2. ????????????? ????????? ?????? ????
Information Age and the beginning of the Philosophy of Information Age

2.1. ????? ????? ? ???????? ???????? ???????????? ????????
2.1.1. How can we define the role of Man in the Information Age?
2.2. ???? ?????????? ? ????????? ?????????????? ???????????? ???????? 2.3. ???????? ?????? ????????? ? ??????? ????????? (??????????????) ??????????? ????? ? ?????????????? ???

2.4. ???????, ?? ??????? ?????? ???????? ????? ?????????

2.1. ????? ????? ? ???????? ???????? ???????????? ????????

2.1.1. How can we define the role of Man in the Information Age?


2.2. ???? ?????????? ? ????????? ?????????????? ???????????? ????????

2.2.1. Active role of Education in building Information Society and forming necessary knowledge

Education should respond on global challenges of forming Information Society in providing necessary background for successful people living in this new knowledge based formation: On other side, IT provide efficient tools in education for tight interaction with external environment and facilitation of knowledge acquisition owing to global access to information (and knowledge) and possibility to increase number of experiments during learning.

The education area is becoming now the place where many technologies meet, converge and are tested by real practice and coexistence. Education area/activity is becoming important part of general companies' activity (notwithstanding the structural affiliation - to company or university). Education becomes a conductor and promoter of new technologies and area where new approaches and new social imperatives are forming now.

2.2.2. GII provide the following powerful possibilities for Research conducting and management

Modern ITs are becoming intellectual/research work assistive tools

2.2.3. New aspects of education and research in networked information environment and IT usage are based on approaching assistance tools to the real process of abstract thought process

New approaches in education and training should increase the assistance-to-contributive effect, i.e. education and training organisations should become the knowledge based organisations themselves and implement KBCo corporate model. Contributive effect in IT education should shift from secondary process to productive. Changing approaches in professional education should utilise the learning process (or it's results) for creating information and knowledge base for teaching next generation of students and/or trainees.

2.2.4. Classroom integration into Internet

2.2.5. Paradigm shift in professional education

In modern networked information environment the main paradigm of professional education is sufficiently changed in actual roles of teacher and students. Old methodology was based on concept of the classroom as the ultimate place of knowledge receiving where teacher plays the role of source and transmitter of information and knowledge and learners play the role of receivers. Teacher could learn from his/her experience. But now with rapid technologies changes very few teachers can teach from their own experience.

The problem for education is that competition between transnational industry leaders provide increased pace of technologies development and changes. Therefore, in current conditions the main paradigm of education is changed to cooperative and contributive learning in which teacher plays role of information producer and curriculum adviser but students act as information accumulators and knowledge acquirers. They become responsible for necessary knowledge acquisition based on curriculum experience but teacher has to manage education process and set up an appropriate motivation system, in other words, teacher will teach students how to learn and set motivation frame for successful and timely curriculum performing.

Teachers in the new instructional methodology have to satisfy the following demands

Students are learning in cooperative project based environment oriented on producing final results that help them to acquire knowledge in adjacent areas of common project group competence. Contributive process of education in IT should work on developing meaningful information resources increasing national presence in GII.

The real challenge for Ukraine as country with emerging technologies in Professional Education on IT and IT based courses is Constructivistic instructional methodologies incorporating active position of teacher and students in tight interaction with global information environment:

Project or Problem Based Learning (PBL) that is effective in information and knowledge rich environment with developed infrastructure [3, 4, 5]

or Cooperative and Contributive Learning (CCL) that is PBL adopted to the conditions of emerging technologies and developing communication and information infrastructure [6, 7].

Main Principles of Teaching in Networked Information Environment can provide real base for establishing active position of teachers and creative role of learners.

  1. The new paradigm of education in modern Networked Information Environment should be incorporated into instructional methodology development
Learning from the Internet - Contributing to the Internet
  1. Cooperative Learning Model + students initiative.

    2. Using Internet/Intranet technologies Teachers and Learners can mutually benefit from implementation and mastering new technologies. Key role in exploring this principle belong to educational projects and rely on Cooperative model of course management that effectively use students initiative in mastering new technologies
  1. Contributional Learning model.

    2. In conditions of wide use of computers and multimedia technologies among students and rapid technology changes, teachers sometimes can not have strong benefits in practical technological experience. In this circumstances they should play the role of mentors and/or managers of educational process or curricula. Teacher can propose some idea of contributional learning when students or students groups work on the projects that will have real implementation in building Campus computer network, development of information resources or other Society's meaning.
  1. Integration of traditional and distance learning.

    2. New networking environment provided by Internet/Intranet eliminate differences between traditional and distance learning, however, stressing on interactive on-line (IRC, conferencing) and off-line (e-mail, mailing lists) communication between teachers and students.
  1. Concept of "active position".

    2. Complete implementation and full benefits from using Internet and New Information Technologies in Education can be reached only by using this principle that is very close to the idea of contributional learning. It is not enough to give students and teachers Internet access only. To use effectively Internet, faculties should start development of their own Internet resources and creation of its own Internet presentation

2.2.6. IT impact on information presentation and knowledge learning/mastering

Modern IT teaches/allows to operate with information images/objects in the mind and do (model, plan, assume) conversion of information objects/notions

i.e.

New IT facilitate/catalyse forming of new level of thinking

2.2.6.1. Internet/WWW is a close analogue to natural information (and prospectively - knowledge) storage in the brain - very similar mechanisms of information access and search

Last mankind invention World Wide Web give people tool for facilitation of the power of abstract thought because of WWW operates with mixed (multimedia) information very similar to real thinking process. Now WWW technology becomes basic for development of Knowledge Network operating with knowledge information

the network and independently from the form of information. The wonderful feature of the web technology is the possibility to realise via it's directory and hyperlink structure the model of information and knowledge presentation in the brain - "The word (information) is it's search" (Lev Vygotsky, Russian Psychologist).

2.2.7. ???? ??????????? ? ??????? ???????????? - ?????? (???.)

??????????? - ???????????
  1. ??????????? - ??? ????????? ?????, ????????, ? ?? ? ? ??????????? ?????
  2. ??????? ?????????????? ? ??????? ?????? ??????????? - ??????????? ????????? ???? ????? ?????? ? ?????????? ??????????? ? ??
  3. ??????????? ?????????? ????? ????????
  4. ??????? ??? ????????????? ??????????/?????? ?? ???????????? ????? - ???????? ????????? ??????????? ?? ???? ????????????? ? ????????
??????? ??????????? - ??????????? ? ???
  1. ??????? ???????????? ? ???????????? ???????? ????? ??????? ? ????? ?????? ? ????????????? ????????
  2. ????????????? ???????????
  3. ?????????? ??????
  4. ????? ??????????? - ??????? ????? ????
  5. ?????????????
  6. ?????? ? ??????????
  7. ??????????
???? ??????????? ? ?????? ????? ???????????, ???????? ?????????????? (???????) ?? ?????????????? ??????? ????????????? ????? ????????????? ??????????? ????????? ??????????????? ??????????? ? ????????????? ????? ????, ??????, ??????? ??????? ??? ?? ????????? ????????????? ? ????????????? ??????????: ?? ???? ??????????? ??????????????? ????????/????????? ? ??? ? ?????? (???????????, ????????????, ?????????????) ?????????????? ??? ?????????/?????????,

?.?.

??? ?????? ??????????? ?????????, ????????????, ????????????? ??????????? ?????? ???? ???????? (???????????)

????????/WWW ???????? ????? ???????? ???????? ???????? - ?? ?? ??????? ? ??????????? ???????????? ????????? ? ????????

C?????????? ???????? ? ???????? ??? ???????? ? ?????? ????? ???????? ??? ????????? ???????? ???????????? ?????? ????????- ?????????????????? ????????? (??, ??? ????? ?????? ?????????????????? ??????? ???????? ? ???????????)

????????? ????? (?????????-???????????) ?????? ? ????? ??????????? ????????????


2.3. ???????? ?????? ????????? ? ??????? ????????? (??????????????) ??????????? ????? ? ?????????????? ???

???????????? ????????? ??????? ????? ? ????????? ??????????? ? ???????? ???????? ?????????? ?? ? ????????????, ? ????? ????????? ? ?????? ???????????? ???????????? ???????? ???????? ? ????????? (???????????? ??????) ??????????? ??????????, ? ?????????????, ????????? ???????? ????????. ? ??? ? ???? ??????? ???????? ? ???????????? ?????????? ? ??????????? ? ????? ???????? ???????? ??????? ????????? - ? ??????????? ??????? ??? ????????.

???????? ?????, ??????? ????? ? ???? ???? ????????????????? ???????? ????????? ??????????? ???? ? (?????????????) ??????? ????????, ??????? ????????????? ? ??????????????? ??????? ??? ????????? ? ???????????? ????????????. ????? ???? ???????????? ???? ? ????? ??????? ???????? ???? ????????????? ??????????? ?????- ? ?????????, ? ? ?????? - ???????? ??????? ???????? ?? ?????? ?????????????????? ????????, ??????????????? ???????? ??? ????????????? ????????, ?????????????? ????? ?????? ????????.

????? ?? ??????? ??????? ????? ? ????????? ??????? ???? ???????? ???????? ??????? ???????? ????????. ?????? ??? ???????? ??????????????? ? ????????????????? ????????????? ???????, ???????? ?? ??? ?????? (??????????) ???????????? ??????, ??????????, ????????????, ? ????? ??????????????? ?????, ??????? ???????????? ?? ?????????? ??????? ???????? ?? ?????? ??????????????? ???????.

???????? ????????? ??????? ???????????? ?????????? ??????? ????? ????????? ????????????:

"?????? ???????? ????????????? ???? ???????? ????????? ??????? (???????) ????????".

??????, ????? ?????? ???????? ??????? ????????? ?????, ???????? ??????????, ?????????? ? ??????????????? ????????? ???????? ???????? ?? ????????? ??????? ????????????? ? ?????????? ???????? ?????????? ???? ?????????.

?? ????????? ????? ???????? ???????? ?????? ????????? ?????????, ???????????? ??? ????? ??????? ????? ??????????? ?????? ???????????? ??????????? ????????, ?????????? ???????????. ?????????? ?????????? ????????????? ????????????????? ???????????? ???????????? ??????????? ?????????, ????? ???????????????? ???????? ?????????, ???? ??????????????? ?????? ???????????, ????????? ???????????? ????????????? ??????????? ??????????????? ?????????? ? ???????????? ??????????? ? ????? ??????? ????????.

?????????????? ??????????????? ???????? ? ?????????????? ????????????? ???????????? ?? ??????????????? ?????? (????? ??? ? ????????) ????? ?????????????? ???????? ????? ???????????? ?????????????? ????? ????? ????? ????? ?????????????? ?????????? ????????????.

????????? ??????? ? ??????? ????????????????? ?????? ??????????? (???????????) ? ?????????????? ????????, ??? ?? ??????? ?????????? ?? ??? ???? ??????? ????? ? ????? ????????? - ??????? ???????????? ??? ?????????? ????????, ??????????? ?????, ???, ????????? ???, ???????????? ????, ?????, ?????????? ????????????. ? ???????? ???????? ???????????? ???????? ?????????????? ???????? ???????, ?????????? ???????? ???????? ??????????? ???????? ??????????? ??????????.

????????? ?????? ???? ??? ????? ?????????? ? ???????? ???????????? ???????? ? ??? ??????? ??? ??????????? ??????????. ?????????????? ???, ??? ?????????? ?????????? ?????? ????????????? ?????????? ????????. ? ????? ? ???? ?????? ???????? ?????? ???????????? ? ????? ?????????????? ????????? ?????? ????.

????? ?????????????? ????? ???? ???????? ????????? ???????:

"?????? ???????? ???????? ???????? ???????? ????????? ??????? ????????????? ????".

???????? ??????????? ????? ????? ?????????????? ???????? ?????? ?? ????? ? ??????? ?????????, ? ?????????????? ??????? ????????, ????????????????????? ????????? ? ?????? ??????????? ??????????.

2.4. ???????, ?? ??????? ?????? ???????? ????? ?????????