1. ADAPTIVE EDUCATIONAL ENVIRONMENT IN THE IT FIELD OF STUDY REACTING ON CHANGES IN THE LABOR MARKET Samoylenko Yu.I., Belaga V.V. The Institute For Systems Analysis Dubna State University

2. «In an effort to respond to today’s fast-changing environment, governments are undertaking deep reforms in order to adapt universities’ governance and make them more cost-effective, responsive and open to socio-economic demands while maintaining academic excellence. In this context, autonomy and quality assurance emerge as two major areas of policy attention. Quality challenges are related to technology, infrastructure, the relevance of academic programmes to labour market needs and the quality of teaching staff». UNESCO 2014. “UNESCO Education Strategy 2014–2021”

3. THE GOAL  Research opportunities for extracting relevant information about labor market needs which are changing in the IT field.  Make adjustments of individual learning strategy basing on relevant information about labor market needs.  Develop an adaptive electronic educational environment (EEE).

4. RELEVANCE  The fast updating of knowledge base in the IT field.  The need of independent acquiring of knowledge, skills and technologies which are necessary for successful work.  The increasing popularity of open education and growth of number of open educational resources.  The increasing need for highly qualified specialists.  The need in response to changes of requirements to job- seekers from employers.

5. 2015: TOP 10 EDUCATION TRENDS According to TalentLMS. The article is published on the website of EdTech. Big Data Gamification Personalization Adaptive learning Profit API Automation Augmented reality Corporate MOOCs Cloud LMS

6. ELECTRONIC EDUCATIONAL ENVIRONMENT Electronic educational environment is a systemically organized complex of information, educational, methodical and technical providing inseparably linked with a person who is presented as a subject and an object of the educational process.

7. THE PRINCIPLES OF BUILDING THE EEE  Integrality  Distribution  Adaptability  Multicomponent structure

8. THE EEE IN THE INSTITUTE FOR SYSTEMS ANALYSIS OF DUBNA STATE UNIVERSITY

9. INFORMATION AND ANALYTICAL SERVICES AS A PART OF THE ADAPTIVE EEE - are developed for the analysis of a demand of positions, skills and technologies in real time.  Aggregation of text descriptions of vacancy announcements from various labor exchange websites.  Extraction, structuring and saving information from descriptions of vacancy announcements in the DB.  The subsequent analysis of collected data with the purpose of identification of the most demanded labor specialties and technologies demanding studying by students.

10. BASIC OPPORTUNITIES 1.receive summary information on actual vacancies in the IT field; 2.receive the list of competences which are necessary for job-seekers; 3.receive the list of the most demanded positions; 4.receive the list of the most demanded technologies; 5.construct and correct individual learning strategy; 6.define the need of correction of educational courses and programs of training according to the changing requirements to job-seekers; 7.get an opportunity to send a request for opening of a facultative or special course on studying one of demanded technologies; 8.get an opportunity to create virtual working groups for studying one of demanded technologies for the purpose of creation of a knowledge space for the chosen subject domain and to cause an affect of knowledge exchange.

11. INITIAL DATA Web-resources (labor exchange) Basic list of technologies and positions List of terms (tags)

12. RETRIEVING RESULTS Technologies used: Actual results are based on 2000 vacancy announcements (june-august 2015).

13. RESULTS EXAMPLE (JAVA DEVELOPER)

14. RESULTS EXAMPLE (WEB DEVELOPER)

15. RESULTS EXAMPLE (SYSTEMS ANALYST)

16. FUTURE TASKS  Dynamics for the period of time (month, year, etc.) – time series  Considering salaries and other parameters  Forecasting labor market demand for technologies

17. THANK YOU! QUESTIONS?

18. THE MODEL OF FORMING AN INDIVIDUAL LEARNING STRATEGY