ICETA 2021

Michal Beňo is an assistant professor of Institute of Technology and Business in Ceske Budejovice at Faculty of Corporate Strategy. He holds Bachelor’s degree in International Relations, Master’s degree in Public Policy and Public Administration and PHD in Business Management. His professional interests, research topics and international collaborations are mainly focused on the development of e-working (work flexibility options) in the future and e-learning. He has published extensively on this topic and have a great deal of experience in this field. He is currently busy with further research and projects.

Abstract of presentation: Preparing Universities for Living in a Cyberspace

After the sudden shift from face-to-face to face-to-display lecturing in Czech and Slovak universities as one of side effects of COVID-19, the authors completed an online survey mapping their reactions to this unexpected transformation on the peak of the second wave in May 2021. The main aim of this study was to learn to what degree they were prepared to their fully virtual environment adaptation. 172 educators participated in the study. Obtained results indicate that the universities were not properly equipped for a broad adaptation of online education. In the time of survey, not all of these problems have been solved. It may result in negative consequences in the future.

• Head of The Department of Didactic of Sciences Comenius University 1998 – 2001
• Member of National Council of the Slova k Republic - 2002-2006:
  • Head of Work SubCommittee of Information Society - National Council of the Slovak Republic
• The Head of Slovak Delegation of The Council of Europe – 2004-2006
• Vice-dean at University Comenius of Faculty of Natural Sciences – 2007- 2011
• The President of NGO – Association of Project InfoAge – 2010 – 2019
• Head of The Incubator of Inovatívne Teachers Microsoft -IIUM, Comenius University . – since 2014

Scientific work – Implementation of ICT in Education
Co-ordinator of international Project:

• I*EARN – 1997 - 99
• Comenius I, II 1997-99
• InTT – 2016 -2018

National Project Leader and Co-ordinator (last 5 years): VEGA 1/0265/17 Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky/Formative assessment in Science; Math and Informatic Education
garant aktivity E- Rozvojový projekt MŠVVaŠ SR č. 002UK-2-1/2018, Vzdelávanie pre informačnú spoločnosť/ Education for Infomation Society; KEGA MŠVVaŠ SR č. 002UJS-4/2016 Web-Based aplikácie v transdisciplinárnom vzdelávaní budúcich učiteľov/Web-Based Applications in Transdisciplinary Training of Teacher Education
Research stay: Belgium , Israel, Canada, USA, Poland, UK, India

Abstract of presentation: E-Portfólio - the Tool for Transformation of Education

The year 2021 switched education from full-time teaching to distance teaching in Slovakia. It was a new challenge for teachers as well as students, showing how important it is to have a creative digital competences. At the same time, education has opened up space for new Big Data technology. We see its application mainly in the field of business until now. Education regularly produces a large amount of data, of which very little is analyzed mainly by classical statistical methods and the results presented by the graphs, and from them we infer certain dependencies and forecasts. 2021 is a breakthrough in that we have made big data in education and its outputs into cloud space. However, we need a system for regularly storing an increasing number of data from the education process, so that we can do meaningful data analysis, which will be an important and necessary resource for the transformation of education and its quality. We already have digital environments and tools in education that we are only just beginning to use thanks to the covid epidemic. In our contribution we want to present the e-Portfolio - a comprehensive tool for managing and evaluating the pupil's learning process, which not only collects big data from the learning process, but also offers tools of meaningful data analysis that are needed both for the teacher and pupil to improve education and for the state to develop a strategy and management of the transformation for modern education linked to the needs of industry 4.0.

Denis has spent 14 years working for Microsoft in various technical and business capacities and dedicated the last 5 to transforming education in CEE by leveraging the latest & greatest cloud technologies and innovations. His passion for education revolves around democratizing access to technology for students, teachers & researchers and finding new & better ways to meaningfully embed those solutions throughout the education process. A good day for Denis is one where he gets to ride his motorcycle to a University and talk to students & teachers about tech :). Role: Technology Evangelist for Central and Eastern Europe.

Abstract of presentation: Enhancing education in hybrid learning environments. Easy!

More often than not, we see educational systems around the region making great strides to embrace the new learning paradigm & cater for their students’ and teachers’ needs in an ever-shifting & complex environment. We’re not teachers here at Microsoft, but we do work with a lot with teachers, students & researchers around the world to better understand their perspective and how we could support it to make for the best possible education process. After all, education is a form of augmented, rich & insightful communication and as such, being able to communicate and collaborate seamlessly over multiple physical and digital environments will unlock a new, transformative, personal and efficient way of delivering education.

Director Client Network Operations Management & Slovakia Country General Manager Gabriel Galgóci is a results oriented technology professional with a successful track record managing and growing offshore operations supporting delivery of IT and Telecommunication services to AT&T‘s global business customers. With a sound understanding of the technology marketplace, IT trends, and strategies, Gabriel is a conceptual thinker with proven expertise in organization building, recruiting, general management, translating business strategies into action and most importantly, leading powerful teams in support of global delivery.
Gabriel has extensive operational experience in Customer Care and Service Delivery. Last 16 years he is managing teams located in multiple centers in a corporate environment in Europe, US, Canada, Latin America and, Asia Pacific responsible for data, voice and security network engineering (design, implementation and life cycle management) for AT&T’s largest Managed Services and Outsourcing customers. Gabriel has been asked to lead several high-profile, high-impact services launches efforts.
As Slovakia Country General Manager, Gabriel leads a cross- functional management forum to assure clear and consistent implementation of local management practices within Shared Service Centers, proactively focusing on cost optimization initiatives, and interfacing with global "Shared Services" functions across AT&T worldwide.
A graduate of the Slovak Technical University, Gabriel studied personnel management, marketing, accounting, strategic planning, management and finance. As part of his continued education since joining AT&T, he earned Project Management-Master Certification from Stevens Institute of Technology.
Gabriel was one of only fifty leaders across AT&T selected to participate in the 2011 Accelerated Development Program (ADP) – a year-long, intensive AT&T experience designed to advance business acumen and increase the strategic perspectives of participants as preparation for future leadership opportunities.
In October 2018, an independent jury composed of Slovak journalists and members of professional associations awarded him the title of IT Personality of the Year for his professional and managerial efforts, contribution to increasing education in the field of information technology and telecommunications.
He has been recognized as a AT&T Business Diamond Club winner in 2019, representing the top 2% of all AT&T employees who can achieve this prestigious award each year.
Gabriel actively engages in business and academic community. Since 2014 Gabriel serves on the Board of Directors for American Chamber of Commerce in Slovakia and on January 2019 has been elected President of the American Chamber of Commerce Board of Directors. In addition, Gabriel leads Business Service Center Forum which unites companies operating Shared Service Center or Business Process Operation in Slovakia. He also serves as President of the Board of Directors for Center for Artificial Intelligence – AIslovakIA. In November 2020 has been nominated to Technical University in Kosice Board of Trustees to support the strengthening of ties between the university and society.

Abstract of presentation: Employment in the BSCF sector during the Covid-19 pandemic

Covid pandemic impacted entire world. Many businesses been distracted with new challenges. How it impacted IT and Shared Service Center industry in Slovakia? What are the challenges they have to deal with during early stages and what is in front of the now?  How it changed way companies operate and what skills managers are looking for?

Raquel Martínez Hernández joined NetAcad in 2017 and is currently a technical manager for Europe. With a background in Networking and Software Development she helps to implement the program by providing technical expertise and collaborate with academies and instructors to bring NetAcad courses to students and help them prepare the workforce of the future. 

Abstract of presentation: NetAcad during the pandemic

Cisco Networking Academy is Cisco leading CSR program, a global platform to Empower all people with career possibilities. In this session we will see the latest NetAcad portfolio and we will focus on how Cisco NetAcad has adapted during the pandemic to make its courses and resources ready for online teaching and hybrid classes.

Mikuláš Huba received MSc. and PhD. Degrees in Technical Cybernetics in 1974 and 1982, since 2008 he is a Full Professor at the Faculty of Electrical Engineering and Information Technology, STU in Bratislava. Other activities include: 1996-2008 Head of the University Distance Education Centre, 2008-2011 researcher and Mercator visiting professor at the FernUniversität Hagen, Germany, 2015-2019 director of the Institute of Automotive Mechatronics, head of the Department of E-mobility, Drives and Automation since 2013.  Author and co-author of about 400 papers in journals and proceedings of international conferences, 20 monographs on Constrained, Nonlinear and Remote Control and about e-Learning, organizer of 11 international conferences Virtual University and other IFAC and IEEE events.

Abstract of presentation: What the first century of automatic controller design showed us

The article provides a brief analysis of developments in the design of automatic control of simple dynamic systems and discusses its importance in a broader social context. It shows that, despite the apparent simplicity and apparent exhaustion of related research topics, there are a number of new stimuli that can only be successfully resolved by overcoming the stereotypes of previous developments. New solutions do not only have to come thanks to sophisticated breathtaking mathematical theories, but can also be obtained by a new combination and interpretation of simple well-known approaches and facts. Incentives for such development include the development of the technological basis of automatic control (progress in embedded control, materials, sensors, communications, etc.) as well as new requirements coming mainly from unstable and strongly nonlinear systems with delays encountered in automotive mechatronics, robotics, electromobility, or in connection with epidemics such as Covid-19. Their basic common feature is the systemic approach, which, when applied consistently, often leads to surprising findings.

During more than fifty year of his career, Jozef Hvorecky taught at 18 universities in 12 countries of all continents. Now, he is a researcher at Vysoká škola technická a ekonomická in České Budějovice, Czech Republic.
As the author and coauthor, he has published 26 books and textbooks and more than 150 papers in journals and conference proceedings. He is keen of new educational technologies. He has taught online courses since 2002, mostly for the University of Liverpool, UK. Recently, he offers a series of webinars for teachers and educators at various educational topics: Critical Thinking, Knowledge Management, Humor in Education and similar. His is also the author of books on popular science and a member of Za živé univerzity – a initiative group trying to revitalize Slovak academic life, to enhance its academic honesty and to facilitate its critical view on itself.

Abstract of presentation: Preparing Universities for Living in a Cyberspace

After the sudden shift from face-to-face to face-to-display lecturing in Czech and Slovak universities as one of side effects of COVID-19, the authors completed an online survey mapping their reactions to this unexpected transformation on the peak of the second wave in May 2021. The main aim of this study was to learn to what degree they were prepared to their fully virtual environment adaptation. 172 educators participated in the study. Obtained results indicate that the universities were not properly equipped for a broad adaptation of online education. In the time of survey, not all of these problems have been solved. It may result in negative consequences in the future.

Employment:
od roku 2004 – 2021 učiteľka biológie, chémie a FAST-u na Gymnáziu Jána Papánka, Bratislava
2017-2021 – fakultná učiteľka biológie na PRIF UK
od 2021 - odborný asistent Prírodovedecká fak.UK, Bratislava
Scientific work – methodology of education, FIE expert (Feuerstein Instrumental Enrichment Program),implementation of ICT in Education
Co-ordinator of international Project:
National Project Leader and Co-ordinator
Inkubátor inovatívnych učiteľov prírodovedných predmetov na ZŠ a SŠ, projekt Grantovej agentúry Ministerstva školstva, vedy, výskumu a športu SR KEGA 03UK-4/2012
2009-2010 Európska veda a technológia, medzinárodný projekt COMENIUS v spolupráci s Dánskom a Holandskom, školský koordinátor
od roku 2016 – vedúca programu, školiteľka a hodnotiteľka v komplexnom programe rozvoja mladých ľudí Medzinárodnej ceny vojvodu z Edinburgu (DofE)
Spoluriešiteľka projektu.
Research stay: US

Abstract of presentation: E-Portfólio - the Tool for Transformation of Education

The year 2021 switched education from full-time teaching to distance teaching in Slovakia. It was a new challenge for teachers as well as students, showing how important it is to have a creative digital competences. At the same time, education has opened up space for new Big Data technology. We see its application mainly in the field of business until now. Education regularly produces a large amount of data, of which very little is analyzed mainly by classical statistical methods and the results presented by the graphs, and from them we infer certain dependencies and forecasts. 2021 is a breakthrough in that we have made big data in education and its outputs into cloud space. However, we need a system for regularly storing an increasing number of data from the education process, so that we can do meaningful data analysis, which will be an important and necessary resource for the transformation of education and its quality. We already have digital environments and tools in education that we are only just beginning to use thanks to the covid epidemic. In our contribution we want to present the e-Portfolio - a comprehensive tool for managing and evaluating the pupil's learning process, which not only collects big data from the learning process, but also offers tools of meaningful data analysis that are needed both for the teacher and pupil to improve education and for the state to develop a strategy and management of the transformation for modern education linked to the needs of industry 4.0.

Current position: University professor of Internal medicine, Jessenius Faculty of Medicine, Comenius University, Martin, Comenius University Rectors Advisor
Work experience: Previous Position: Vice-rector for research and doctoral study, Comenius University, Bratislava (2011-2015), Head of Dept. of Informatics, Ministry of Education of Slovak Republic (2007), Minister of Education Advisor (2008-2010), University Professor, Comenius University, Jessenius School of Medicine, Martin (1981-)
Professional Experience: Research activities (computer analysis of heart activity, occupational risk management), Graduate of Distance Education „Course on Managing University-Industry Partnership“ IIEP UNESCO Paris and ECSM Brussels (2001), co-ordinator of Phare-Tempus Programs (ERQUAM, IQATFOQ, MED-NET, Management of Higher Education Institutions) (1996-2001), TEMPUS-UZDOC project (2013-2016), ERASMUS+PRIDE (2013-2016)
Professional Lecturing and Study Experience: Comenius University, Jessenius School of Medicine in Martin; University of Twente, Enschede, Netherlands (2002), University of Limerick, Ireland (2001), University of Edinburgh, Scotland, (1999), Mayo Clinic – Rochester, Minnesota, USA (1995). European and World Congresses Lecturer (Athens, Zaragoza, Copenhagen, Philadelphia, Jeruzalem, Zurich, Beer Sheva, Muscat, Beijing)
Publications: Textbook – Editor in Chief: Differential Diagnosis by Laboratory Medicine (Springer – Germany, Springer – India, Medico-Pharmaceutical PH – China, Paschalidis – Greece). Textbooks: 15+, Scientific Papers: 80+, scientific abstracts: 300+, scientific lectures: 330+

Abstract of presentation: Plagiarism

Plagiarism is turning and presenting someone else's work (of ideas, content, structure, products, programs, manuscripts, un/finished – printed/electronic version; musical, literary, mechanical and artistic works etc etc) as your own without proper recognition of the source. It can occur eg at any stage of research planning, writing or publishing a work. Plagiarism is also copying large parts of text from an original source without citing that source. Taking small passages from multiple sources, putting them together, and switching the work as your own without crediting the source. Also copying from a source and changing a few words and phrases to camouflage plagiarism. Also submission of a complete work signed by "new authors", sometimes in another language. There are many academic rules how to prevent and avoid plagiarism. Topics covered in presentation: definition, forms of plagiarism, detecting plagiarism, penalisation of plagiarism, the role of supervisor, how to prevent and avoid plagiarism.

PaedDr. Alena Minns, PhD., is a project manager of the NP SRI of the National project "Sector-driven innovations to an efficient labour market in the Slovak Republic". (Sektorovo riadené inováciami k efektívnemu trhu práce v SR). Currently she pays her attention to creation of twenty-four “Human resources development strategies” and coordination of the project activities.
The topics of her professional interest are requirements arising from Industry 4.0 for development of skills and competencies of human resources, issues of lifelong learning, formal education, non-formal education of youth, implementation of youth policy, professional development of teachers, research in the field of unemployment and employment of youth.
She participated in several expert working groups, international and national projects in the field of education and research and grant schemes.

Abstract of presentation: Human Resources Skill Strategies for Future Labour Markets

Slovakia is experiencing a persistent gap between the skills needed in the labour market and those offered by the workforce. Skills anticipation is a strategic and systematic process through which labour market actors identify and prepare to meet future skills need, thus helping to avoid potential gaps between skills demand and supply. Our contribution presents the key outputs of the National project "Sector-driven innovations to an efficient labour market in the Slovak Republic", which is implemented by Trexima Bratislava. Hundreds of experts cooperated within a 24 Sectoral council and created "Human resources development strategies" for each sector of the economy of the Slovak Republic.
The main benefit of these strategies, additionally to the analysis of human resources and description of the current state of each sector, is a list of measures whose implementation will ensure an optimal structure of the workforce over the horizon 2030. This is in line with expected labour market developments, innovations, new technologies and requirements arising from Industry 4.0 and environmental challenges. Measures also adverse generational developments that lead to shortages of skilled workers in several sectors.
Structured data evaluated economic performance and human resources (their availability, age and gender structure, salary assessment, regional distribution, etc.) were used in external and internal analysis of the sector. Important part of strategies is a description of innovation influencing sector and its impact on the required professional knowledge and human resources skills, but also their impact on the disappearance and creation of certain jobs.
Contribution describes selected measures that have resulted from the overall analysis of each sector. Measures are directed to eight areas of lifelong learning, as well as procedural and systemic changes.

Seniuk Ninel works at the National Research University Higher School of Economics in Moscow, Faculty of World Economics and Politics, International Relations Department, where she teaches World Politics and International Political Economy, Entrepreneurship and Business in Asia, BRICS Economies and Russia. She has obtained her PhD in Economics degree from the Moscow State Institute of International Affairs, her PhD topic was Foreign Direct Investment of China. Her research is especially devoted to Foreign Direct Investment, Outward Foreign Direct Investment, Global Value Chains, Business Strategies, International Technological Transfer, Technological Startups. Currently she works at the National Research University Higher School of Economics as Associate Professor and at the United Nations Industrial Development Organization Centre in Russia, as an Advisor to the Director General.

Abstract of presentation: Matrix Approach to Modeling Foreign Direct Investment Flows as AI-based Platform for International Innovation Cooperation and Training

The Digital Economics (DE) as a new global reality is generated, on the one hand, by the innovative technologies of the Fourth Industrial Revolution (4IR), primarily ICT, and has become a consequence of the contradictory process of globalization, on the other hand. In particular, we are talking about both conditions resulting from the overlap of the some processes of globalization (G) in different phases of their life cycle, including G2.0 (WTO rules based Trade and Investment “without borders”), G3.0 (Production without borders) and G4.0 (Service without borders), and certain trends of de-globalization, exacerbated by the US-China Tariff War, increased protectionism and techno-nationalism, as well as the impact of global lockdown and Covid-19 pandemic crisis.
   The analysis of these rapidly growing processes led the researchers to the conclusion about a fundamental transition to a new era, for which Volatility, Uncertainty, Complexity and Ambiguity (VUCA) are inherent features. In this regard, there is a need both for critical rethinking of the conceptual foundations of the sciences involved in the description and modeling of international economic and investment activities, and for the content of the academic subjects of International Business (IB). At the same time, the development of 4IR and DE requires the digitalization of this content, as well as the theories of IB and it’s investment models, both for the needs of designing Global Value Chains (GVCs) in the spirit of G3.0 and G4.0, and to promote advanced eLearning technologies.
   In one way or another, the main focus of such consideration is the subject-oriented system of IB-activity, either in its simplest equity form of a localized firm, including multiplication enterprise, or in a spatially distributed form of a cluster, agglomeration or GVC, as well as in the virtual form of Global Production Network (GPN) or Global Innovation Network (GIN). As a result, modern practice of IB is faced with the need to operate with a superposition of three types of scientific rationalities and business models, including classical corporate, non-classical distributed and post-non-classical networking ones.
   Meanwhile, the modern theoretical and methodological arsenal of IB is represented mainly by (neo)classical Foreign Direct Investment (FDI) models such as John Dunning’s most popular eclectic OLI-approach (O - Ownerships, L - Location, I - Internalisation). Despite its neo-classical nature, as we have shown, this approach can be considered as an universal methodological framework for the expansion into the non-classical GVC-cases as well as post-non-classical GPN and GIN. Based on our critical analysis of existing models for the traditional description of FDI and using this frame, we have developed and for the first time presented an universal 3x3-matrix approach to modeling the entire set of both equity and non-equity modes (NEM) observed within D.E.
   The top row of this matrix is represented by Dunning’s OLI-set, albeit in a slightly modified LOI-form, reflecting the physical understanding of the classical dynamic process of capital moving in global investment space. The middle row, respectively, reflects Agglomeration, Partnership and Internationalization (API), while the bottom row contains Regionalization, Integration and Globalization (RIG),
Such a matrix approach opens up a broad prospect for the digital identification of any global economic actors, starting from high-tech startups and innovative SMEs, and for the digital modeling of investment interactions between them. At the same time, this approach allows to use Artificial Intelligence (AI) in designing, investment and management by innovative GVC, using the own Intellectual Property Rights (IPR), as well as for the development of new AI-based tools for “eLearning by GVC-doing” in the post-pandemic VUCA-world.

Seniuk Yuriy,  PhD in Physics (Institute on Nuclear Researches in Kyiv, 1988), member of Ukrainian Academy of Sciences (since 1996).
EDUCATION: He is graduated from Odessa Higher Engineering Marine School (Navigator), Odessa National Polytechnic University (Automatic and Telemechanics) and Kyiv National University (Nucleaf Physics), and trained at the Torch High Technology Industry Development Center (Ministry of Science and Technology, P.R.China) on Plan, Building & Management on Science Park (2007).
PROFESSIONAL EXPERIENCE:
Since 2019 - National Coordinator of the National Public Health Network of Ukraine
Since 2018 - member of the International Working subgroup on Science and Innovation of GUAM
Since 2017 - Project manager of the Ukrainian-Slovak International Center for Innovation and Technology transfer
Since 2015 - advisor for National Science-Technological Association of Ukraine, which integrates all science and technological parks in Ukraine;
2011 - 2015 - advisor for the Vice-Chairman of the State Committee on Science and Innovations in Ukraine, member of international expert group on science-technological and innovation cooperation CIS
Since 2009 senior advisor for the China Association of Plant Engineering Consultants (CAPEC)
Since 2008 Chairman of the Industrial Park International (Kyiv, Ukraine)
Since 2004 Chairman of the Business Partnership Association “Kyiv - Beijing”
2002-2008 President of the Concern “Capital Region”
1996-2008 Head of the Department on Innovation Cooperation of Ukrainian Academy of Sciences
1991-2002 President of the JSC “ITM”
1981-1991 Researcher of the Institute on Nuclear Researches in  Kyiv (Ukraine)

Abstract of presentation: Matrix Approach to Modeling Foreign Direct Investment Flows as AI-based Platform for International Innovation Cooperation and Training

The Digital Economics (DE) as a new global reality is generated, on the one hand, by the innovative technologies of the Fourth Industrial Revolution (4IR), primarily ICT, and has become a consequence of the contradictory process of globalization, on the other hand. In particular, we are talking about both conditions resulting from the overlap of the some processes of globalization (G) in different phases of their life cycle, including G2.0 (WTO rules based Trade and Investment “without borders”), G3.0 (Production without borders) and G4.0 (Service without borders), and certain trends of de-globalization, exacerbated by the US-China Tariff War, increased protectionism and techno-nationalism, as well as the impact of global lockdown and Covid-19 pandemic crisis.
   The analysis of these rapidly growing processes led the researchers to the conclusion about a fundamental transition to a new era, for which Volatility, Uncertainty, Complexity and Ambiguity (VUCA) are inherent features. In this regard, there is a need both for critical rethinking of the conceptual foundations of the sciences involved in the description and modeling of international economic and investment activities, and for the content of the academic subjects of International Business (IB). At the same time, the development of 4IR and DE requires the digitalization of this content, as well as the theories of IB and it’s investment models, both for the needs of designing Global Value Chains (GVCs) in the spirit of G3.0 and G4.0, and to promote advanced eLearning technologies.
   In one way or another, the main focus of such consideration is the subject-oriented system of IB-activity, either in its simplest equity form of a localized firm, including multiplication enterprise, or in a spatially distributed form of a cluster, agglomeration or GVC, as well as in the virtual form of Global Production Network (GPN) or Global Innovation Network (GIN). As a result, modern practice of IB is faced with the need to operate with a superposition of three types of scientific rationalities and business models, including classical corporate, non-classical distributed and post-non-classical networking ones.
   Meanwhile, the modern theoretical and methodological arsenal of IB is represented mainly by (neo)classical Foreign Direct Investment (FDI) models such as John Dunning’s most popular eclectic OLI-approach (O - Ownerships, L - Location, I - Internalisation). Despite its neo-classical nature, as we have shown, this approach can be considered as an universal methodological framework for the expansion into the non-classical GVC-cases as well as post-non-classical GPN and GIN. Based on our critical analysis of existing models for the traditional description of FDI and using this frame, we have developed and for the first time presented an universal 3x3-matrix approach to modeling the entire set of both equity and non-equity modes (NEM) observed within D.E.
   The top row of this matrix is represented by Dunning’s OLI-set, albeit in a slightly modified LOI-form, reflecting the physical understanding of the classical dynamic process of capital moving in global investment space. The middle row, respectively, reflects Agglomeration, Partnership and Internationalization (API), while the bottom row contains Regionalization, Integration and Globalization (RIG),
Such a matrix approach opens up a broad prospect for the digital identification of any global economic actors, starting from high-tech startups and innovative SMEs, and for the digital modeling of investment interactions between them. At the same time, this approach allows to use Artificial Intelligence (AI) in designing, investment and management by innovative GVC, using the own Intellectual Property Rights (IPR), as well as for the development of new AI-based tools for “eLearning by GVC-doing” in the post-pandemic VUCA-world.

Prof. Dr. Ľubica Stuchlíková graduated from the Faculty of Electrical Engineering and Information Technology, Slovak University of Technology in Bratislava (STU) in 1990, received the PhD degree in 1996 and was appointed associate professor in 2006. She works as a teacher at the Institute of Electronics and Photonics. Since 2016 as full professor. Her fields of interest are electrical characterization of semiconductor structures, devices and materials since 1990 and computer aided engineering education, retraining, lifelong learning since 2000.
Her priority is education, training of new electrical engineers and popularization of science and technology for children and youth. She implements student centricity approach.
In 2004 she established educational portal „eLearn central“ as a co-author. Original interactive animations, educational and popularization elearning courses, modules and educational games in virtual reality have been created for the portal “eLearn central” by “eLearn central team”. She is head of this team and also cooperates with other teams in development of elearning projects using platform Moodle.

Abstract of presentation: Did the Covid-19 Crisis Prepare us for Digital Learning?

The Covid-19 pandemic divides our lives on life before Covid-19 and life with Covid 19. That enforced significant changes in global education. The sudden shift to remote education fosters the broader deployment of digital learning. In the field of engineering education, this transition becomes an incredibly ambitious challenge. For engineering education, it is necessary to acquire practical skills in experimental laboratories to understand complex processes and coherences. Even though various approaches exist, the author proposes a hybrid education model that optimizes skills and safety requirements. The author's implementation of the hybrid education achieved positive feedback from students. On the other hand, in contradiction to different scholars, the author, based on feedback from students and teachers, rejects the conclusion that the Covid-19 pandemic prepared us for digital learning. The knowledge of digital learning options has increased, but the lasting absence of face-to-face education has increased the negative sentiment towards digital education among both teachers and students. The preference for personal contact, social relations, the need for practical skills, and collaboration has risen significantly, according to the author's interpretation of qualitative surveys.

Employment:
Od 2019 Prodekanka pre vedecko-výskumnú činnosť a akreditácie, Pedagogická fakulta UJS Komárno
Od 2013 – odborný asistent
Vedúca katedry chémie
Scientific work –
implementation of ICT in Education
formative assessment in education
National and international Project Leader and Co-ordinator
Inkubátor inovatívnych učiteľov prírodovedných predmetov na ZŠ a SŠ, projekt Grantovej agentúry Ministerstva školstva, vedy, výskumu a športu SR KEGA 03UK-4/2012
2012-2014
Vzdelávací portál pre učiteľov a študentov škôl s vyučovacím jazykom maďarským na Slovensku.
04UJS-4/2012
Kultúrna a edukačná grantová agentúra MŠVVaŠ SR - KEGA
2012 – 2014
Národné projekty „Modernizácia vzdelávacieho procesu na základných školách“ a „Modernizácia vzdeláva
ITMS: 26110130083, 26140130013; ITMS: 26110130084, 26140130014, Projekt Agentúry MŠVVaŠ pre štruktúralne fondy EÚ, 2008 - 2013
VEGA 1/0663/19 (2019 – 2021) Analýza prírodovedného a matematického vzdelávania na stredných školách a inovácia obsahu odborových didaktík
Research stay: Hungary, Romania,

Abstract of presentation: E-Portfólio - the Tool for Transformation of Education

The year 2021 switched education from full-time teaching to distance teaching in Slovakia. It was a new challenge for teachers as well as students, showing how important it is to have a creative digital competences. At the same time, education has opened up space for new Big Data technology. We see its application mainly in the field of business until now. Education regularly produces a large amount of data, of which very little is analyzed mainly by classical statistical methods and the results presented by the graphs, and from them we infer certain dependencies and forecasts. 2021 is a breakthrough in that we have made big data in education and its outputs into cloud space. However, we need a system for regularly storing an increasing number of data from the education process, so that we can do meaningful data analysis, which will be an important and necessary resource for the transformation of education and its quality. We already have digital environments and tools in education that we are only just beginning to use thanks to the covid epidemic. In our contribution we want to present the e-Portfolio - a comprehensive tool for managing and evaluating the pupil's learning process, which not only collects big data from the learning process, but also offers tools of meaningful data analysis that are needed both for the teacher and pupil to improve education and for the state to develop a strategy and management of the transformation for modern education linked to the needs of industry 4.0.