Browsing by Department "IT departament"

Now showing 1 - 9 of 9
  • Publication
    Exploring technology attitudes and personal–cultural orientations as student readiness factors for digitalised work
    (2020-09-02)
    Todd J. B. Blayone
    ;
    Ihor Romanets
    ;
    Svetlana Usca
    ;
    Mykhailo Oleksiiv
    ;
    Āboliņa, Anda 
    ;
    Olena Mykhailenko
    PurposeEmerging forms of digitalisation are placing new demands on workforce entrants around the globe. This study, catalysed by innovation programs in Ukraine and Latvia, conceptualises, measures and compares key facets of dispositional readiness of university students in two post-Soviet nations for digitalised work.Design/methodology/approachSurvey data, addressing technology attitudes and personal–cultural orientations (PCO), were collected by project teams at universities in Ukraine and Latvia and delivered to the authors for analysis. The authors defined three characteristics of digitalised work, conceptually positioned five of the measured constructs as readiness factors and generated readiness profiles for the two national student cohorts. Investigation of significant differences between the groups was conducted using an Independent Samples T-Test. A composite profile was produced for comparing the overall dispositional readiness of both groups for digitalised work.FindingsThe factor-level profiles showed similar patterns of dispositional alignment and misalignment with digitalised work. For example, technology optimism and learning interest were reported by large percentages of Ukrainians and Latvians and tolerance for unstructured work by small percentages. However, significant differences were found in group levels of technology optimism, technology anxiety, ambiguity intolerance and empowered decision-making. In each case, the Ukrainian profile appeared more strongly aligned with the target.Practical implicationsThe global digitalisation of work requires students, educators, human resource professionals and business leaders to rethink workforce readiness assessment and adapt (re)training programs. Technology enthusiasm and learning interest should be regarded as crucial measurable attitudes motivating technical skills development. Also, cultural orientations should be positioned alongside personality traits and digital skills as factors shaping successful human–computer interaction.Originality/valueThis study initiates a new sociotechnical and cross-cultural trajectory of technology readiness research from data generated in two post-Soviet contexts. Moreover, it positions several measurable dispositions as factors influencing student readiness for digitalised work.
    Scopus© Citations 7
  • Publication
    Focus on Curriculum Transformation Through Educator and Student Attitude Development to Digital Competence
    (2019)
    Irēna Žogla
    ;
    Svetlana Ušča
    ;
    Kijaško, Mihails
    Huge quantities of information processed through the use of digital technologies occupy an increasing place in education and trigger a search for understanding of the essence of speedy changes in order to capture the most productive ways of monitoring them. Investigations indicate that the goals of education in general which dominated at the beginning of the 21st century have shifted from an accent on disciplinary knowledge of facts to an in-depth understanding of scientific ideas and concepts and to higher order thinking of educators and students which are integrated with the transformational impact of technologies. Curricula offer students innovative knowledge and tools for deeper understanding and implementing digital technologies, as well as emphasize the development of creativity (Chai, & Kong, 2017). Meanwhile, the educators‘ attitudes to technologies that have become decisive educational tools differ across countries, cultural settings and universities. Even more, educators and students identify differences in their attitudes towards the digital technologies and their usage. Much of the students‘ possible success in digital competence development depends on the educators‘ attitude to the evolving amount of technologies to achieve a deep understanding of its transforming nature and appropriate changes of curricula. An effective usage of technologies for educational purposes, therefore, needs constant investigation to balance out all that constitutes the inseparable parts of education at its tertiary stage and thus keep targeted the transformational process. The present paper uses the data collected by the project „Implementation of Transformative Digital Learning in Doctoral Program of Pedagogical Science in Latvia“ (LZP-2018/2-0180) to trace if there are any significant differences in educators‘ and tertiary students‘ attitudes to digital technologies (Gokhale et al., 2013; Hofstede et al., 2011) and competence development, that might interfere with the transforming nature of technologies and the improvement of the digital competence of students. The paper presents for discussion the possible developments of the didactic principles that form a background for creating a model of educators‘ attitude development in further learning. These can be grouped around the three quality levels of the digital competence, that highlight their essence and transformative character: (a) instrumental competence as an ability of completing one‘s job, (b) mastery level of one‘s competence and (c) educators‘ expert‘s level or even excellence in creative innovations that promote the development of a tertiary institution or tertiary education in general. The foundations of educator attitudes to digital technologies and their usage are discussed, as well as the transformational and transformative character of digital technologies that interfere with educator attitudes, general and unique qualities which a tertiary curriculum aims to nurture and that educator further learning helps to keep balanced. Data analysis and the associated theoretical assumptions present a theoretical and methodological background for further investigation by the above – mentioned projects.
  • Publication
    IMPROVING ADAPTIVE LEARNING IN A SMART LEARNING ENVIRONMENT
    (2021)
    Gilberto Marzano
    ;
    Āboliņa, Anda 
    ;
    Yeliz Nur
    It has been broadly argued that, in the near future, the demand for skilled labor will increase whilst that for routine activities will decrease. In this regard, the need for making greater investments in education to re-skill workers and support continuous learning has been invoked as an essential requirement for preserving people’s employability.Digital technology is deemed increasingly necessary to sustain the educational endeavor, for the possibilities it offers to make more accessible and low-cost educational interventions. It allows for the creation of personalized learning paths and customized digital learning solutions, for courses to be available to a large attendance of learners, and for teaching-learning activities to be offered at significantly reduced cost.In this article, a learning unit structure designed to improve adaptive learning is proposed, and mechanisms for adaptive learning in a smart learning environment are discussed.The implemented teaching-learning solution is also illustrated. This is a preliminary application based on an approach that combines the teacher experience with learning analytics.
    Scopus© Citations 1
  • Publication
    LEARNING FOR GENDER EQUALITY IN POST-INDUSTRIAL ECONOMY: AN ONLINE PROGRAM OVERVIEW
    (2021)
    Svetlana Usca
    ;
    Olena Mykhailenko
    ;
    Āboliņa, Anda 
    ;
    Olga Vindaca
    ;
    Oksana Desyatnyuk
    The Latvian – Ukrainian project "Gender aspects of digital readiness and development of human capital in region" Nr.LV-UA/2018/3 focuses on the digitalization of education for closing the gender employment gap in the profoundly transforming labour market.The article focuses on the online program "Learning for Gender Equality in Post-Industrial Economy" for professional development of educators. The program grounds on research previously done at the project. In this article, we review the program content and provide an evaluation of its participants.
  • Publication
    LIFE WITH COVID-19: SWOT ANALYSES FOR TRANSFORMATIVE DIGITAL LEARNING IN EDUCATORS’ PERSPECTIVE
    (2021)
    Olga Vindača
    ;
    Velta Ļubkina
    ;
    Āboliņa, Anda 
    ;
    Svetlana Ušča
    Covid-19 pandemic has influenced all fields of life, including education, teaching and learning procedure. Initially the situation seemed vague and uncertain, but still challengeable, by moving almost all processes online and offering the digital or distance learning. The aim of the article to identify key aspects of distance learning from educator’s perspective following Covid-19 and basing on the research results to offer transformative digital learning strategy for educational institution. The authors draw attention to the procedure how to re-direct weakness and threats into strengths and opportunities, by implementing necessary changes at four indicated levels: individual, institutional, local government and state one. An important part for any strategy creation, including transformative digital learning (TDL) strategy for educational institution, is the detailed situation analyses. SWOT analysis structure has been offered by analyzing respondents’ views for the conducted online questionnaire for educators and experts’ interviews Additionally literature review has been made to create the list of key elements necessary for the TDL strategy development, including global networking providers and nowadays paradigm shift –the transformative one
  • Publication
    REZEKNES AUGSTSKOLA INFORMATION SYSTEM SERVICE ORIENTED ARCHITECTURE SOLUTION
    (2009)
    Kijaško, Mihails
    The goal of this work is to analyze information about main principles of creating information systems using service oriented architecture and create RA integrated information system conceptual model. The proposed system model was developed based on service oriented architecture, with additional description of main principles. Final part contains RA information system service oriented architecture conceptual model with development principles. Using knowledge gathered from analyzes and examinations performed in this work, author gives proposals for integrated information system architecture development principles.
  • Publication
    TRANSVERSAL COMPETENCIES FOR DIGITAL READINESS AND DEVELOPMENT OF HUMAN CAPITAL IN ENGINEERING EDUCATION
    (2021)
    Āboliņa, Anda 
    ;
    Velta Ļubkina
    The research is carried out within the framework of Rezekne Academy of Technology, Latvia in cooperation with West Ukrainian National University, Ukraine LV – UA project “Gender aspects of digital readiness and development of human capital in regions” Nr.LV-UA/ 2018/3. Nowadays, educational institutions have to adapt to the new situation, make changes that would promote the transformation of the study process, promote the development of digital readiness and human capital.The aim of the research is to study the need for transversal competencies, innovation, entrepreneurship and development of digital readiness and human capital in engineering studies. The monographic and descriptive method has been applied for studying scientific literature and modeling method for a professional development plan.
  • Publication
    TRANSVERSAL COMPETENCIES IN ICT STUDY PROGRAMS: AN INTRODUCTION TO CURRENT RESEARCH
    (2020)
    Āboliņa, Anda 
    The research is carried out within the framework of the doctoral thesis “Methodology and tools for sensor network design”, where transversal competencies and their assessment are related to ICT study programs, such as “Mechatronics” implemented by Rezekne Academy of Technologies and based on Smart Specialization Strategy (RIS3) ICT and smart materials, technologies and engineering systems.Today's labour market needs competitive employees who are able to analyze situations with systematic and design thinking. The education system needs to change in line with the requirements of the Fourth Industrial Revolution, so prospective workers need to have knowledge of interdisciplinary and multidisciplinary processes.The aim of this research is to determine the transversal competencies of ICT study programs. The monographic and descriptive method has been applied for studying scientific literature. The research looks at the competencies and skills that are needed for ICT graduates, such as digital, innovative, entrepreneurship, research, communication, critical thinking, human relation, leadership, planning, problem solving.