern innovative system which scientists consider to be real communication revolution. Transmedia technology is investigated and actively implemented in different life spheres and social activities, such as mass media, journalism, marketing, culture, education etc. There is an urgent need to study the opportunities of using the transmedia technologies in art education, in particular in music teachers’ professional training. The implementing of transmedia technology in music teachers’ professional training contributes to the qualitative development of their professional competence, broadening of their outlooks, the improvement of artistic abilities, and professional skills. To study in detail both teachers’ and HEI students’ mastering of transmedia technology, the online survey “Transmedia Technology in Art Education” was held. HEI lecturers, secondary school Art teachers, teachers of Art school in Sloviansk, students of SHEI “Donbas State Pedagogical University” and Communal Institution “Pokrovsk Pedagogical College” took part in this questionnaire. The analysis of tests has proved the low level of acknowledgement about the essence of transmedia technology. However, it has demonstrated a high level of general technology knowledge and skills that makes it possible to implement the transmedia technology in educational process. We have revealed a number of issues which require the attention and further development.

The article focuses on a holistic retrospective analysis of the history of media education in Canada, which has been done for the first time. Based on the theoretical findings of Canadian media educators, the authors substantiate the periodization, identify the trends, the periodization criteria and three main periods of establishment and development of Canadian media education in the context of sociopolitical and socio-pedagogical determinants. The historical preconditions of the development of media education in Canada are revealed. The essence of media education is regarded as a theory study and development of practical skills for mastering modern mass media, which is considered as part of a specific, autonomous field of knowledge in pedagogical theory and practice. The authors determine that media education is associated with all types of media, which include the set of information and communication tools that each person interacts with in everyday life: printed (newspapers, magazines), auditive (radio, audio) and screen or audiovisual media (cinema, TV, video, multimedia, Internet, etc.); they identify the essential characteristics of media education, determine that media education is the form of media literacy and media culture of an individual; as well as they find out, characterize and systematize the gaps in media education in Canada. The article presents the evolution of media education programs, techniques as well as media education associations. In the context of studying the experience of Canadian media theorists and practitioners, the necessity of applying positive Canadian experience to solve the problems of implementing media education in Ukraine in terms of reforming and humanizing its educational space has been substantiated.