Rudenko Yuliia
@snau.edu.ua
Кыбернетики та ынформатики
СНАУ
EDUCATION
Вища:
Інженер (СУМДУ, 1997 р)
Вчитель математики та інформатики (2010 р.)
Кандидат педагогічних наук (2016 р.)
RESEARCH, TEACHING, or OTHER INTERESTS
Computer Science, Education
FUTURE PROJECTS
ІНформаційна гігієна
Applications Invited
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Yu. Rudenko, S. Ahadzhanova, K. Ahadzhanov-Honsales, O. Bieliaieva, A. Korovai, and O. Semenikhina
IEEE
The article touches on the problem of forming the younger generation ’s media literacy. It is shown that in order to solve it, it is necessary to: develop the critical thinking of young people regarding the consumption, verification, and evaluation of media products; to form the ability to resist manipulation, destructive influences, and hostile propaganda; to develop a culture of interaction in the Internet space and the ability to protect one’s own information space. A workshop developed by a team of authors and the methodology of the practicum are described: the logical sequence of classes (motivation, encouragement to study; teaching practical techniques; checking the results; reflection); forms and methods of learning (quizzes, competitions, training, master classes). It is shown that the following are important for the successful implementation of the workshop: interactivity, game methods, learning techniques for emotional relief, learning by example, and real media products. The effectiveness of the workshop has been confirmed. The dynamics of achievements have shown significant positive changes in the ability to distinguish facts from judgments and to identify inaccurate information. The number of students who realized the responsibility for spreading unverified information and the importance of creating an adequate own information space also increased.
Vira Petruk, , Yuliia Rudenko, Artem Yurchenko, Inna Kharchenko, Serhii Kharchenko, and Olena Semenikhina
MECS Publisher
Yu. Rudenko, O. Naboka, S. Petrenko, M. Ostroha, M. Pronikova, and O. Semenikhina
IEEE
The article confirms the effectiveness of the use of gaming technologies in the preparation of students of economic specialties. The article presents the web quest game technology, which is positioned as a game form of educational activity that allows us to solve problematic problems of an applied nature. The advantages of using web quests as an effective form of learning have been substantiated. Their positive influence on the intensity of acquiring new knowledge, the compensatory (emotional) effect of information educational overload was confirmed. A comparative analysis of online services (vseosvita.ua, Learnis, Gennially) for creating web quests based on various criteria was carried out: functionality, design, the level of complexity of developing a quest for a teacher, the possibility of creative solutions, the availability of tools for reflection, the ability to use incentive tools. Recommendations for creating a web quest are described. The results of a pedagogical experiment on the use of a series of web quests in the study of the discipline "Electronic commerce" for college students are presented.
Yuliia Rudenko, Olha Naboka, Larysa Korolova, Khana Kozhukhova, Olena Kazakevych, and Olena Semenikhina
Association for Information Communication Technology Education and Science (UIKTEN)
The article presents an analysis of the attitude of teachers and students, colleges and universities to distance learning during the 2020 in Ukraine. The factors of the success of online learning were analyzed. The main stress factors were identified. Analysis of the results of the dynamics of opinions led to some conclusions and recommendations: for teachers regarding self-development; for school administrations regarding technical, organizational, and moral support for all participants in the educational process; for universities that provide professional training for future teachers.
Yu. Rudenko, A. Rozumenko, T. Kryvosheya, O. Karpenko, and O. Semenikhina
IEEE
The article presents an analysis of the attitude of school teachers and college teachers of the Sumy region to distance learning during the 2020 pandemic. The empirical data was obtained through an online survey in May and November 2020. The following factors were analyzed: technical support for distance learning; the level of professional training of teachers; ways to improve the qualifications of teachers; administration support level; main problems and difficulties in conducting distance lessons; the psychological attitude of teachers to conducting lessons online; comparison of the intensity of the load between traditional and distance learning; features of the organization of control; objectivity of assessment; personal attitude to online learning; prospects of using online education in the future. Among the main results: teachers' understanding of the need to constantly improve their digital competence; awareness of the importance of self-education and reflective assessments; experience exchange; passing online courses on educational platforms. Remaining problematic: the organization of effective automated control and the objectivity of student assessment; low student responsibility, low self-discipline and motivation for online learning; academic integrity of students; low level of influence on motivation to learn.
Ivan Bakhov, Yuliya Rudenko, Andriy Dudnik, Nelia Dehtiarova, and Sergii Petrenko
Bonfring
The rapid development of computer technology has led to the use of fuzzy set theory in the medical, financial, economic, commercial and other fields as one of the basic components of artificial intelligence. This is due to its universal mechanism designed to analyze research in the field of humanities research. The mathematical apparatus of fuzzy set theory allows them to be performed with unformalized data, and the development and improvement of information and communication technologies make it possible to automate this process. Unformalized, abstract, "blurred" statistics, which are difficult to analyze, are also common in pedagogy. But in pedagogical practice, fuzzy logic has not been widely used. The article proves the importance and expediency of teaching students, future teachers of computer science, skills in the application of fuzzy set theory. The ability to use the mechanisms of fuzzy logic in applied programs will allow future teachers in their further pedagogical activities to conduct multi-criteria analysis of various characteristics of their students, analysis of pedagogical methods, comprehensive assessment of competencies and more. The article presents the experience of teaching fuzzy set theory, the logic of teaching and its sequence, as well as the results of such training at a pedagogical university. The necessity of the step-by-step study of fuzzy set theory is proved - from acquaintance with its basic concepts, giving examples of its application in expert systems, neural networks and artificial intelligence systems to independent construction of fuzzy knowledge representation model, development of linguistic variables and use of spreadsheet or specialized programs. The results of the experimental introduction of the topic "Fuzzy model of knowledge representation" in a training course of computer disciplines are shown. Examination of learning outcomes reveals a positive attitude of the students toward mastering the skills of using fuzzy set theory and willingness to apply it in their further pedagogical activities.
Юлія Руденко, Олександр Звіряка, and Юлія Арєшина
Kharkiv State Academy of Physical Culture
Мета: розробити та довести ефективність комплексної програми фізичної терапії дітей із системним ураженням зо- рового та опорно-рухового апарату на фоні недиференційованої дисплазії сполучної тканини. Матеріал і методи: у дослідженні взяло участь 24 дітей 6 років спеціального навчально-виховного комплексу. Мето- ди дослідження: збір анамнезу; клінічний огляд за критеріями Т. Мілковської-Димитрової та О. Каркашова; ступень гі- пермобільності суглобів за критеріями Картера-Вілкінсона в модифікації Бейтона; оцінка силової витривалості м’язів- розгиначів спини та черевного пресу (тести А.М. Рейзмана і Ф.І. Багрова); візометрія. Результати: під час попереднього дослідження встановлено тенденцію до збільшення ступеню гіпермобільності су- глобів віповідно до зростання ступеню міопії: при міопії слабкого ступеню переважала легка, при середньому ступені міопії – легка і середня гіпермобільності суглобів, при міопії високого ступеню варіювала від легкої до вираженої (ге- нералізованої); виявлено тенденцію до збільшення кількості дітей з порушенням постави відповідно до зростання сту- пеню міопії. Розроблено та апробовано комплексну програму фізичної терапії із застосуванням сучасних технологій та засобів відновлення: лікувальна гімнастика для м’язів ока (соляризація, пальмінг) та опорно-рухового апарату на балансуючій платформі BOSU; збалансований добовий режим харчування; самомасаж колових м’язів ока і повік; арт- терапія (казкотерапія) в поєднанні з Су-Джок терапією за авторською розробкою «Сонливі кошенята». Дана програма мала позитивний вплив на стан зорового аналізатора та опорно-рухового апарату. Висновки: у результаті проведення заходів фізичної терапії в основній групі зменшилася кількість дітей з високим сту- пенем міопії; збільшилася силова витривалість м’язів-розгиначів спини та черевного пресу; знизилася кількість дітей із гіпермобільністю суглобів середнього ступеню та відмічено відсутність її вираженого ступеню. Ключові слова фізична терапія, недиференційована дисплазія сполучної тканини, орган зору, опорно-руховий апарат, діти