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The paper aims to present application of Educational Data Mining and particularly Case-Based Reasoning (CBR) for students profiling and further to design a personalised intelligent learning system. The main aim here is to develop a recommender system which should help the learners to create learning units (scenarios) that are the most suitable for them. First of all, systematic literature review on application of CBR and its possible implementation to personalise learning was performed in the paper. After that, methodology on CBR application to personalise learning is presented where learning styles play a dominate role as key factor in proposed personalised intelligent learning system model based on students profiling and personalised learning process model. The algorithm (the sequence of steps) to implement this model is also presented in the paper.

The paper is aimed to present a methodology of learning personalisation based on applying Resource Description Framework (RDF) standard model. Research results are two-fold: first, the results of systematic literature review on Linked Data, RDF "subject-predicate-object" triples, and Web Ontology Language (OWL) application in education are presented, and, second, RDF triples-based learning personalisation methodology is proposed. The review revealed that OWL, Linked Data, and triples-based RDF standard model could be successfully used in education. On the other hand, although OWL, Linked Data approach and RDF standard model are already well-known in scientific literature, only few authors have analysed its application to personalise learning process, but many authors agree that OWL, Linked Data and RDF-based learning personalisation trends should be further analysed. The main scientific contribution of the paper is presentation of original methodology to create personalised RDF triples to further development of corresponding OWL-based ontologies and recommender system. According to this methodology, RDF-based personalisation of learning should be based on applying students' learning styles and intelligent technologies. The main advantages of this approach are analyses of interlinks between students' learning styles according to Felder-Silverman learning styles model and suitable learning components (learning objects and learning activities). There are three RDF triples used while creating the methodology: "student's learning style - requires - suitable learning objects", "student's learning style - requires - suitable learning activities", and "suitable learning activities - require - suitable learning objects". In the last triple, "suitable learning activities" being the object in the 2nd triple, becomes the subject in the 3rd triple. The methodology is based on applying pedagogically sound vocabularies of learning components (i.e. learning objects and learning activities), experts' collective intelligence to identify learning objects and learning methods / activities that are most suitable for particular students, and intelligent technologies (i.e. ontologies and recommender system). This methodology based on applying personalised RDF triples is aimed at improving learning quality and effectiveness.

Straipsnyje yra pristatyta mokymosi personalizavimo pagal besimokančiųjų poreikius metodologija, kurioje yra naudojamos intelektinė daugiaagentė mokymosi sistema ir duomenų tyryba. Mokymosi personalizavimas yra įgyvendinamas remiantis keliais metodais. Felderio ir Silverman mokymosi stilių modelis naudojamas besimokančiųjų profiliams kurti, o tikimybiniai tinkamumo rodikliai yra identifikuojami tam, kad būtų galima susieti mokomuosius komponentus (t. y. mokomuosius objektus, mokomąsias veiklas ir mokymosi aplinką) su konkrečių besimokančiųjų mokymosi stiliais. Kitos pasiūlytos mokymosi sistemos kūrimo technologijos yra ontologijos, rekomendavimo sistema, intelektiniai programiniai agentai ir edukacinių duomenų tyryba (mokymosi analitika). Personalizuotais mokomaisiais moduliais čia vadinami moduliai, sudaryti iš mokomųjų komponentų, kurie turi aukščiausius tikimybinius tinkamumo rodiklius konkrečių besimokančiųjų atžvilgiu. Straipsnyje visų pirma yra atlikta intelektinių programinių agentų taikymo švietime sisteminė apžvalga „Clarivate Analytics Web of Science“ duomenų bazėje. Antra, yra aprašyti mokymosi personalizavimo metodai, taikant intelektines technologijas mokomiesiems moduliams, optimizuotiems konkretiems besimokantiesiems, kurti. Sukurti besimokančiųjų profiliai ir personalizuoti mokomieji moduliai yra toliau koreguojami duomenų tyrybos metodais ir priemonėmis. Detaliau yra pristatomas intelektinės daugiaagentės mokymosi sistemos, grįstos minėtomis technologijomis, modelis. Esminiai pasiūlytos technologijos sėkmės veiksniai yra edukologijos atžvilgiu kokybiški mokomųjų komponentų žodynai, mokomųjų komponentų ekspertinis vertinimas jų tinkamumui konkretiems besimokantiesiems įvertinti, taip pat ontologijų, rekomendavimo sistemos, intelektinių programinių agentų ir duomenų tyrybos taikymas.

Straipsnio tikslas yra pristatyti personalizuotų mokomųjų modulių / scenarijų priimtinumo, naudojamumo ir tinkamumo konkretiems besimokantiesiems metodologiją (t. y. modelį ir metodą). Mokomaisiais moduliais / scenarijais čia vadinamos mokomųjų komponentų (mokomųjų objektų, mokomųjų veiklų ir mokomosios aplinkos) metodologinės sekos. Aukštos kokybės mokomieji moduliai turi būti sudaryti iš mokomųjų komponentų, kurie yra optimizuoti konkrečių besimokančių asmenų atžvilgiu pagal jų asmeninius poreikius, t. y. mokymosi stilius. Straipsnyje optimizuoti mokomieji moduliai reiškia mokomuosius modulius, sudarytus iš komponentų, kurie turi aukščiausius tikimybinius tinkamumo rodiklius konkrečių besimokančiųjų atžvilgiu pagal Felderio ir Silverman mokymosi stilių modelį. Straipsnyje pateikta personalizuotų mokomųjų modulių vertinimo metodologija yra grindžiama (1) daigiakriterių sprendimų analizėje gerai žinomais vertinimo kriterijų identifikavimo principais; (2) edukacinių technologijų priimtinumo ir pasitenkinimo modeliu (ETAS-M), grįstu gerai žinomu vieningos technologijų priimtinumo ir naudojamumo teorijos (UTAUT) modeliu, ir (3) tikimybiniais tinkamumo rodikliais mokomųjų komponentų tinkamumui konkretiems besimokantiesiems identifikuoti pagal jų mokymosi stilius. Straipsnyje pristatyta personalizuotų mokomųjų modulių priimtinumo, naudojamumo ir tinkamumo vertinimo metodologija yra absoliučiai nauja mokslo literatūroje, pateikta ir metodologijos įgyvendinimo pavyzdžių, naudojant skirtingus vertinimo kriterijų svorius. Ši metodologija yra taikytina realiose gyvenimo situacijose, kai mokytojai turi padėti mokiniams kurti ir taikyti mokomuosius modulius, kurie yra tinkamiausi pagal jų poreikius, ir tuo būdu pagerinti švietimo kokybę ir efektyvumą.

The paper aims to present a methodology (i.e. model and method) to evaluate suitability, acceptance and use of personalised learning scenarios. High-quality learning scenarios should consist of the learning components (i.e. learning objects, learning activities, and learning environment) optimised to particular students according to their personal needs, e.g. learning styles. In the paper, optimised learning scenarios mean learning scenarios composed of the components having the highest probabilistic suitability indexes to particular students according to Felder–Silverman learning styles model. Personalised learning scenarios evaluation methodology presented in the paper is based on (1) probabilistic suitability indexes to identify learning components suitability to particular students needs according to their learning styles, and (2) Educational Technology Acceptance & Satisfaction Model (ETAS-M) based on well-known Unified Theory on Acceptance and Use of Technology (UTAUT) model.

The paper aims to analyse application trends of intelligent multi-agent systems to personalise learning. First of all, systematic literature review was performed. Based on the systematic review analysis, the main trends on applying multi-agent systems to personalise learning were identified. Second, main requirements and components for an educational multi-agent system were formulated. Third, based on these components a model of intelligent personalized system is proposed. The system employs five intelligent agents: (1) learning styles identification software agent, (2) learner profile creation software agent, (3) pedagogical suitability software agent, (4) optimal learning units/scenarios creation software agent, and (5) learning analytics/educational data mining software agent.

The paper aims to suggest a method of using artificial neural for learning personalisation. Learning personalisation consists form learning style identification then linking it to learning activities and objects which correspond to learning style. But the problem is that learning style identified by questionnaire cannot guarantee adequacy and objectivity. In order to overcome this issue we can use artificial neural network which could analyse learner in learning activities and interaction with learning objects and correct learning style and scenarios characteristics according to collected information.

The paper is aimed to analyse the problem of personalisation of Virtual Reality/Augmented Reality/Mixed Reality (VR/AR/MR) based learning systems. Research results are two-fold: first, the results of systematic literature review are presented, and, second, VR/AR/MR-based learning systems personalisation framework is proposed. First of all, systematic literature review on research topic was conducted in Thomson Reuters Web of Science database and applying Semantic Scholar search tool. The review revealed that strides are being made in education using VR/AR/MR, although much needs to be done. The possibilities of VR/AR/MR application in education seem to be endless and bring many advantages to students of all ages. Few are creating content that may be used for educational purposes, with most advances being made in the entertainment industry, but many understand and realise the future and importance of education applying VR/AR/MR. Many studies argue that new VR/AR/MR-based learning systems are more effective in comparison with traditional ones. Teachers and students like learning content and activities provided by VR/AR/MR technologies. On the other hand, although the concept of VR/AR/MR has already been proposed more than 20 years ago, most applications are still limited to simple visualisation of virtual objects onto spatially limited scenes, and the developed systems did not pass the barrier of demonstration prototypes. Many authors agree that personalisation of VR/AR/MR-based learning platforms should be further analysed. Original personalisation framework of VR/AR/MR-based learning systems is also presented in the paper. According to the framework, personalisation of VR/AR/MR learning systems should be based on applying learners models and intelligent technologies e.g. expert evaluation, ontologies, recommender systems, software agents etc. This pedagogically sound personalisation framework is aimed to improve learning quality and effectiveness.

In the paper, learning scenarios (units) quality evaluation and optimisation problems are analysed. Learning scenarios optimisation is referred here as its personalisation according to learners needs. In the paper, comparative analysis of two popular optimisation methods based on Fuzzy numbers theory and Analytic Hierarchy Process is performed, aiming to measure what method is the most suitable to evaluate the quality of personalised learning scenarios. Learning scenarios quality is referred here as its suitability to learners needs. Research results show that Fuzzy numbers theorybased methods are more suitable to evaluate the quality of personalised learning scenarios.

The paper aims to present an original probabilistic method to creating personalised learning activities and units. The method is based on evaluating learning components suitability to students needs according to their learning styles. In the paper, Felder–Silverman Learning Styles Model and Inquiry Based Learning method suitable to learn Math are used. Expert evaluation method based on Trapezoidal Fuzzy Numbers theory is applied in the research to obtain numerical values of suitability of IBL activities to students learning styles. Personalised learning units should consist of learning components (i.e. learning activities) that are optimal (i.e. the most suitable) to particular students according to their learning styles. Optimal means having the highest suitability index. In the paper, this original probabilistic method is applied to establish probabilistic suitability of IBL activities to particular students.

The paper aims to analyse Educational Data Mining/Learning Analytics application trends to personalise learning. First of all, systematic literature review was performed. Based on the systematic review analysis, the main trends on applying educational data mining methods to personalise learning were identified. Second, three main tendencies on educational data mining/learning analytics application in education were formulated. They are: (a) Educational Data Mining/Learning Analytics support self-directed autonomous learning; (b) Educational Data Mining/Learning Analytics systems become essential tools of educational management; and (c) most teaching is delegated to computers, and Educational Data Mining/Learning Analytics based recommendations become better and more reliable than those that can be produced by even the best-trained teachers.

The paper aims to present research results on using Web 2.0 tools for learning personalisation. In the work, personalised Web 2.0 tools selection method is presented. This method takes into account student's learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools, and to implement this method in prototype of knowledge-based recommender system. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The novel method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created, and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.

The paper aims to present a new methodology to evaluate the quality of features and functionality of learning object repositories (LORs). The quality of features and functionality of LORs is analysed in terms of engaging LOR users and content producers. Thus, it can be referred to as quality-in-use of LORs. This methodology consists of creation and consequent application of methods and the model for the quality-in-use of LORs. The model of the quality-in-use of LORs is presented in this paper. The methodology for evaluating the quality-in-use of LORs is based on the general MCEQLS (Multiple Criteria Evaluation of the Quality of Learning Software) approach to evaluate the quality of learning software. The essential part of the novel methodology is the application of improved Fuzzy AHP method to establish criteria weights of the quality-in-use of LORs. It is shown that the created methodology is suitable and stable for evaluating the quality of LOR features and its functionality. A more detail presentation is given on the results of the expert evaluation of the quality-in-use of three LORs that are most popular in Lithuania against the proposed methodology. The novelty of the presented research is achieved through the innovative instrument consisting of the model of the quality-in-use of LORs and the Fuzzy AHP method. The presented methodology could serve as a technological tool for decision making in education as well as in different areas of economy. First published online: 03 Nov 2015

Purpose – the paper aims to analyse e-learning content and repositories along with the problems of learning organisation interoperability. The main objective of the paper is to analyse scientific research results and the newest international experience in the area and to provide interoperability guidelines and recommendations for the implementation of appropriate Lithuanian state programmes. The learning content and repositories recommendations are designed for the implementation of the Lithuanian education portal project as well as Lithuanian Virtual University (LVU) programme’s information services’ (LABT / eLABa) and e-learning services’ (LieDM) sub-programmes. The whole education institution recommendations are designed for the maintenance and development of LVU programme’s management services’ (LieMSIS) system.Design/methodology/approach – methods used for the general analysis of proposed interoperability guidelines (reccomendations) were bibliographic research and comparative analysis of Lithuanian and foreign scientific works published in periodicals and large-scale EU-funded interoperability projects deliverables. System analysis and comparative analysis methods were used in order to formulate and analyse systems’ interoperability guidelines and recommendations. The author employed the experimental research method while working in the appropriate EU-funded interoperability projects to form the guidelines (recommendations). In order to summarize the results, the evaluative research method was used..Findings – the international guidelines and recommendations presented in the paper could be suitable for implementation while developing Lithuanian state education information systems such as the Lithuanian education portal, the Lithuanian academic libraries’ (eLABa) system, the Lithuanian distance learning system (LieDM), and the Lithuanian universities’ management system (LieMSIS).Research limitations/implications – the paper presents the author’s viewpoint on the probable implementation of several well-known international approaches, standards and specifications to improve interoperability of the different components of the LVU programme.Practical implications – the proper implementation of the proposed interoperability guidelines and recommendations could considerably improve the interoperability level of Lithuanian state e-learning management systems.Originality/Value – this type of analysis has been performed and recommendations have been applied to the LVU case study for the first time in scientific literature.

The paper is aimed to analyse the external expert evaluation results of eContentplus programme's iCOPER (Interoperable Content for Performance in a Competency-driven Society) project's deliverables, especially quality control and Web 2.0 technologies report. It is a suitability report for better practice concerning the use of Web 2.0 technologies and associated quality control mechanisms within the iCOPER best practice network. It aims to outline the key topics and associated standards and specifications found in this community. These illustrate a set of best practice issues for developing educational resources open for remixing and repurposing, tailored to a European dimension. Information relating to both the evidence and experience of using standards and specifications for the delivery of Web 2.0 tools in the community has also been captured. This includes an indication of the most popular technical platforms for content development, sharing and reuse with respect to the new media as well as an indication of quality control methods for them if used. The paper is also aimed to analyse the first results of Lifelong Learning Programme's (LLP) te@ch.us project. The project plans to set up a web community for teachers interested in integrating Web 2.0 in classes at school.

The paper aims to analyse several scientific approaches how to evaluate, implement or choose learning content and software suitable for personalised users/learners needs. Learning objects metadata customisation method as well as the Method of multiple criteria evaluation and optimisation of learning software represented by the experts' additive utility function are analysed in more detail. The value of the experts' additive utility function depends on the learning software quality evaluation criteria, their ratings and weights. The Method is based on the software engineering Principle which claims that one should evaluate the learning software using the two different groups of quality evaluation criteria - `internal quality' criteria defining the general software quality aspects, and `quality in use' criteria defining software personalisation possibilities. The application of the Method and Principle for the evaluation and optimisation of learning software is innovative in technology enhanced learning theory and practice. Application of the method of the experts' (decision makers') subjectivity minimisation analysed in the paper is also a new aspect in technology enhanced learning science. All aforementioned approaches propose an efficient practical instrumentality how to evaluate, design or choose learning content and software suitable for personalised learners needs.

Currently virtual learning environments (VLEs) and learning objects (LOs) repositories are under active implementation into general education and vocational training system in Lithuania. The article aims to review LOs interoperability standards development tendencies as well as to compare VLEs under existing well-developed pedagogical and technical evaluation frameworks in order to suggest the most suitable one for wider implementation to support active socio-constructivist pedagogies in in-service teacher training and overall in Lithuanian general education and vocational training systems.

Solution of the problem of optimal school scheduling is very important to make the work of comprehensive schools more effective. Here the sequence of teaching subjects, regarded as tools, can be changed. One needs to reduce the sum of gaps (“empty” hours) in the teacher schedules. There should be no gaps for students. Different classes are considered as different tasks. The classrooms, including the computer and physics rooms and studies, are the limited resources. The most difficult example is scheduling of profiled school. Here eleventh and twelfth grade students are choosing several subjects from the list of available ones. This means that each student works by his own schedule. We search for the most convenient feasible schedule. The inconveniences are evaluated by penalty points. The purpose of the study is to analyze several commercial scheduling programs which are prevalent in Lithuania at the moment and to compare them with existing timetable version of Optimization Department of Lithuanian Institute of Mathematics and Informatics (IMI) from optimal scheduling point of view. Therefore our research object is to study and compare the quality of optimization algorithms of these programs. One of the tasks is to identify existing commercial scheduling programs which might be right for Lithuanian profiled comprehensive schools. Another task is to perform the tentative comparison of scheduling programs MIMOSA, aSc Timetables and IMI timetable version from the point of view of quality of optimal scheduling. We used three stages for study of these programs: 1) scheduling without any confines – it’s allowable to consecutively add two equal subjects, the ultimate number of lessons per day is 10 and teachers are working without day offs; 2) reduction of ultimate number of lessons to 9 lessons per day; 3) optimal scheduling of real Vilnius secondary school.

The aim of the paper is to present a new simple to use and efficient MCEQLS (Multiple Criteria Evaluation of the Quality of Learning Software) TFN (Trapezoidal Fuzzy Numbers) method for the expert evaluation of the quality and reusability of learning objects (LOs). MCEQLS and TFN methods are analysed, improved, and practically applied to present the decision analysis process for selecting LOs suitable to reuse in different pedagogical situations and in different education systems. The research results are implemented in eQNet – a three-year strategic pan-European project focused on reusability of LOs. A novel method of consecutive application of Fuzzy Numbers theory to establish the weights of LOs quality criteria and MCEQLS approach to establish final evaluation results are explored in more detail. A number of multiple criteria decision analysis principles are applied to create a comprehensive quality model (criteria system) for evaluating the quality and reusability of LOs. Several practical examples of LOs evaluated against the proposed MCEQLS TFN method are presented in the paper. The research results have shown that the proposed method is quite objective, exact, simple to use, and efficient for selecting qualitative reusable LOs alternatives in the market.

The study is the first attempt to systematically gather information about what is happening in research and education in the ICT field in the Baltic countries and Northwest Russia, so it is mostly a general investigation and fact-finding project, leading to possible future research and activities in the field. The study will estimate how well the supply of eSkills, that is, educated ICT graduates, meets the requirements of the ICT industry and the needs of the market in Northwest Russia, Kaliningrad, Estonia, Latvia and Lithuania. The main objective of this study can be divided into three tasks: • Surveying educational organisations providing ICT education and training in the region. The main technical universities, high schools and other public and private institutions, as well as research centres, will be examined with the goal of charting what specialists are being produced and what research is being carried out in the universities and research institutions of the region. • Identifying the market needs for ICT competence with the focus on the ICT industry and SMEs. • Highlighting discrepancies between the supply of ICT educated graduates and the demand of the digital economy.

Purpose – the paper aims to analyse e-learning content and repositories along with the problems of learning organisation interoperability. The main objective of the paper is to analyse scientific research results and the newest international experience in the area and to provide interoperability guidelines and recommendations for the implementation of appropriate Lithuanian state programmes. The learning content and repositories recommendations are designed for the implementation of the Lithuanian education portal project as well as Lithuanian Virtual University (LVU) programme’s information services’ (LABT / eLABa) and e-learning services’ (LieDM) sub-programmes. The whole education institution recommendations are designed for the maintenance and development of LVU programme’s management services’ (LieMSIS) system.Design/methodology/approach – methods used for the general analysis of proposed interoperability guidelines (reccomendations) were bibliographic research and comparative analysis of Lithuanian and foreign scientific works published in periodicals and large-scale EU-funded interoperability projects deliverables. System analysis and comparative analysis methods were used in order to formulate and analyse systems’ interoperability guidelines and recommendations. The author employed the experimental research method while working in the appropriate EU-funded interoperability projects to form the guidelines (recommendations). In order to summarize the results, the evaluative research method was used.Findings – the international guidelines and recommendations presented in the paper could be suitable for implementation while developing Lithuanian state education information systems such as the Lithuanian education portal, the Lithuanian academic libraries’ (eLABa) system, the Lithuanian distance learning system (LieDM), and the Lithuanian universities’ management system (LieMSIS).Research limitations/implications – the paper presents the author’s viewpoint on the probable implementation of several well-known international approaches, standards and specifications to improve interoperability of the different components of the LVU programme.Practical implications – the proper implementation of the proposed interoperability guidelines and recommendations could considerably improve the interoperability level of Lithuanian state e-learning management systems.Originality/Value – this type of analysis has been performed and recommendations have been applied to the LVU case study for the first time in scientific literature.Research type: viewpoint, technical paper, case study, general review.

The aim of the paper is to present a new MCEQLS AHP method for the expert evaluation of quality of learning scenarios. A special attention is paid to suitability of scenarios to particular learner groups (styles). Solution of learning scenarios quality evaluation and optimisation problem could help educational institutions to select suitable scenarios for particular learning styles. The research results will be implemented in iTEC – a four-year, largest pan-European e-learning R&D project focused on the design of the future classroom funded by 7th Framework Programme. A novel method of consecutive triple application of AHP is explored in more detail. Suitability of several iTEC scenarios to particular learner groups is also analysed in the paper. A number of multiple criteria decision analysis principles are applied to create a comprehensive quality model (criteria tree) for evaluating quality of scenarios. Several optimisation methods are explored and applied to optimise learning scenarios in conformity with particular learning style. Several practical examples of iTEC learning scenarios alternatives have been evaluated against the proposed MCEQLS AHP method. The research results have shown that the proposed MCEQLS AHP method is quite objective, exact and simple to use for selecting qualitative scenarios alternatives for particular learner groups.

The goal of this paper is to determine whether the VLE Moodle 2.2 is a sufficient for successful learning inresponse to appropriate learning activities suitable to particular learning style. The survey showed that the majorityof these tools are applied in Moodle. The problem is that it is quite difficult for the learner to identify all these tools while working in VLE, and use them in a proper way. Therefore, it is recommended to constructand install semanticsearch engine for learning toolsinto VLE. The engine will facilitate the search processby optimizing workloads, thereby improving learner’s satisfaction and improving the efficiency andeffectiveness of the learning process.

The paper is aimed to analyse the problems of evaluation of quality of learning scenarios. Multiple criteria analysis principles are applied to form learning scenarios quality model. Several alternatives of learning scenarios that are widely used in Europe are analysed in the paper. These alternatives are evaluated with the help of the created quality model and application of triangular and trapezoidal fuzzy numbers methods. Research results show that both these methods are applicable in practice while evaluating quality of learning scenarios alternatives, and their application shows in principle similar results while comparing different alternatives of learning scenarios.

The paper is aimed to analyse the learning objects quality evaluation model taking into account learning objects reusability principles. Multiple criteria analysis methods and quality evaluation criteria identification principles are used to create the learning objects quality evaluation model. The portrait of the sets of the learning objects reusability principles and the learning objects quality evaluation criteria is presented in the paper. This portrait shows the bilateral cohesion of these principles and criteria. The presented learning objects quality evaluation model is usable in education institutions while selecting learning objects in the market or free-of-charge repositories.

Several distance learning courses adaptation aspects are analyzed in the paper. Adaptation characteristics of virtual learning environments and distance learning courses are considered very significant quality factors in scientific literature. These factors warrant the better adaptability of distance learning courses to the different learners’ needs, and therefore, the better learning quality. While creating distance learning courses according to “Computer training systems” teaching program for VGTU IV course students, there was an additional course adaptation requirement for the students. The aim of this paper is to analyze the students’ works from courses’ adaptation point of view. The paper is also aimed to analyze which course sequencing rules are the mostly clear and often used by the students.

The paper is aimed to analyse the application of several scientific approaches, methods, and principles for evaluation of quality of digital learning objects (LOs) for Mathematics subject. The authors analyse the following approaches to minimise subjectivity level in expert evaluation of LOs quality, namely: (1) principles of multiple criteria decision analysis for identification of quality criteria, (2) technological quality criteria classification principle, (3) fuzzy group decision making theory to obtain evaluation measures, (4) normalisation requirement for criteria weights, and (5) scalarisation method for LOs quality evaluation. The applied approaches have been used practically for evaluation of LOs while implementing European Lifelong Learning programme’s eQNet project in Lithuanian comprehensive schools in winter and spring 2010.

Šio darbo tikslas – išanalizuoti, kurios virtualiosios mokymosi aplinkos (VMA) priemonės yra svarbiausios mokymosi procese ir, atsižvelgiant į visapusišką VMA techninės kokybės modelį, pasiūlyti VMA tobulinimo kryptis. Šiam tikslui buvo organizuota Lietuvos universitetų studentų apklausa. Tyrimo rezultatai rodo, kad, studentų nuomone, mokymosi procese VMA personalizavimo kokybės kriterijai yra svarbesni už VMA adaptavimo kriterijus. Straipsnyje analizuojamos kelios VMA adaptyvumo ir apskritai adaptavimo kokybės tobulinimo kryptys. Improvement of Technical Quality of Virtual Learning Environments Eugenijus Kurilovas, Irina Vinogradova Summary The paper is aimed to analyze which Virtual Learning Environment (VLE) tools are most useful for students in the learning process, and to propose the trends for VLE quality improvement considering the existing comprehensive VLE technical quality evaluation model. Lithuanian university students survey was organised for this purpose. The results show that the VLE personalization quality evaluation criterion is most useful for students in the learning process, while the adaptivity criterion was ranked lower. Several trends are proposed to improve VLE adaptivity and overall adaptation quality.

Straipsnyje aprašomas profi linių klasių tvarkaraščio sudarymas. Šio tipo uždaviniams spręsti nėra sukurta polinominio sudėtingumo algoritmų, todėl naudojami euristiniai optimizavimo metodai. Šiame straipsnyje aprašomi rezultatai, gauti naudojant lokalios paieškos metodus – lokalų determinuotą, lokalų atsitiktinį, atkaitinimo modeliavimo ir Bayeso – siekiant palengvinti profi linių klasių uždavinio sprendimą. Straipsnyje aprašoma nauja metodika tokio tipo uždaviniams spręsti. Tai Atkaitinimo modeliavimo parametrų optimizavimas naudojant Bayeso metodus. Kitas naujumas, aprašomas šiame straipsnyje, yra vektorinis optimizavimas naudojant tokius Pareto optimalius tvarkaraščius, kurie tenkintų individualius euristinius mokyklos kriterijus. Sukurtoje programoje „Optima“ yra įdiegti keturi optimizavimo metodai. Analizuojami rezultatai gauti taikant šiuos metodus. Optimal School Scheduling Problem Lina Pupeikienė, Eugenijus Kurilovas Summary The main problem investigated in the paper is optimization of the profi led school schedule. This kind of task does not have any algorithms of polynomial complexity therefore the principal attention is paid to heuristic methods. The paper reports on the results of experimentation with the local search techniques – such as Local, Local Random, Simulated Annealing and Bayes – for optimization of the profi led school schedule. A new element of this work is optimization of Simulated Annealing (SA) parameters using special Bayes (BA) methods. Another new element is application of vectorial optimization theory by fi xing Pareto optimal schedules such that would satisfy the subjective criteria of a concrete school. The created “Optima” program has four optimization algorithms for making the best school schedule. The results of application of each technique are analyzed.

Straipsnyje analizuojamos pedagogų informacinių ir komunikacinių technologijų (IKT) kompetenciją ugdančių studijų Lietuvos universitetuose ir kolegijose programos, būsimų pedagogų IKT kompetencijų vertinimas. Šie rezultatai lyginami su pedagogų edukacinės IKT kompetencijos kurso reikalavimais, kurie nusakyti Lietuvos mokytojų kompiuterinio raštingumo programoms. Straipsnis grindžiamas duomenimis, sukauptais atlikus Švietimo informacinių technologijų centro užsakytą mokslinį tyrimą „Pedagogų rengimas IKT taikymo aspektu“. Tyrimas reprezentatyvus šalies mastu. Šio tyrimo išvadomis ir rekomendacijomis numatoma vadovautis sudarant ir įgyvendinant visų lygių mokytojų rengimo ir perkvalifi kavimo studijų, kvalifi kacijos tobulinimo programas ir mokytojų atestaciją. Pagrindinis straipsnio tikslas yra pristatyti ir apibendrinti svarbiausias šio tyrimo išvadas ir rezultatus. Teacher Training on ICT Application in Education: Situation Analysis and Proposals for Improvement Eugenijus Kurilovas, Valentina Dagienė Summary The article is aimed to analyse the existing study programmes on the teachers ICT competencies in Lithuanian Universities and Colleges, the future teachers’ self-evaluation of their educational ICT competencies, to compare these results with the requirements of the course on the teachers’ educational ICT literacy based on the existing Lithuanian requirements for teachers’ educational ICT literacy programmes. The article is based on the data of the research report “Teachers Training on ICT Application in Education” booked by the Centre for Information Technologies in Education. The research is representative. The conclusions and recommendations of the research are proposed to implement while planning and implementing all level studies and teachers’ in-service training programmes as well as teachers’ certifi cation. The main aim of the paper is to present and summarise the research conclusions and recommendations.

Šiame straipsnyje nagrinėjamos pagrindinės mokslinės ir technologinės problemos yra susijusios su bendru moksliniu požiūriu į bendrojo lavinimo sistemos el. mokymosi turinio ir paslaugų sistemos (čia – skaitmeninės švietimo išteklių ir paslaugų bibliotekos, toliau – biblioteka) kūrimą. Nagrinėjimo objektas yra lankstus bibliotekos sudedamųjų dalių architektūros modelis, suteikiantis savo naudotojams individualizuoto mokymosi galimybių. Straipsnyje yra nagrinėjamas pagrindinių bibliotekos sudedamųjų dalių (t. y. mokymosi objektų) maksimalaus pakartotinio pla tesnio panaudojimo principas. Straipsnyje yra pristatomas bibliotekos modelis, grindžiamas diegiamomis modulinės architektūros mažesnių atvirojo kodo el. turinio ir paslaugų sudedamosiomis dalimis. Sudedamųjų dalių sąveikumas ir standartai yra pagrindiniai bibliotekos funkcionavimo veiksniai, todėl pagrindinis dėmesys straipsnyje buvo skiriamas bibliotekos sąveikumo gairių kūrimui. Pagrindiniai klausimai yra: kurie standartai turi būti naudojami, kodėl, t. y. aiškios gairės. Detaliau nagrinėjamas Lietuvos bibliotekos bendrojo lavinimo sistemos kūrimo atvejis. Interoperability framework for components of digital library of educational resources and services (english) Eugenijus Kurilovas, Svetlana Kubilinskienė Summary The main scientific and technologic problems investigated in this work deal with the overall approach to creation of a flexible cost-effective e-learning content and services system (referred to as the Digital library of education resources and services, DLE) for primary and secondary education. The main topic here is a flexible architecture model of DLE components, providing learning customisation possibilities for its users. The principle of ultimate increase of the main DLE components’ (i.e. learning objects) reusability is considered. A DLE model based on modular architecture, as small as possible open source reusable e-content and e-services components is presented. Standards and interoperability are the key factors in the successful introduction of such kind of DLEs, and therefore attention in the work was focussed on investigating the possible interoperability framework for creating the architecture model of DLE components. The major issues here are the standards, the reasons for their use and a clear framework. The Lithuanian DLE for primary and secondary education, based of this approach, is presented in more detail.

The notions of digital library of educational resources and services (DLE) and its main components are presented in the article. DLE is considered here to be the aggregate of knowledge repositories and services organized as complex information system. The requirements and the framework for such system’s architecture design aimed to implement the approach based on the main DLE’s components’ reusability and learning customisation possibilities for its users are briefly presented in the article. The main components of such DLEs are learning objects (LOs, i.e. learning assets (LAs) and units of learning (UoLs)), their repositories, and appropriate services such as virtual learning environments (VLEs). The article aims to describe the original LOs evaluation instrument based on presented approach for DLE design as well as the original method for complex evaluation of VLEs compounding pedagogical, organizational and technical evaluation criteria. Homogeneous, simple and clear criteria rating system is suggested for all main DLE components evaluation. Skaitmeninė mokymo(si) išteklių ir paslaugų biblioteka: sudedamųjų dalių vertinimas Eugenijus Kurilovas Santrauka Straipsnyje pateikiamos skaitmeninės mokymo(si) išteklių ir paslaugų bibliotekos (toliau – biblioteka) ir jos pagrindinių sudedamųjų dalių sąvokos. Biblioteka čia suprantama kaip žinių saugyklų ir atitinkamų paslaugų visuma, suprojektuota kaip kompleksinė informacinė sistema. Straipsnyje trumpai aptariami reikalavimai ir tokių sistemų architektūros projektavimo karkasas, kurių tikslas yra: įgyvendinti mokslinį požiūrį į biblioteką, grindžiamą jos sudedamųjų dalių daugkartinio naudojimo bei naudotojų mokymo(si) individualizavimo galimybėmis. Pagrindinės tokios bibliotekos sudedamosios dalys yra mokymosi objektai (MO, t. y. mokymosi komponentai ir mokymosi vienetai), jų saugyklos ir atitinkamos paslaugos, tokios kaip virtualios mokymosi aplinkos. Straipsnyje aprašomas originalus MO vertinimo įrankis, grindžiamas pasiūlytu moksliniu požiūriu į bibliotekos architektūros projektą, taip pat originalus virtualių mokymosi aplinkų (VMA) kompleksinio vertinimo metodas, jungiantis pedagoginius, organizacinius ir techninius vertinimo kriterijus. Visoms pagrindinėms bibliotekos sudedamosioms dalims vertinti siūloma vienoda, paprasta ir aiški kriterijų rangavimo sistema.