14
Shkitsa, L.Yе., Kornuta, V.A., Kornuta, O.V., and Bekish, I.O.
Ivano-Frankivsk State Technical University of Oil and Gas, 
15, Karpatska St., Ivano-Frankivsk, 76019, Ukraine,
+380 342 72 4719, shkitsa@gmail.com, vol.kor.ikg@gmail.com
THE MODEL OF INFORMATIONAL SPACE 
FOR INNOVATION AND DESIGN ACTIVITIES 
IN THE UNIVERSITY
© SHKITSA, L.Yе., KORNUTA, V.A., KORNUTA, O.V., 
 and BEKISH, I.O., 2019
Introduction. The University loses the role of the only source of knowledge in the context of widespread use of network 
technology for access to information. Simple interfaces for obtaining knowledge on demand provide an opportunity for 
rapid self-education in the process of realization industrial or domestic tasks. Rethinking the role and place of the univer sity 
in training engineers and scientists, modernizing of models of information technology achievements’ use by universities in 
their information systems becomes critically important.
Problem Statement. Students are poorly involved in research and innovation activity, the model of organization of the 
work of universities separates the educational process from other activities.
Purpose. To develop a model of scientific and educational information space for innovative and project activity of the 
community of teaching stuff and university students.
Materials and Methods. The methods of logical and comparative analysis have been used.
Results. The model of the integrated scientific and educational information space of a technical university with the orga-
nization of work on the basis of reliable sources is proposed. Taking into account the possibility of various ways of developing 
scientific research and the need for the formation of appropriate project teams, the information system for the project acti-
vity based on the concept of adaptive case management is proposed. The subsystem of the knowledge base of the training 
system for drilling equipment designing has been developed.
Conclusions. The described models of scientific and educational work provide a project approach to the management 
of joint work of teaching stuff and students. The introduction of such management model necessitates the use of methods 
of project-based learning. Further research will aim at developing ways of implementation of project-oriented learning in the 
educational process of the higher education institution within the existing legislative and regulatory framework.
K e y w o r d s : scientific and educational information space, research and innovation activity, university, and information 
system.
The conditions for access to information ha-
ve changed significantly during the last decades. 
Worldwide distribution of the Internet and the 
paradigm of WEB 2.0, mobile devices with mul-
timedia access to the Internet have led to an in-
crease in the information inflation [1]. The worth 
of closed sources of information is rapidly fal-
ling, but the price of reliability of information is 
growing. 
In modern conditions, the university cannot be 
considered as the only source of information, and 
the restriction of access to information during 
various examinations is counterproductive to the 
perspective of pursuing graduates' professional 
tasks in the future. The availability of informa-
tion and the ease of its reproduction with the use 
of information technology (IT) leads to the de-
valuation of traditional approaches to learning 
and assessment of learning achievements, which 
consist in memorizing information and reprodu-
ISSN 1815-2066. Nauka innov., 2019, 15(6), 14—22 https://doi.org/10.15407/scin15.06.014
The Model of Informational Space for Innovation and Design Activities in the University
ISSN 1815-2066. Nauka innov., 2019, 15 (6) 15
cing it. T. Wagner and T. Dintersmith emphasize 
that learning the facts in the modern world is 
much less important than the ability to determi-
ne their reliability and use facts and knowledge 
to find the solution to professional and life prob-
lems. Retrieval of information does not matter, 
but the time spent on learning and control of re-
membering the information, which would be for-
gotten, can be used more productively [2]. M. Ford 
states that the storage and reproduction of in-
formation, processing of big data are best done 
by computers, so people need to focus on impro-
ving their own productivity using IT [3].
The spread of modern technologies leads to 
the loss of the need for graduates of the tradi tio-
nal institutions of higher education (IHE) in the 
labor market [2, 3]. It is critically necessary to 
develop and implement their own information 
systems based on the use of IT for IHE, especially 
technical ones. Students must adapt to the new 
requirements of employers and the market, gain 
experience in using modern technologies in their 
professional activities, and ultimately take ad-
vantage of the introduction of IT in the educa-
tional process, openness and transparency that po-
tentially and at a reasonable price ensure the use 
of IT achievements in education in particular, 
during the learning. In addition, this is an impor-
tant component of readiness for innovation de-
velopment, declared by Ukraine in the Strategy 
for Sustainable Development Ukraine 2020 and 
in the project of the strategy of innovation deve-
lopment for the period to 2030 [4, 5].
The ideology of using IT in education is still in 
the stage of active development and search. The 
concepts and tools of Blended Learning [6] and 
Online Learning have become widespread. After 
all, the search for a new paradigm of education 
in the conditions of wide penetration of IT in 
almost all spheres of activity continues [2]. Edu-
cational institutions use IT with significant rest-
rictions on students' freedom in their use, which, 
in our opinion, is due to insufficient develop-
ment of the aspects of ensuring data reliability 
and academic integrity of students in carrying 
out tasks using the potential of modern IT ac-
hievements.
Building a model for using IT in educational 
activities, and in project activities in particular, 
is impossible without an analysis of current 
trends in education development, the develop-
ment of IT and their interactions.
IT are rapidly developing and provide oppor-
tunities for their use in those areas and indust-
ries where it would not be possible for the lo-
wer level of development of IT. This is a prere-
quisite for the need for such an analysis. Due to 
the Moore’s law (doubling the computing power 
approximately every two years), the four-year 
cyc le of training adopted in higher education 
practically lags behind the development of IT. 
The consequence of the lagging of education is 
the gap between IT capabilities and willingness 
of graduates to use them at work.
The level of higher education, that a gradua te 
must receive according to the requirements to 
the modern engineer [8—10], is announced as the 
level of the developer of new products, the orga-
nizer or a member of the project team for its re-
lease. It is necessary to know the modern techni-
cal level, to understand the relevant basic laws of 
nature, to have the skills of geometric modeling, 
text, graphic and verbal communication in the 
chosen sphere of activity.
The basis of the philosophy of constructing the 
information system of a modern educational in-
stitution is formulated as follows: the university 
is a place for studying the basics of scientific crea-
tivity, working on the implementation of projects 
in the team and, most importantly, using a scien-
tific approach to solve the tasks with documen-
ting the process of research’s conduction and en-
gineering search in the learning process in the con-
ditions of an innovative economy. In general, the 
concept is known except the documenting [9, 10].
Some of the possible varieties of the education-
al process are considered in detail to justify the 
need for documenting and the impact of docu-
menting on a solution to the problem of the de-
mand for IHE services.
Shkitsa, L.Yе., Kornuta, V.A., Kornuta, O.V., and Bekish, I.O.
16 ISSN 1815-2066. Nauka innov., 2019, 15 (6)
Practical acquaintance with the general tech-
nical level can be carried out on a factory, at show, 
in museums. Information about the current tech-
nical level can be obtained from advertising mes-
sages, periodicals, books, and experts in personal 
communication.
In the process of practical acquaintance, visual 
information and other indicators that a person 
can get with the help of senses and tools for fi-
xing information are received. The information of 
the sensory organs cannot be documented, but 
the fact of presence can be documented in the 
form of photographs, records in the logs of regi-
stration etc. However, the results of measure-
ment are easily recorded in the form of establis-
hed forms of documenting the experimental re-
search. Indicators can be geometric (dimensions, 
distances) as well as various parameters related 
to the operation of the relevant exhibits.
Information acquaintance involves the fact of 
obtaining information and its processing by a per-
son. The fact of obtaining information is easily 
documented (issuance registration, various logs 
of user activity in the information system (logs) 
etc.). This is employers’ way, well-known educatio-
nal management systems contain such a functio-
nal, the same features is one of the basic elements 
of Blended Learning [7] and Online Learning. 
The results of human processing and assimila-
tion of data obtained during information acquain-
tance are traditionally checked by means of tests 
or solving test tasks. This approach is also used 
by both manufacturers and IHE. However, the 
tasks of manufacturers are mainly focused on the 
result in the form of a product or service, and the 
tasks of IHE are mostly abstract, academic, which 
confirms a comprehensive review of T. Wagner 
and T. Dintersmith [2].
According to our observations, a specialist's 
assessment in the market takes place on the basis 
of two indicators: 1) the ability to solve problems 
with obtaining practical results that correspond 
with the technical task; 2) the time of solving a 
task, which may be limited by a certain term (the 
deadline of the project, completion of the pro-
cess). Therefore, the IHE tasks must be formu-
lated in the form of real objects, the design work 
and production of which must be performed by 
students themselves or in groups.
Projects can be modelled at will (reduced scale, 
metal replaced by paper with a corresponding 
change in the technological process etc.), but must 
lead to obtaining results similar to the results of 
future professional activities. At the level of the 
bachelor's degree one of the options is to create 
physical models for selected patents from the pa-
tent bases, further research of their work, opti-
mization of constructive or technological para-
meters. The creation of laboratory facilities ba-
sed on descriptions in the scientists’ writings 
and other scientific publications to verify the re-
sults of relevant scientific works is also promi-
sing. Execution of such projects is likely to lead 
to a flow of engineering tasks, in order to provi-
de solutions to which students will be required 
to obtain relevant information and skills.
The function of the IHE in general and the 
teachers in particular is to minimize the efforts 
and time spent on the search for such informa-
tion. The form of such minimization (selection and 
compilation of sources’ lists, lectures, metho dical 
instructions, exhibits etc.) is chosen by the tea-
cher independently within the limits of academic 
freedom. Similar goals and, in addition, reducing 
the cost of providing educational services and im-
proving their accessibility are pursued by Blen-
ded Learning and Online Learning [6, 7]. But the 
main function of the teacher in modern condi-
tions should not be the transmission of infor-
mation, but assistance in the implementation of 
appropriate tasks, verification of independence 
of their implementation and control of the cor-
rectness of the results. To our mind, verification 
is not conducting control measures but the proof 
of the performance of work by a student in the 
presence of a teacher.
An important but not decisive factor is the in-
teraction with the producers and graduates of 
the IHE, the obligation of which was proclaimed 
at the CDIO initiative and the like [8—10] in 
The Model of Informational Space for Innovation and Design Activities in the University
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the described model of the work of the IHE. 
Such interaction allows to obtain an assessment 
of past training programs, adjust the content of 
post graduate courses, possibly graduate prog-
rams. Therefore, the information security sys-
tem should provide the possibility of interac ting 
with these categories of market participants, and 
the IHE must disseminate information about the 
possibility of such interaction. However, manu-
facturers (employed graduates) tend to deal with 
a certain range of problems inherent in the orga-
nizations in which they are employed. Depen ding 
on the orientation of the organization, the stage 
of the loop cycle, on which the organization or 
its products are located, such a range of problems 
does not necessarily cover the perspective direc-
tions of market development.
Let's dwell upon another model of interac-
tion with production, which is now proposed by 
the Ministry of Education and Science of Ukrai-
ne — the model of dual education. The concept 
of dual education offers the division of the tea-
c hing time into two parts. Student spends some 
part of time in classrooms and the other part whi-
le performing production tasks at enterprises. The 
advantage of such a model is proclaimed to re-
ceive real production experience. Note that the 
capacity of the labor market in the aspect of stu-
dent admission is limited. The problem of inte-
raction with production described above also 
arises — not necessarily the problems faced by 
the employee of a particular organization, they 
will be sufficiently versatile and will cover the 
perspective directions of market development. 
Per haps, it is with the exception of IT compa-
nies or vocational education [12, 13]. In addition, 
dual education can significantly limit the aca-
demic mobility of students of MFA in the pro-
posed option in Ukraine.
It is common knowledge that the determining 
factor in the success of any organization that is 
focused on providing services is the demand for 
services by market participants. From our point 
of view, the most important factor that will help 
IHE to be relevant is the fulfillment of the IHE's 
function of studying the history of the develop-
ment of scientific areas, principal for a specific 
IHE, and the construction of a description of 
such a history in such a way that is easy to carry 
out an analysis of the current technical and scien-
tific state of the corresponding market and to 
identify problems that need to be solved.
The promising one is the description of the his-
tory in the form of the information and reference 
system (IRS) with a network pattern, as shown 
in Figure.
The division the information at universities 
into two categories: literature and documents is 
suggested. Literature is the information in diffe-
rent media forms that cannot serve as a proce-
dural confirmation. Documents are the legally 
certified information of various media kinds.
Students use literature for studying while 
teachers do this for scholarly research work. Do-
cuments are the consequence and evidence of 
the teachers' performance of their functional re-
sponsibilities as scientific and pedagogical staff 
of universities. Documents can become the basis 
for creation of publications that are treated as li-
terature. Literature cannot become the basis for 
the documents.
Considering this division, the paradox is clear-
ly outlined: the educational or scientific work ba-
sed on literature can be the basis for creating a 
document that certifies the performance of work, 
achievement, qualification level, etc. The paradox 
is inherent to both traditional f2f education and 
for modern Blended and Online Learning. The 
solution to the paradox lies in introducing the 
notion of a reliable source.
IRS’s network pattern:      — some scientific knowledge 
(СK — current knowledge);      — the scientific knowled ge 
that preceded CK;      — scientific knowledge that follows CK 
Shkitsa, L.Yе., Kornuta, V.A., Kornuta, O.V., and Bekish, I.O.
18 ISSN 1815-2066. Nauka innov., 2019, 15 (6)
The reliable source is a literature, the position 
of which is confirmed in the admissible scientific 
or legal way that is evidenced by relevant docu-
ments (protocols of experimental research, verifi-
cation by normative documents or by expertise/
certificates). The reliable source can be conside-
red only if of the relevant document or package of 
documents are available. In this case, a reliable 
source can be considered as a generalizing docu-
ment and used as a basis for documents.
Any publication is transferred to the category 
of reliable sources by students, teachers or mixed 
teams in one of two ways: 1) the documents on 
the basis of which the publication was created; 
2) studies are carried out and properly docu-
mented, the results of which are confirmed by 
the information of the literature. Involving stu-
dents in such work is almost obligatory, since 
these are practical tasks that require a scientific 
approach, and their amount requires significant 
labor costs.
Scientific and educational information space 
(SEIS) is the space of documents and reliable 
sources.
The source information and research results 
must coincide literally or even by symbol, other-
wise the authenticity of the literature is not con-
firmed. Checking of coincidence is a task for IT 
solutions of SEIS.
All new documents or publications can be con-
sidered as reliable sources only if they contain 
quotes in the sense of linguistics. In such a way, in 
the SEIS citation is the use of text (formulas/
drawings/tables etc., or parts of them) of the 
course practically unchanged.
The quote in the SEIS contains the comple-
ted idea, opinion, regular expression (term), text 
paragraph, factual material, etc. fully. In fact, the 
quote in the SEIS is the part of the publication 
that can be found by the anti-plagiarist program. 
Consequently, the antiplague system or the natu-
ral text analysis system is an integral part of the 
SEIS, as well as the regulations for its use.
If the possibility of quoting is limited by copy-
right, only those documents should be cited that 
are copyrighted or permission for use of which 
is owned by an IHE or research work must be 
done, the result of which will be such a document. 
A description depicting the general perception 
of the source document by the developer of a 
do cument can only serve to identify the possib le 
connectivity of the IRS nodes, but not to verify 
the authenticity of the link or document.
The described citation model will provide 
the opportunity to place documents and reliab-
le sour ces in chronological and citation order, 
which will automatically give the history of de-
velopment as a network hierarchical structure. 
The number of citations of the publication ma-
kes it possible to establish the place of highligh-
ted thoughts (knowledge) in science / theory: root, 
trunk, branch, sprout.
In technical engineering, every "sprout" or 
"branch point" must contain documents that 
ref lect the parametric geometric model of the 
part, device, equipment, control system etc. The 
most approximate of known classification sys-
tems is, basically, the International Patent Classi-
fier (IPC).
In the information space, the division of infor-
mation into source information and knowledge is 
offered. Source information is documented ex-
perimental research data (including data from 
sen sors and automated systems, results of com-
putational experiments etc.). Knowledge is ge-
neralizations, hypotheses, laws based on source 
information as well as models and design tech-
niques developed on their basis. Knowledge is 
described in the documents of the project and 
expert groups. As a rule, documents with source 
information are confidential at least until docu-
ments with knowledge are published.
The proposed model potentially changes the 
existing model of scientific interaction, since the 
publication is interpreted as a document or a set 
of documents. Such a model is practically pos-
sib le to be implemented only in electronic form, 
since copying and management of paper copies 
(comparing them, for example) will be signifi-
cantly more expensive. 
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It is necessary to introduce the requirement for 
the formulation of opinions that are protected as 
quotes, in the form of a set of certain symbols 
and a terminology series (notations, regular exp-
ressions, words for the description) for complete-
ness of the picture. If the opinion falls under a 
particular code of the IPC or specialist classi fier, 
the author (or member of the project team that 
verifies the source) refers it to this code. The clas-
sifier serves as the basis for the formation of stan-
dar dized terminology and designations. If some-
one else (in the other work) wants to for mulate 
the same opinion, then he is forced to use and fall 
under the same classifier, because he works in the 
same area, and, consequently, the directory/dic-
tionary/standard will be one and the same. To 
ensure unambiguous identification of synonyms 
and homonyms, the dictionary should contain a 
synonym row for each section of the classifier.
The described system is essentially similar to a 
system of protection of intellectual property, ex-
panded by documentary confirmation of authen-
ticity. The choice of the IPC or another classifier, 
even of the IHE’s own development, is not criti-
cal until there are defined rules for establishing 
unambiguous correspondence between the classi-
fiers. It is clear that the first version of such rules 
should be formulated at the initial stages of the 
development of the IRS.
This idea is used as a basis for standardization 
within corporate information systems and in ge-
neral in standardization systems; the latter can be 
a starting point-base for bringing the entire vo-
lume of publications to one look.
The model of scientific work after a problem 
statement would look as follows in a technical 
IHE: the search for sources, establishing their re-
liability, creating new knowledge, which may 
consist in refining or extending already existing, 
with appropriate documentary fixation and pro-
perly documented expertise, updating the IRS, 
publishing new scientific results and putting 
them into SEISs in the form of reliable sources.
The learning process is different from the sci-
entific in a way that the creation of new know-
ledge is usually not expected. A student studies, 
with or without an IRS, reliable source data and 
knowledge-based documents, which contain know-
ledge, is involved in determining the relia bility of 
the sources by conducting experimental studies 
with appropriate accumulation and processing 
under the guidance of the teacher of source data. 
Students and IHE employees are project team 
members. The teacher plays the role of mentor in 
the project team and expert in determining the 
correct use of knowledge and conduction a re-
search. Expert work is properly documented and 
is obligatory for the teacher.
In order to obtain source data, the student 
must create his own physical or computer model 
or model of the object under investigation or use 
the existing one. Correctly recorded source infor-
mation of student work expands the selection of 
information on which knowledge is based.
Working with reliable sources raises the prob-
lem of evaluating the results of a student's aca-
demic work. In fact, work can be done correctly 
and its results are counted and added to the SEIS 
and IRS or the results are not counted (the job 
is incorrect).
In the proposed model of the work of IHE the 
role of methodological changes is changing. The 
methodology is reduced to the instructions for 
working with the IHE information system, an 
explanation of the role and methods of using the 
IRS and the SEIS as a whole. The student must 
choose methods and information for the work 
independently using the IRS and the SEIS.
The technology of the functioning of the IRS 
can be based on the wiki engine or on the tech-
nologies of the development of linked pages (such 
as tagging). The combination of web technolo-
gies with classifiers and dictionaries is inherent 
in the various classes of corporate information 
systems. Taking into account the possibility of va-
rious ways of developing scientific research and 
the formation of project teams, adaptive case ma-
nagement (ACM) is considered as the optimal 
concept of the information system for the pro-
ject activity.
Shkitsa, L.Yе., Kornuta, V.A., Kornuta, O.V., and Bekish, I.O.
20 ISSN 1815-2066. Nauka innov., 2019, 15 (6)
For functioning of the described model of the 
IHE’s work, the technical and organizational 
support of personalized production is required, 
described in [11, 14].
The subsystem of the knowledge base of the 
training system for drilling equipment design 
was developed by the group of authors of the De-
partment of Engineering and Computer Grap hics 
of the IFNTUOG. The proposed development is 
aimed at forming the graphic competence of the 
future engineers and achieving a new quality of 
educational technologies and operational content 
of a single information environment in accor-
dance with the achievements of modern science 
and technology.
In order to ensure the possibility of further 
expansion of the system, its adaptation to the use 
of the network is based on the use of language 
(Hyper Text Markup Language). An interactive 
trai ning complex is decided to form on a set of 
HTML documents.
When creating information training system 
for drilling equipment design, the block-modular 
principle was used, the system was created in the 
form of separate elements (most often, files), which 
form the logical and hierarchical structu re. This 
makes it easy to differentiate sections and system 
modules. The texts contain the necessary hyper-
text links that reflect the keywords, terms, basic 
concepts, normative materials, etc. The graphic ma-
terial is presented in the *.jpg format and elect-
ronic models were created using the CAD Auto-
Desk Inventor, "KOMPAS".
Information system for drilling equipment design:
 provides information exchange, using archives 
of electronic documents, databases, specialized 
directories and software;
 allows to choose typical drilling equipment, 
which consists of standard or typical elements 
and knots (drilling tools, drill pipes, couplings, 
nipples, flanges, fasteners, etc.) for familiari-
zation;
 enables to receive reference data for design 
development (mechanical properties of mate-
rials, types of connections, etc.);
 acquaints with existing general requirements 
and normative documents before designing 
various design documents;
 enables to familiarize oneself with the typical 
design of elements in 3D models.
The basic block of the system acquaints users 
with existing general requirements and norma-
tive documents before designing various design 
documents, enables to choose typical drilling 
equipment and the necessary information for its 
construction and design.
System components:
 reference books on standards for the design of 
various design documents and text explana-
tory information to them;
 base of standard sizes of the elements of the 
drilling equipment, which consists of norma-
tive documents, which are valid on the terri-
tory of Ukraine for each item of equipment 
with its characteristics;
 catalogs of typical drilling equipment in the 
form of a set of basic aggregates, including: drill 
string, lifting mechanism, swivel, pump-circu-
lation system with developed design documen-
tation;
 3D models of individual typical units.
The components of the system can be used in 
preparing specialists of different levels and spe-
cialties, as well as methods of constructing dril-
ling equipment, and the acquired knowledge and 
skills will enable to implement projects that are 
as close as possible to the real ones.
Hence, IRS in the SEIS of the IHE is a dyna-
mic structure that will be developed with each 
scientific work done in the IHE or external one. 
THE SEIS is a shell that will ensure the effecti-
ve functioning of the IHE with the use of IT 
achie vements. The basis of the operation of the 
SEIS is the electronic document flow system, 
built on the concept of ACM.
The described models of scientific and educa-
tional work in fact provide a project approach to 
managing the joint work. The introduction of 
such a model of management will necessitate the 
use of methods of project-based learning.
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With the use of reliable sources, the signifi-
cance of the classification system of knowledge 
increases. The proposed use of definitions means 
that the basis of the information space is the sys-
tem of document flow of IHE, which for most 
IHEs, at least in Ukraine, means the need for sig-
nificant reengineering of business processes. The 
SEIS with the IRS, technical and organizational 
support of personalized production, expert as-
sessment of teachers are values that will ensure 
the demand of IHE services in the current labor 
market and the spread of IT.
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Стаття надійшла до редакції / Received 06.11.18
Статтю прорецензовано / Revised 30.11.18
Статтю підписано до друку / Accepted 29.01.19
Л.Є. Шкіца, В.A. Koрнутa, O.В. Koрнутa, I.O. Бекіш
Івано-Франківський національний технічний університет нафти і газу,
вул. Карпатська, 15, Iванo-Франківськ, 76019, Україна,
+380 342 72 4719, shkitsa@gmail.com, vol.kor.ikg@gmail.com
МОДЕЛЬ ІНФОРМАЦІЙНОГО ПРОСТОРУ 
ДЛЯ ІННОВАЦІЙНО-ПРОЕКТНОЇ ДІЯЛЬНОСТІ В УНІВЕРСИТЕТІ
Вступ. В умовах широкого використання мережевих технологій для доступу до інформації університет втрачає 
роль єдиного джерела знань. Прості інтерфейси отримання знань, за потреби, дають можливість швидкої самоосвіти 
у процесі реалізації виробничих чи побутових завдань. Критично необхідним стає переосмислення ролі й місця 
університету у підготовці інженерів та науковців, а також осучаснення моделей використання університетами до-
сягнень сучасних інформаційних технологій.
Shkitsa, L.Yе., Kornuta, V.A., Kornuta, O.V., and Bekish, I.O.
22 ISSN 1815-2066. Nauka innov., 2019, 15 (6)
Проблематика. Студенти слабко залучені до науково-інноваційної діяльності, оскільки модель організації ро-
боти закладу вищої освіти відокремлює навчальний процес від інших активностей. 
Мета. Розробити модель науково-навчального інформаційного простору для інноваційно-проектної діяльнос ті 
спільноти науково-педагогічних працівників та студентів університету.
Матеріали й методи. Використано методи логічного та порівняльного аналізу. 
Результати. На основі аналізу достовірних джерел розроблено модель інтегрованого науково-навчального ін-
формаційного простору технічного закладу вищої освіти. З урахуванням можливості різних шляхів розвитку нау ко-
вого пошуку та необхідності формування відповідних проектних команд, запропоновано базувати інформаційну 
систему для проектної діяльності на основі концепції «adaptive case management». Розроблено підсистему бази знань 
навчальної системи проектування бурового обладнання.
Висновки. Описані моделі наукової та навчальної роботи фактично передбачають проектний підхід до орга-
нізації спільної роботи науково-педагогічних працівників та студентства. Запровадження такої моделі управління 
зумовлює необхідність використання методів проектно-орієнтованого навчання. Подальші дослідження буде спря-
мовано на розробку способів впровадження проектно-орієнтованого навчання у навчальний процес закладу вищої 
освіти у межах чинного законодавства та нормативно-правового поля. 
Ключові  слова: науково-навчальний інформаційний простір, науково-інноваційна діяльність, університет, 
інформаційна система.
Л.Е. Шкица, В.A. Koрнутa, Е.В. Koрнутa, И.O. Бекиш
Ивано-Франковский национальный технический университет нефти и газа, 
ул. Карпатская, 15, Иванo-Франковск, 76019, Украина,
+380 342 72 4719, shkitsa@gmail.com, vol.kor.ikg@gmail.com
МОДЕЛЬ ИНФОРМАЦИОННОГО ПРОСТРАНСТВА 
ДЛЯ ИННОВАЦИОННО-ПРОЕКТНОЙ ДЕЯТЕЛЬНОСТИ В УНИВЕРСИТЕТЕ
Введение. В условиях широкого использования сетевых технологий для доступа к информации университет 
теряет роль единственного источника знаний. Простые интерфейсы получения знаний, при необходимости, дают 
возможность быстрого самообразования в процессе реализации производственных или бытовых задач. Критически 
необходимым становится переосмысление роли и места университета в подготовке инженеров и ученых, а также 
модернизация моделей использования университетами достижений современных информационных технологий.
Проблематика. Студенты слабо вовлечены в научно-инновационную деятельность, поскольку модель орга ни-
зации работы высшего учебного заведения отделяет учебный процесс от других активностей.
Цель. Разработать модель научно-учебного информационного пространства для инновационно-проектной дея-
тельности сообщества научно-педагогических работников и студентов университета.
Материалы и методы. Использованы методы логического и сравнительного анализа.
Результаты. На основании анализа достоверных источников разработана модель интегрированного научно-
учебного информационного пространства технического высшего учебного заведения. С учетом возможности раз лич-
ных путей развития научного поиска и необходимости формирования соответствующих проектных команд, пред-
ложено базировать информационную систему для проектной деятельности на основании концепции «adaptive case 
management». Разработано подсистему базы знаний учебной системы проектирования бурового оборудования.
Выводы. Описанные модели научной и учебной работы фактически предусматривают проектный подход к ор-
ганизации совместной работы научно-педагогических работников и студенчества. Внедрение такой модели уп рав-
ления вызывает необходимость использования методов проектно-ориентированного обучения. Дальнейшие ис сле-
дования будут направлены на разработку способов внедрения проектно-ориентированного обучения в учебный про-
цесс высшего учебного заведения в рамках существующего законодательства и нормативно-правового поля.
Ключевые слова: научно-учебное информационное пространство, научно-инновационная деятельность, уни-
верситет, информационная система.