3L-Person: Report Svitlana Lytvynova1 , Oleksandr Burov1 , Nataliia Demeshkant2 , Viacheslav Osadchyi3 and Serhiy O. Semerikov4,5,6,2 1 Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine 2 Pedagogical University of Krakow, Podchorazych, 2, 30-084, Krakow, Poland 3 Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine 4 Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine 5 Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine 6 University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine Abstract This is an introductory text to a collection of selected papers from the VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2021), held in Kherson, Ukraine, on the October 1, 2021. The volume presents the contributions to the workshops affiliated with the ICTERI 2021: the 17th International Conference on ICT in Education, Research, and Industrial Applications. Keywords ICTERI 2021, 3L-Person 2021 1. Theme of the Workshop The Workshop’s goal is to bring together researchers and practitioners from areas Informa- tion/Communication Technologies (ICT) and Education/Training (E/T), to support the bridging process between ICT opportunities and education/training needs. Their mutual influence is in- creasingly accelerating, sometimes in unexpected ways, with original ideas and innovative tools, methodologies, methods and synergies that can and must satisfy life-long learning of a person (from school age to retirement), professional training and retraining in view of the person- oriented approach. It covers such topics as ICT tools’ design for: remote learning, adaptive 3L-Person 2021: VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach, co-located with the 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), October 1, 2021, Kherson, Ukraine " s.h.lytvynova@gmail.com (S. Lytvynova); alexander.burov@gmail.com (O. Burov); demesznat@gmail.com (N. Demeshkant); osadchyi@mdpu.org.ua (V. Osadchyi); semerikov@gmail.com (S. O. Semerikov) ~ https://iitlt.gov.ua/eng/structure/detail.php?ID=998 (S. Lytvynova); https://iitlt.gov.ua/eng/structure/departments/technology/detail.php?ID=281 (O. Burov); https://www.researchgate.net/profile/Natalia-Demeshkant (N. Demeshkant); http://osadchyi.mdpu.org.ua/ (V. Osadchyi); https://kdpu.edu.ua/semerikov (S. O. Semerikov)  0000-0002-5450-6635 (S. Lytvynova); 0000-0003-0733-1120 (O. Burov); 0000-0002-2215-0988 (N. Demeshkant); 0000-0001-5659-4774 (V. Osadchyi); 0000-0003-0789-0272 (S. O. Semerikov) © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings http://ceur-ws.org ISSN 1613-0073 CEUR Workshop Proceedings (CEUR-WS.org) i learning, day-to-day support for individual’s learning, synthetic learning environment, life-long learning of individuals, learning in the workplace, learning/training process of individuals with special needs, teaching/learning safety and security, vocational training and carrier guiding, etc. All topics allowing for the appropriate ICTs that could break down the time, space and cultural differences of learners and teachers. The specific goal of this activity is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching) environments in global education/development settings, with special regard to the human as subject in the system and to the integration of humans with the technical, didactic, and organizational subsystems. 2. The Workshop Aims (i) The identification of needs and opportunities in which coordinated research efforts are required to expand and understand the emerging technologies in education (such as cloud computing, mobile tools and services, network infrastructures, systems of computer modeling, simulation, AR/VR/MR etc.), their effectiveness, the potential risks, and the potential benefits of new ways to educate, learn and collaborate. (ii) Contribution of novel ICT in E/T. (iii) Informing the educators about options for global education in near future. 3. Topics of Interest • Personal Learning Environment Design: person-oriented tools, adaptive and intuitive learning, cloud-based learning environment, social networking, etc. • Advanced ICT for Professional Retraining and Training in the Workplace: cloud- based learning tools, mobile-based learning, learning networking tools, etc. • Blended and Remote Learning/Teaching with Emerging ICT: remote learning and virtual classroom, flipped classroom, network-oriented collaborative learning, home- schooling, etc. • Educational Robots, Databases and Language Technologies for Open Learning and Research: innovative and intelligence tools for data analysis; network labs, robotics learning tools; augmented cognition; machine learning; open learning and research platforms etc. • ICT in Education of a Person with Special Needs: openness and accessibility of education, e-inclusion; using ICT in educating gifted, underachieved, disabled individuals; ICT for a human development, etc. • ICT in Education Safety and Security: human-system integration, human factors, quality evaluation of electronic learning resources, etc. • ICT-support of STEM Education and Professional Career: network labs, robust intelligence, synthetic environment, augmented cognition, 3D technology, systems of computer modeling and simulation, etc. • Synthetic learning environment: AR/VR/MR, AI in education, computer modeling in teaching process etc. ii 4. Workshop Chairs Svitlana LYTVYNOVA (s.h.lytvynova@gmail.com), Institute of Information Technologies and Learning Tools of NAES of Ukraine, Ukraine Alexander BUROV (burov.alexander@gmail.com), Institute of Information Technologies and Learning Tools of NAES of Ukraine, Ukraine Nataliia DEMESHKANT (demesznat@gmail.com), Pedagogical University of Kracow, Poland Viacheslav OSADCHYI (poliform55@gmail.com) Bogdan Rhmelnitsky Melitopol State Pedagogical University, Ukraine 5. Program Committee Members Albert Zigler, University of Erlangen-Nuremberg, Germany Alexander Burov, Institute for Digitalisation of Education of the National Academy of Educa- tional Sciences of Ukraine, Ukraine Alla Danilenko, Brest University, Belarus Paromita Roy, Jagadis Bose National Science Talent Search, India Liudmyla Chernikova, Municipal Institution «Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education» of Zaporizhzhia Regional Council Enrico Nardelli, University of Roma “Tor Vergata”, Italy Heidrun Stoeger, Universität Regensburg, Germany Jose Orlando Gomes, Federal University of Rio de Janeiro, Brazil Mariia Medvedieva, Umanskyy Derzhavnyy Pedahohichnyy Universytet Imeni Pavla Tychyny, Ukraine Marselo Soares, Hunan University, China Mykhailo Medvediev, ADA University, Azerbaijan Nataliia Demeshkant, Pedagogical University of Kracow, Poland Oleg Spirin, University of Educational Management, Ukraine Olena Kuzminska, National University of Life and Environmental Sciences of Ukraine, Ukraine Olga Kronda, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” Olha Pinchuk, Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, Ukraine Oksana Melnyk, Institute for the Modernization of Education, Ukraine Oksana Ovcharyk, Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, Ukraine Stefan Svetsky, Slovak University of Technology in Bratislava, Slovakia Svitlana Lytvynova, Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, Ukraine Tetiana Vakaliuk, Zhytomyr Polytechnic State University, Ukraine Tetyana Oleinik, H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine iii Valerii Bykov, Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, Ukraine Viacheslav Osadchyi, Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine Waldemar Karwowsky, University of Central Florida, USA Yevgenij Lavrov, Sumy State University, Ukraine Yuliya Krylova-Grek, State University of Telecommunications, Kyiv, Ukraine 6. Conclusion This volume represents the proceedings of the VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2021), held in Kherson, Ukraine, on the October 1, 2021. It comprises 13 contributed papers [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13] that were carefully peer-reviewed and selected from 39 submissions. Each submission was reviewed by at least 2 program committee members.. References [1] S. Lytvynova, N. Demeshkant, Distance learning in primary school during the COVID 19 pandemic: Results of the “SMART KIDS” experiment, CEUR Workshop Proceedings (2022) 1–10. [2] O. Ovcharuk, I. Ivaniuk, A self-assessment tool of the level of digital competence of Ukrainian teachers in the context of lifelong learning: The results of an online survey 2021, CEUR Workshop Proceedings (2022) 11–18. [3] O. Pinchuk, A. Prokopenko, Actual areas of development of digital competence of officers of the Armed Forces of Ukraine, CEUR Workshop Proceedings (2022) 19–30. [4] T. Berezhna, S. Zaiets, S. Shybirina, Formation and self-development of the students’ digital competencies within the lifelong learning system, CEUR Workshop Proceedings (2022) 31–42. [5] K. Osadcha, V. Osadchyi, V. Kruglyk, O. Spirin, Modeling of the adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning, CEUR Workshop Proceedings (2022) 43–54. [6] M. Zhenchenko, O. Melnyk, Y. Prykhoda, I. Zhenchenko, Experience of use of electronic educational resources by ukrainian teachers during the distance learning due to the COVID-19 pandemic (March-May 2020), CEUR Workshop Proceedings (2022) 55–65. [7] V. Serhii, R. Ivan, D. Olena, P. Halyna, S. Tatyana, Adaptive learning environment design in the system of future maritime specialits’ training, CEUR Workshop Proceedings (2022) 66–76. [8] T. Hodovaniuk, T. Makhometa, I. Tiahai, D. Voznosymenko, V. Dubovyk, Use of the dynamic mathematical program of geogebra in classes in mathematical disciplines in the conditions of blended learning, CEUR Workshop Proceedings (2022) 77–86. [9] H. Varina, V. Osadchyi, O. Goncharova, S. Sankov, Features of introduction of components of gamification in the course of development of constructive strategies of overcoming of life crises at youth, CEUR Workshop Proceedings (2022) 87–105. iv [10] E. Lavrov, Y. Chybiriak, O. Siryk, V. Logvinenko, A. Zakharova, Training of specialists for adaptive management. Techniques for teaching computer analysis of automated production systems in the FlexSim environment, CEUR Workshop Proceedings (2022) 106–118. [11] O. Burov, O. Pinchuk, Extended reality in digital learning: Influence, opportunities and risks’ mitigation, CEUR Workshop Proceedings (2021) 119–128. [12] S. Proskura, S. Lytvynova, O. Kronda, The use of web-oriented technologies in the process of web-programming teaching for technical universities students, CEUR Workshop Proceedings (2022) 129–140. [13] N. Morze, O. Barna, M. Boiko, The relevance of training primary school teachers computa- tional thinking, CEUR Workshop Proceedings (2022) 141–153. v