Relevant bibliographies by topics / Communication skills training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communication skills training'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Communication skills training"

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Luke, K. H., and R. H. Smith. "Communication Skills Training." Academic Medicine 87, no. 8 (August 2012): 993. http://dx.doi.org/10.1097/acm.0b013e31825ccb39.

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Clever, Sarah L. "Communication Skills Training." Academic Medicine 87, no. 8 (August 2012): 993. http://dx.doi.org/10.1097/acm.0b013e31825e337f.

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Sullivan, Patricia A. "Communication Skills Training for Interactive Sports." Sport Psychologist 7, no. 1 (March 1993): 79–91. http://dx.doi.org/10.1123/tsp.7.1.79.

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The development of interpersonal communication skills is an important aspect of psychological skill development in interactive sport athletes. This article presents a communication skills training program for interactive sport teams. Collegiate coaches of interactive sports implemented a series of seven interpersonal communication exercises with their teams to gain a preliminary perspective on the effectiveness of communication skills training. Overall, athletes’ responses in evaluating the program indicated that the communication exercises raised awareness levels of communication skills and competencies and also provided valuable opportunities to practice improving communication skills. Suggestions are provided for the continuation of communication skills training with athletes.
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Monti, P. M., D. B. Abrams, J. A. Binkoff, W. R. Zwick, M. R. Liepman, T. D. Nirenberg, and D. J. Rohsenow. "Communication skills training, communication skills training with family and cognitive behavioral mood management training for alcoholics." Journal of Studies on Alcohol 51, no. 3 (May 1990): 263–70. http://dx.doi.org/10.15288/jsa.1990.51.263.

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Fourie, Pieter J. "BEYOND SKILLS TRAINING." Journalism Practice 7, no. 2 (April 2013): 212–30. http://dx.doi.org/10.1080/17512786.2012.753290.

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Brodkin, C. Andrew, and Kayla I. Brodkin. "Role of Communication Skills Training." Annals of Internal Medicine 132, no. 10 (May 16, 2000): 844. http://dx.doi.org/10.7326/0003-4819-132-10-200005160-00026.

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Lundine, Kristopher, Richard Buckley, Carol Hutchison, and Jocelyn Lockyer. "Communication Skills Training in Orthopaedics." Journal of Bone & Joint Surgery 90, no. 6 (June 2008): 1393–400. http://dx.doi.org/10.2106/jbjs.g.01037.

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Ovens, Howard, Wes Talbot, Fred Harris, and Barb Newman. "Hypnosis training enhances communication skills." Medical Teacher 12, no. 3-4 (January 1990): 357–61. http://dx.doi.org/10.3109/01421599009006643.

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Fujimori, Maiko. "Communication skills training for oncologists." Annals of Oncology 29 (October 2018): vii31. http://dx.doi.org/10.1093/annonc/mdy381.

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Fukui, Sakiko. "Communication skills training for nurses." Annals of Oncology 29 (October 2018): vii31. http://dx.doi.org/10.1093/annonc/mdy381.001.

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Dissertations / Theses on the topic "Communication skills training"

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Moorhead, Robert George. "Communication skills training for general practice." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mdm825.pdf.

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Bibliography: leaves 554-636. Examines aspects of teaching medical students communication skills at a time when they are entering their clinical years. Integrates reports of 12 data-gathering exercises centred on medical student communication skills with the international literature, and with the author's reflections as an experienced educator and G.P. Recommends that communication skills training in a general practice setting should be a crucial factor in all future training of medical students.
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Done, Judith Madeleine. "Contemporary approaches to communication skills training : a pre-training investigation." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/29174/.

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This study is designed to contribute to the understanding of the theory and practice of communication skills training. The participants are 48 trainee careers advisers following a Postgraduate Diploma in Careers Guidance. The purpose of the research is to investigate the effect of pre-training assessment and feedback on post-training performance. A secondary hypothesis relates to gender differences in communicative competence. The study uses a quasi-experimental, pre- and post-test design in which the independent variables are feedback and training. Dependent variables, applied at Time 1 and Time 2, include four self-report measures (Rotter I-E Scale, Social Situations Questionnaire, PONS Test and a repertory test) and behavioural ratings applied to videotaped interviews by two independent, trained raters. The findings suggest that while neither pre-treatment feedback alone nor training alone has an effect on performance at Time 2, the combination of feedback plus training produces a significant improvement in performance from Time 1 to Time 2. Significant differences between males and females in certain behavioural rating categories were found at Time 2. The results of this study lead the writer to propose that communication skills training could be enhanced by the inclusion of pre-training assessment and feedback, an inclusion which would result in CST being tailored more specifically to individuals even when the training is administered to groups. A second recommendation based on the findings is that there is scope for further investigation into gender differences in communicative behaviour and their implications for training.
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Dalen, Jan van. "Communication skills teaching, testing and learning /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7619.

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Heaven, Catherine Margaret. "The role of clinical supervision in communication skills training." Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497488.

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Recent studies have recognised that the communication skills learned in the training environment are not always transferred back into the clinical setting. A number of factors have been identified which may have an impact on this, including fears, beliefs and support. Bandura's Social Learning Theory has been used to gain an understanding of the association between these factors, and insights have been gained from the management training literature about the potential to buffer the transfer process. This study investigated the potential of clinical supervision as a method of facilitating transfer. The study compared a three day communication skills training workshop plus an intensive 4 week course of clinical supervision with training alone. 61 Clinical Nurse Specialists were randomised to receiving 12 hours of clinical supervision immediately after a 3-day communication skills training course. Assessments were carried out before the course, immediately after the supervision period and 4 months later. Three real patient encounters were recorded at each time point to assess the nurses' use of skills, their ability to identify concerns and their ability to respond to cues. These were then compared to simulated interviews conducted at the workshop and to measures of self-efficacy, outcome expectancy and burnout. Supervision was found to have a small but significant effect on nurses' ability to transfer skills to the workplace. The nurses in the experimental group showed improvements in 4 of the 18 skills areas associated with significant improvements in self-efficacy, and were found to be more willing to identify concerns of an emotional nature. Conversely the control group showed no improvement in use of skills and identified fewer psychological concerns. Furthermore, it was found that training had a negative effect on burnout. Nurses in the control group experienced increases in both emotional exhaustion and depersonalisation as measured by the Maslach Burnout Inventory. Supervision appeared to have a protective effect against this. The study highlighted the gap between competence and performance in the use of communication skills with real patients. It showed the potential of clinical supervision as a forum to facilitate the process of transfer, and raised challenges about negative consequences of training if support is not offered in the crucial transfer phase.
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Yeung, Wai-king Ophelia, and 楊惠瓊. "Facilitating communication and social skills training for primary school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957596.

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Yeung, Wai-king Ophelia. "Facilitating communication and social skills training for primary school children." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034773.

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Gardner, Tonja Annette. "Exploring the Importance of Soft Skills Training for Accountants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3678.

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Regional accounting firm leaders face challenges with employees who possess strong technical skills, but lack nontechnical communicating and teamwork skills. The purpose of this multiple case study was to explore strategies regional accounting firm leaders use to train technical staff on soft skills. The human capital theory was the conceptual framework supporting the study. Data were collected from semistructured interviews with partners, leaders, managers, and human resource personnel with 5 years or more of experience who participated in the hiring, training, and professional development process at 3 regional CPA firms. The review of company documents and company website postings triangulated the semistructured interviews. Data analysis entailed coding, conceptualizing concepts and ideas, identifying themes, and member checking to ensure the trustworthiness of interpretations. Based on the data collected, 3 themes emerged after the analysis including soft skills needed for success, mentoring and leadership programs, and team building initiatives. Findings from this study may contribute to social change by providing strategies regional accounting firms could use to provide soft skills training and mentoring initiatives to technical staff. Improvement in soft skills training may improve employees' lives by increasing their employability, career progression, and transition within the workplace, which may improve the economic wellbeing of local communities.
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James, Paul S. "A communication skills training component in an emotionally focused couples therapy." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29337.

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The purpose of this constructive outcome study was two-fold: first, to investigate the effectiveness of two treatments, an Emotionally Focused couples therapy (EFT) and an Emotionally Focused therapy plus a communication skills training component (EFT+CT), compared to a wait-list control group; second, to investigate whether or not the addition of a communication skills training component (CT) would enhance the effectiveness of an Emotionally Focused couples therapy (EFT). Forty-two moderately distressed volunteer couples were assigned randomly to one of two treatment conditions or to a wait-list control group. Couples in the EFT condition received 12 one-hour sessions; couples in the EFT+CT condition received eight hours of EFT and four hours of CT. Treatments were administered by 14 therapists, seven of whom were nested in each condition by random assignment. Ratings of therapists' interventions confirmed the treatment integrity of EFT in both treatment conditions and the treatment integrity of the CT component in the EFT + CT condition. Tests of equivalence showed that both treatment conditions were equivalent on pre-test levels of the dependent variables, demographic variables, therapist characteristics, and the quality of couples' working alliance with their therapists. The first hypothesis was supported for certain outcomes but not for all. Both treatments achieved superior gains at post-test compared to the wait-list control group on a global measure of marital adjustment and a measure of target complaint improvement. The EFT+CT group also achieved superior gains at post-test on a measure of communication compared to the wait-list control. Although there were trends toward both treatments achieving superior gains on measures of intimacy and passionate love at post-test compared to the wait-list control, these measures failed to reach significance. Results indicated that the second hypothesis was not supported. There were no significant differences between EFT and EFT + CT at the post-test or four-month follow-up on a summary measure of marital adjustment or its four components (i.e., consensus, affectional expression, cohesion, satisfaction), nor on measures of communication, intimacy, and passionate love. The only significant difference was that the EFT condition maintained its gains in target complaint improvement at the four-month follow-up more effectively than the EFT+CT condition did.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Kirkpatrick, Jamie E. "GENERALIZATION TRAINING FOR IMPROVISATIONAL SKILLS USING A PICTURE EXCHANGE COMMUNICATION SYSTEM." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313422708.

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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.

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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Books on the topic "Communication skills training"

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1927-, Sutcliffe Glenna E., ed. 20 training workshops forlistening skills. Aldershot: Gower, 1989.

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Levy, Philippa. People skills: Interpersonal skills training for library and information work. [London]: British Library Board, 1992.

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Sproston, Clare. 20 training workshops for listening skills. Aldershot, Hants, England: Gower, 1989.

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Binsted, Don. Developments in interpersonal skills training. Aldershot: Gower, 1986.

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Dickson, David. Communication skills training for health professionals: An instructor's handbook. London: Chapman and Hall, 1989.

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David, Dickson. Communication skills training for health professionals: An instructor's handbook. London: Chapman and Hall, 1989.

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Fowles, Anthony. Executive decisions: Business case studies and communication skills training. Walton-on-Thames: Nelson, 1995.

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L, Hunsaker Phillip, ed. Management: A skills approach. 2nd ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2004.

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Interpersonal skills training: A sourcebook of activities for trainers. London: Kogan Page, 1992.

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Izor, Catherine M. Staff training and recognition program: Communication and telephone skills (S1303). Dubuque, Iowa: Kendall/Hunt Pub. Co., 2002.

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Book chapters on the topic "Communication skills training"

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Biyani, Chandra Shekhar, James Tomlinson, and James Thornton. "Surgical Training and Feedback." In Communication Skills for Surgeons, 113–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12213-2_15.

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Bettencourt-Dias, Mónica. "Training Scientists in Communication Skills." In Communicating European Research 2005, 71–77. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5358-4_12.

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Saumya. "Essence of communication skills in fieldwork." In Fieldwork Training in Social Work, 238–50. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-15.

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Seth, S. Frei, and A. Beebe Steven. "The communication skills of an effective trainer." In The Handbook of Communication Training, 347–61. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315185859-31.

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Larkin, Shelagh J. "Effective Communication Skills for Field." In A Field Guide for Social Workers: Applying Your Generalist Training, 99–122. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2019. http://dx.doi.org/10.4135/9781506379265.n9.

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Postal, Karen. "Training To Improve Expert Witness Communication Skills." In The Art And Science Of Expert Witness Testimony, 165–76. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003044826-8.

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Travado, Luzia. "Communication Skills Training of Physicians in Portugal." In New Challenges in Communication with Cancer Patients, 291–300. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3369-9_25.

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Pearlman, R. Ellen, and Calvin Chou. "Communication Skills Training to Enhance Patient Adherence." In Psychiatric Nonadherence, 103–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12665-0_7.

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Dakota, C. Horn, and Golinski Robin. "The use of humor and storytelling skills as a best practice in demonstrating communication proficiency." In The Handbook of Communication Training, 375–87. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315185859-33.

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Dell’Aquila, Elena, Davide Marocco, Michela Ponticorvo, Andrea di Ferdinando, Massimiliano Schembri, and Orazio Miglino. "DREAD-ED: Improving Communication Skills in Critical Situations." In Educational Games for Soft-Skills Training in Digital Environments, 105–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-06311-9_6.

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Conference papers on the topic "Communication skills training"

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Oza, Prof Preeti, and Mr Arun Raste. "Business Communication Challenges: Evaluation of Skills Training." In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.107.

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Srivastav, Vinkle Kumar, Britty Baby, Natesan Damodaran, and Ashish Suri. "Internet-enabled Skills Training Platform for neurosurgical training." In 2015 7th International Conference on Communication Systems and Networks (COMSNETS). IEEE, 2015. http://dx.doi.org/10.1109/comsnets.2015.7098726.

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Campi, Fabio, Vivian Neal, Roberto Airoldi, and Jari Nurmi. "Training communication skills in project-oriented microelectronics courses." In 2014 10th European Workshop on Microelectronics Education (EWME). IEEE, 2014. http://dx.doi.org/10.1109/ewme.2014.6877387.

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Sigacheva, Natalya, Anna Korotkova, Marina Mefodeva, and Nadezhda Samarkina. "TRAINING ACADEMIC COMMUNICATION SKILLS WITH APPLICATIONS FOR SMARTPHONES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0311.

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Ali, Mohammad Rafayet. "Online virtual standardized patient for communication skills training." In IUI '19: 24th International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308557.3308733.

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Burge, Janet E., and Paul V. Anderson. "Improving Communication Skills of SE Students through Curricular Innovation." In 2009 22nd Conference on Software Engineering Education and Training. IEEE, 2009. http://dx.doi.org/10.1109/cseet.2009.63.

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Burge, Janet, and Charles Wallace. "Teaching Communication Skills in the Software Engineering Curriculum." In 2008 IEEE 21st Conference on Software Engineering Education and Training (CSEET). IEEE, 2008. http://dx.doi.org/10.1109/cseet.2008.32.

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Correro Bermejo, Alba, Pilar Bas Sarmiento, Martina Fernández Guitiérrez, Sonia De la Torre Moyano, Pablo Sergio Soler Martins, Cristina León Argibay, and Rafael Valdivia Díaz. "EFFECTIVENESS OF LEARNING CAPSULES IN INTERPERSONAL COMMUNICATION SKILLS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1248.

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Khooshabeh, Peter, Igor Choromanski, Catherine Neubauer, David M. Krum, Ryan Spicer, and Julia Campbell. "Mixed reality training for tank platoon leader communication skills." In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892312.

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Titan, Andy Effendi, and Trivena. "Online training effect on employee skills development." In 2014 2nd International Conference on Information and Communication Technology (ICoICT). IEEE, 2014. http://dx.doi.org/10.1109/icoict.2014.6914081.

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Reports on the topic "Communication skills training"

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Семеріков, Сергій Олексійович, Ростислав Олександрович Тарасенко, and Світлана Миколаївна Амеліна. Conceptual Aspects of Interpreter Training Using Modern Simultaneous Interpretation Technologies. Криворізький державний педагогічний університет, November 2021. http://dx.doi.org/10.31812/123456789/6972.

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The article deals with the implementation in universities of conceptual changes in interpreter training in the context of modern simultaneous interpretation technologies. The idea of human-computer interaction as an alternativeless symbiosis for achieving qualitatively new levels of organisation, implementation and efficiency in the simultaneous interpreting process is substantiated. The implementation of the concept of information technology training of interpreters in the content aspect provides for the expansion of their knowledge and skills in the application of information and communication technologies in the preparation and processing of simultaneous interpretation. The practical implementation of the concept in the form of formation of information and technological competence of a simultaneous interpreter is proposed. The ways of forming this competence are defined.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, November 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.

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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.
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Graham, Scott E. Training Command, Control, and Communications Skills on SIMCAT (simulation in Combined Arms Training). Fort Belvoir, VA: Defense Technical Information Center, August 1987. http://dx.doi.org/10.21236/ada190584.

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Dolmetsch, Carl R., Winn B. McDougal, and Deborah N. Vause. Feasibility Standards for Communicative Skills: Final Report for the U.S. Army Training and Doctrine Command. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada247042.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, July 2021. http://dx.doi.org/10.15664/10023.23693.

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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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