 Digital Transformation in Education_Self-study System “Cyber3s”Tea Munjishvili (),
Zviad Sigua and
Teona Shugliashvili
A chapter in Digital Management in Covid-19 Pandemic and Post-Pandemic Times, 2023, pp 193-204 from Springer Abstract: Abstract At the end of the twentieth century, revolutionary shifts in Information Technology changed the way in which old, practically approved knowledge could be assimilated, identified, and effectively solved. Digital transformations are one of its demonstrations. An integral part of digital learning is the intelligent computer systems of knowledge acquisition, control and assessment. The computer system for knowledge acquisition, control and assessment developed by us is a combination of Cyber 3 web applications: Cyber 3S (Kiber3S.tsu.ge), Cyber 3SE, Cyber 3T, Cyber 3E, Cyber 3A. An effective way of using Cyber3 is achieved by the combined method—creative processes are mastered in the traditional way, and knowledge of the technique, problem-solving techniques and technology is mastered, identified and evaluated by a computer system. The purpose of “Cyber 3S” is to master the subjects provided in the curriculum independently, remotely in self-learning mode. Here the subject is taught by selecting the topics and certain tasks and tests by students. In Cyber3S it is possible to present a task/test with text, image and video. An integral part of the knowledge base of Cyber 3S is so-called “Reminder” as an assistance dealing with the task/test in the form of text or graphics or video or any combination of them, also, present the thematic assistance in the form of Pdf file as well as recommend advice when giving a wrong answer to a test. Cyber 3SE provides self-monitoring of issues mastered by Cyber 3S. It is a trial rehearsal for the exam. In Cyber 3SE as opposed to Cyber 3S: First—The self-examination trajectory changes according to the results of solving the assessment criteria selected by the student, in particular, if the assessment criterion is satisfied as a result of solving the given difficulty, the system automatically shifts the student to the next level of difficulty. Second—it is impossible for a student to stop self-examination at any time and solve problems according to the principle of difficulties as desired. Third—the teacher envisages obtaining a self-control protocol for conducting the debriefing. In Cyber3S, the student can: display the protocol describing the teaching process in the Excel environment on his/her computer, the test provides 3 correct answers out of 7 possible answers, the number of answers to the task is not limited. Answers can be represented by a number, a sentence written in natural language. Keywords: Digital; Education; Innovation; E-learning; Self-study system; Cyber3s (search for similar items in EconPapers) There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:spr:prbchp:978-3-031-20148-6_18 Ordering information: This item can be ordered from DOI: 10.1007/978-3-031-20148-6_18 Access Statistics for this chapter More chapters in Springer Proceedings in Business and Economics from Springer |
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