In this paper, a new weighting sum method for multi-criteria decision making is presented. The main advantage of this method is that it is easier for understanding and it can effectively be handled by a decision maker, so the obtained solution best suits his goal and his understanding of the problem.

The paper defines the methodology for the selection of standards and tools that system analysts use for the purposes of analyzing the computer infrastructure of organizations. The goal of system analyst analysis is primarily to increase: the speed of processing information, the efficiency of data processing and data exchange. A large number of standards and tools complicates an adequate choice, and on the other hand system analysts are not the only ones who influence the choice. In the analysis of the choice of standards and tools, in the second chapter an algorithm for determining the weight coefficients for the criteria selected by the company and the ranking of the standards for selection is presented through an example. In order to choose the best standard, the choice was made between four standards described in the third chapter. The chapter defines the criteria that cover IT activities for the selection of standards according to selected criteria and defined weight coefficients in the observed company. Finally, on the assumption that the company together with the analyst chose “k” criteria, where the methodology (LBWA) for the selection of weight coefficients for the criteria was proposed, a new model for calculating the ranking of standards was presented, i.e. the choice of the best. The conclusion of the paper is that the presented procedure for choosing standards is not complicated, that it is very successful, and that in this way the proposals were more easily accepted and implemented in the fastest way.

In this paper, a new method for determining weight coefficients by forming a non-decreasing series at criteria significance levels (the NDSL method) is presented. The NDLS method includes the identification of the best criterion (i.e., the most significant and most influential criterion) and the ranking of criteria in a decreasing series from the most significant to the least significant criterion. Criteria are then grouped as per the levels of significance within the framework of which experts express their preferences in compliance with the significance of such criteria. By employing this procedure, fully consistent results are obtained. In this paper, the advantages of the NDSL model are singled out through a comparison with the Best Worst Method (BWM) and Analytic Hierarchy Process (AHP) models. The advantages include the following: (1) the NDSL model requires a significantly smaller number of pairwise comparisons of criteria, only involving an n − 1 comparison, whereas the AHP requires an n(n − 1)/2 comparison and the BWM a 2n − 3 comparison; (2) it enables us to obtain reliable (consistent) results, even in the case of a larger number of criteria (more than nine criteria); (3) the NDSL model applies an original algorithm for grouping criteria according to the levels of significance, through which the deficiencies of the 9-degree scale applied in the BWM and AHP models are eliminated. By doing so, the small range and inconsistency of the 9-degree scale are eliminated; (4) while the BWM includes the defining of one unique best/worst criterion, the NDSL model eliminates this limitation and gives decision-makers the freedom to express the relationships between criteria in accordance with their preferences. In order to demonstrate the performance of the developed model, it was tested on a real-world problem and the results were validated through a comparison with the BWM and AHP models.

Multimedia tools and materials for learning have to support the programme and professional learning, i.e. they must be based on digital systems which provide simulations, problem analysis, and process analysis, along with using modern tools and technologies. By means of an integrated approach to teaching, modern-day use of computers and information-communication technologies (ICT) in education enables an overall analysis of natural and social phenomena and events. The paper describes the advantages of using modern ICT tools and applicative software in dual education on the example of the application of the integrative white-board (IWB) in the classroom. The flaws in the demonstration and simulation of ambience, environment, audio-visual experiences and multisensory interactions have been overcome owing to the development of the interactive white-board in 3D technology. The paper provides a description of a new conceptual model of using IWB in 3D technology in the classroom, i.e. the effects of its application from the perspective of dual and vocational system of education. The development of the 3D IWB technology provided a new quality of detailed graphic images, enabled an integration of and interaction with the available knowledge data bases, relevant theories and tutoring systems. The application of the 3D IWB technology turns the educational environment into a surround system, it activates simultaneously, and with a greater intensity, all senses, and directly stimulates cognitive processes, the development of various skills and muscle memory.

This paper describes how motivational processes affect students from the point of view of acquiring knowledge and skills, transfering them and using them in distance learning systems. Research in the social-cognitive framework illustrates the flexibility of the system and adequate adjustment of motivational patterns. A model of motivational processes, based on research, is presented as a function of learning objectives. The didactic-methodical approach to teaching was changed and adapted parallelly with monitoring the impact of the motivational factor on cognitive task performance and on students' responses, i.e. with the motivational factor influence on the success or failure of the cognitive outcome and the learning process quality. This work investigated the influence of specific knowledge areas and the interests of students on understanding professional or scientific lectures. The implications in practice and interventions done through the design of software of distance learning systems were aimed at correcting the educational process. Two forms of prior knowledge (expert knowledge and general thematic knowledge) were checked at the start as entrance tests and a preparatory course. After problem solving, a feedback analysis was carried out to determine the effects of prior professional knowledge, general thematic knowledge and interests on understanding and solving problems. The analysis of the results showed that for solving professional and technical tasks, prior knowledge of the domain, general thematic knowledge and interests were significant predictors of understanding and success.