The implementation of digital technology for automation of teaching processes

The computer support of teaching and learning processes is still a large challenge for ICT. Namely, the actual level of human-computer interaction does not enable teachers or students to support the educational processes and automate them in a way that is natural for humans (e.g. solutions in natural language are missing). If they should be computerized, the crucial problem is that these processes, by the nature, are characterized by a continuous knowledge flow between teachers and students. Because knowledge is closely linked to mental processes of humans, they are uncertain and characterized by use of unstructured data. The state-of-the-art is prevailing by technology-driven approaches. This is more centered on how to create a technological infrastructure or tools, and how to have access to data on the internet, rather than how to process the knowledge flow. However, from a teacher's point of view, computer support is more about processes, how to computerize teaching in the classroom, communication, feedback, how to write student works, the creation of teaching texts, and hundreds of other issues respectively. Thus, more sophisticated IT solutions and an innovative approach for knowledge abstraction and representation is needed for the automation of teaching processes. This paper deals with how these issues were solved in natural language within a long-term participatory action research on technology-enhanced learning when teaching bachelor students. The research outcomes - the technology-driven and educational-driven approach, in-house educational software with a personalized supportive system, and innovative approach to the abstraction of knowledge are briefly presented as examples from the practice. The abstraction of the virtual knowledge unit is a part of the registered utility model 7340/2015 (the patent classification IPC G06F17/30, G06Q 10/10).