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1
Bahtiyarova, G. "WAYS TO USE INTERACTIVE METHODS IN BUILDING LEARNING DESIGN IN THE DIGITAL AGE." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 65–71. http://dx.doi.org/10.51889/2020-1.1728-5496.11.
Повний текст джерелаАнотація:
The content of the article provides information on the importance of studying and republishing education and training in higher education institutions in accordance with the requirements of modern digital time. This task in the modern digital world will be realized only through the development of advanced models based on the theory and practice of world didactics in the construction of effective design of training and improving the quality of education in universities. The author explains that today the main reason for the need to rethink pedagogy is the development of media education and the intensive introduction of digitaltechnologies in the theory and practice of didactics. We are talking about the possibility of online education and training raised by scientists at the level of world pedagogy, the need to focus on the implementation of all the skills of virtual education, the widespread use of digital technologies in practice. Based on the analysis, the author draws conclusions about the effectiveness and importance of interactive teaching and learning methods based on information technologies used in practice
2
Solórzano Gómez, Cielo, and Ana Narcisa Farfán Velásquez. "LOS MEDIOS DIDÁCTICOS EN LA ASIGNATURA DE ESTUDIOS SOCIALES EN LA CARRERA DE EDUCACIÓN GENERAL BÁSICA DE LA UNIVERSIDAD TÉCNICA DE MANABÍ, ECUADOR." Revista Cognosis. ISSN 2588-0578 2, no. 3 (August 28, 2017): 11. http://dx.doi.org/10.33936/cognosis.v2i3.856.
Повний текст джерелаАнотація:
El presente trabajo tiene como objetivo principal destacar los principales medios didácticos y de enseñanza, con la cual se pueden trabajar de mejor manera la asignatura de Estudios Sociales. Consta de algunas fundamentaciones científicas de diversos autores que se han permitido escribir sobre el tema y de estudios realizados para darle sustento a las teorías. Contiene conclusiones que son los resultados de las autoras luego de hacer un exhaustivo estudio del caso.
PALABRAS CLAVE: Enseñanza; didáctica; estudios sociales; educación superior.
THE TEACHING MEDIA IN THE SUBJECT OF SOCIAL STUDIES IN THE CAREER OF BASIC GENERAL EDUCATION OF THE TECHNICAL UNIVERSITY OF MANABÍ, ECUADOR
ABSTRACT
The main objective of this work is to highlight the main didactic and teaching methods, with which the subject of Social Studies can be improved. It consists of some scientific foundations of various authors who have been allowed to write on the subject and studies to support theories. It contains conclusions that are the results of the authors after an exhaustive study of the case.
KEYWORDS: Teaching; Didactics; social studies; higher education.
3
Danilova, Larisa N., Veronika E. Gaibova, and Aleksander M. Khodyrev. "New didactic solutions in conditions of higher education digitalization." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 19–28. http://dx.doi.org/10.20323/1813-145x-2021-1-118-19-28.
Повний текст джерелаАнотація:
The development of digital technologies leads to increasing of their distribution and spread in various areas of everyday life. One of those areas is education. It endures impact of digitalization, while trying to develop students' competencies needed for life in a digital society, and to adapt the capabilities of digital devices to their interests and needs. Their using in pedagogical practice depends directly not only on the educational institutions, but also on the teacher himself. Universities have been interested in E-learning elements since the early 2000s, but COVID-2019 has urged many of them to step up their work, which resulted to active creation of an E-learning environment. At the same time, many teachers feel insecure in the digital educational environment, have a view of possibilities of digital media and programs, their advantages in organizing lectures, seminars, practical classes and homework. It is obvious that digitalization of education is the future of education, and therefore teachers need to be informed and enlightened. The purpose of this article is to analyze a number of didactic aspects in digital education applied to universities. The paper shows the advantages and threats of such educational technologies, and shows the features of their application in higher education using specific universal examples. The authors note that despite the abundance of theoretical works on this topic in the world, there are very few empirical studies comparing separate models of digital learning with traditional ones, and their results are very contradictory. However, although the higher effectiveness of distance learning is not clearly proven, traditional didactic practices in higher education need to be modernized, and digital concepts will be improved to overcome their shortcomings.
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Synorub, Halyna P., Iryna M. Nestayko, Inna V. Poplavska, Olesia Ya Medynska, and Nataliia M. Poplavska. "CROSSMEDIA AS AN INNOVATIVE TECHNOLOGY IN TRAINING THE HUMANITIES STUDENTS IN HIGHER SCHOOL." Information Technologies and Learning Tools 70, no. 2 (April 27, 2019): 257. http://dx.doi.org/10.33407/itlt.v70i2.2762.
Повний текст джерелаАнотація:
This article is dedicated to one of the essential problems of improvement of the quality of education in the higher educational institutions in Ukraine nowadays that is the introduction of crossmedia into the educational process. In the article, based on the author's own experience, the essential characteristics of the cross-media, the importance of the formation of cross-media competencies in the Humanities graduates are disclosed and the effectiveness of the introduction of cross-media as an innovative technology in their training is analysed. The peculiarities of transformation and modernization of the modern didactic space are described, Ukrainian and foreign scientific and methodological works on the problem of the introduction of cross-media technologies into the educational process are reviewed, the theoretical aspects of this problem are studied, preferable sources of information and most popular platforms among students based on content analysis of ethnocentric questionnaire (hand delivered questionnaire) are revealed. An emphasis is made on the necessity to conduct media education in formal, informal and accidental ways, which lead to the formation of one’s own media product in the sphere of one’s personal interests. The author also paid special attention to the package of licensed programmes such as AdobeAudition, InDesign, Photoshop, AdobePremiere for the production of the multimedia content of high quality. On the basis of the new technological equipment the students who obtain higher education have an opportunity to realise their students’ media projects and create the journalist content in such forms as: printed production with the on-line version, video- and audio-podcasts, infographics, videoconnection, webinars etc. The effectiveness of the student-centered attitude in the educational process that motivates the future specialists to self-knowledge, self-development and self-education is substantiated. It is proved that the introduction of such technologies affects the modernization of the educational process in the higher education institution, provides the maximum approximation of education to the conditions of the future career.
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Nistor, Nicolae, Mihai Dascalu, and Stefan Trausan-Matu. "Joining Informal Learning in Online Knowledge Communities and Formal Learning in Higher Education: Instructional Design and Evaluation of a Blended-Learning Seminar with Learning Analytics Support." Interaction Design and Architecture(s), no. 43 (December 20, 2019): 110–27. http://dx.doi.org/10.55612/s-5002-043-006.
Повний текст джерелаАнотація:
The use of online knowledge communities (OKCs) as informal learning environments in connection with formal learning encounters two main issues: the learning guidance issue, and the newcomer integration issue. While the former can be solved by instructional design, the latter is still open and may be solved by Social Learning Analytics (SLA). This paper proposes B-LABS (Blogs and Learning Analytics Based Seminar), a higher education seminar with a formal component as a face-to-face seminar, and an informal component comprising learning in OKCs. B-LABS was carried out with N= 65 undergraduate students. SLA tools were employed to select responsive OKCs that were likely to integrate newcomers. The students successfully followed the B-LABS script; learning outcomes included students’ insight in mathematics didactics, and knowledge of OKC specific educational approaches. Student acceptance of the learning environment was predicted by performance expectancy and perceived social influence. Future development includes refining functions predicting the likeliness of OKC newcomer integration.
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Müller, Mirella, Ines Begović, and Ralf Baumgärtner. "Information and communication technologies and teacher education in the new paradigms of higher education." Croatian Review of Economic, Business and Social Statistics 4, no. 1 (June 1, 2018): 27–41. http://dx.doi.org/10.2478/crebss-2018-0003.
Повний текст джерелаАнотація:
Abstract Media use in the teaching process occurs in several forms. Information and communication technologies can be used as work equipment and teaching aids, as well as tools or curriculum units, particularly in higher education. Technological changes and new information technologies, in addition to substantive knowledge of the material, require from teachers creativity, knowledge, and the skills of the didactic design of teaching using modern multimedia tools. In Croatia, there is a lack of research aimed at assessing the initial state of computer literacy within the higher education institutions. The aim of this study was to determine the level of knowledge and digital competence of (non) teachers of higher education institutions in the Republic of Croatia, to determine the frequency of application of modern technologies in teaching, and to explain the necessity of implementation of the programme Multimedia training and e-learning at teaching faculties, which leads to the application of new educational paradigms. The study was conducted on a representative sample (N=1800) of (non) teachers of higher education institutions in the Republic of Croatia among various faculties and departments in Osijek, Split and Zagreb. The results show that (non) teachers of higher education institutions of engineering and information sciences have the best digital competences, and apply modern technology in research and scientific work significantly more than (non) teachers of social sciences and humanities.
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Sánchez Tepatzi, Dr José de la luz, Dra María Valentina Téllez Montes, and Mtro Alejandro Sánchez Guzmán. "Desafíos para responder a las necesidades de formación docente en Educación Media Superior / Challenges to Respond to the Needs of Educational Training in Higher Education." Revista Internacional de Educación y Aprendizaje 7, no. 2 (April 11, 2019): 59–70. http://dx.doi.org/10.37467/gka-revedu.v7.1944.
Повний текст джерелаАнотація:
ABSTRACTThis paper analyzes the proposal of the Integral Reform of Higher Secondary Education (RIEMS) to meet the training needs of teachers of that educational level and the challenges for its implementation. To put this proposal in context, data from a study carried out in the state of Tlaxcala in 2014 are retaken. One of the fields that he was investigating were professional profiles and training needs. The results of the study indicate that their needs are mainly related to fields related to didactics, and the areas of greatest deficiency revealed by large-scale evaluations. Different studies emphasize problems in training: the scarce approach with teachers to identify their needs, the absence of a pedagogical system that responds to the conditions of teachers, and few studies of the impact of training on improving teaching and learning.RESUMENEste trabajo analiza la propuesta de la Reforma Integral de la Educación Media Superior (RIEMS) para atender las necesidades de formación de los profesores de ese nivel educativo y los retos para su implementación. Para poner en contexto dicha propuesta se retoman datos de un estudio realizado en el estado de Tlaxcala en el año 2014. Uno de los campos que indagaba eran los perfiles profesionales y las necesidades de formación. Los resultados del estudio señalan que sus necesidades versan principalmente en torno a campos relacionados con la didáctica, y las áreas de mayor deficiencia que revelan las evaluaciones de gran escala. Distintos estudios enfatizan como problemas en la formación: el escaso acercamiento con los docentes para identificar sus necesidades, ausencia de un sistema pedagógico que responda a las condiciones de los profesores, y pocos estudios del impacto de la formación en la mejora de la enseñanza y el aprendizaje.
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Sofiatin, Sofiatin. "DIDACTIC LITERATURE LESSON ON PHILOSOPHICAL NOVEL SOPHIE’S WORLD." Jurnal Fascho: Kajian Pendidikan dan Sosial Kemasyarakatan 11, no. 1 (October 10, 2021): 10–30. http://dx.doi.org/10.54626/fascho.v11i1.84.
Повний текст джерелаАнотація:
Literature in written works comes to give aesthetic value and entertainment to the readers. It also has an educational function in purpose to change the way people think. One of which is a novel written by Jostein Gaarder entitled Sophie’s World. Based on didactical value, this novel is categorized as Hybrid literature. Hybrid literature is combined with didactic literature and imaginative literature. Didactically, this novel gives philosophical lessons. Meanwhile imaginatively, it explores readers’ imagination. Sophie’s World was written in simple language and plot that can easily be understood by the readers to learn about philosophy in an easy way. Its progressive plot and its writing style, which tells the story inside the story, make this novel still interesting to read because of its suspension and puzzle on its story. This novel is studied by using a descriptive qualitative method with a content analysis approach, conducted by describing the didactical literature of this novel, analysing the content or didactic expression, and analysing the language use. This novel is highly suggested to be used as learning media for philosophical course taught in Higher Education and as learning media in teaching literature. Besides, the novel Sophie’s World is good to be read by everybody to enrich their philosophical knowledge..
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Serbezova, Ivanichka, Tsveta Hristova, and Yoana Lukanova. "E-LEARNING IN HEALTHCARE WITHIN HIGHER EDUCATION." Knowledge International Journal 34, no. 2 (October 4, 2019): 475–81. http://dx.doi.org/10.35120/kij3402475s.
Повний текст джерелаАнотація:
The Health Care department specialities are regulated professions whose training programmes require the graduates to be competent in a number of issues and activities related to their work. The subject of their professional activity is the individual with their health-related conditions. Healthcare specialists draw conclusions in a variety of clinical situations and perform different healthcare procedures aiming to achieve prevention and recovery in a patient’s health. They have to establish a number of practical psychomotor skills in the field of compliant medical and healthcare handling, as well as communication skills for liaising with the patient and their relatives. In addition, the healthcare specialists have to learn how to overcome negative emotions, and to seek balance between the development of their technological knowledge and professional behavior. In the changing profile of healthcare trainees – nurses and midwives, there is a strongly-influenced tendency towards technological development and digital revolution. Video methods are developing educational technologies. They have their own place in the acquisition of healthcare patient-handling and communication skills when they are effectively included within the standard curriculum. This poses a challenge for the academic staff to draw up and provide educational tools and technologies that are liked, and match the students’ contemporary learning styles. It has become necessary for academic staff to withdraw the traditional didactic educational models and to adopt more constructive approaches for greater involvement and participation of the trainees in the educational process.The article justifies the necessity for optimizing education in the healthcare field through implementing e-learning within higher education. This need is driven by the ever-increasing inclusion of information technologies in healthcare, as well as in all other aspects of life. The design and development of e-learning technology and methodology in university contributes to solving great many pedagogical and psychological problems. Implementing information and communication technologies presents us with a new level of mediation for mental and communicative activities of both lecturers and students. Video education has been explored in the current scientific report and an educational cycle is presented in regard to the healthcare experts training. Implementation of social media and its inclusion within the educational process of both midwives and nurses are discussed. The necessity to include video tutorials in the educational process is justified. It is concluded the aforementioned are educational resources which should not be ignored but, on the contrary – they have to be used as complementary educational content within the contemporary education of healthcare experts.
10
Yankovych, Oleksandra I., Kateryna M. Binytska, Volodymyr O. Ocheretnyi та Iryna I. Kuzma. "ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ В УНІВЕРСИТЕТАХ УКРАЇНИ ТА ПОЛЬЩІ ДО РЕАЛІЗАЦІЇ МЕДІАОСВІТИ ДОШКІЛЬНИКІВ". Information Technologies and Learning Tools 67, № 5 (30 жовтня 2018): 264. http://dx.doi.org/10.33407/itlt.v67i5.2323.
Повний текст джерелаАнотація:
The article provides comparative analysis of the forms, methods, means of the future specialists of pre-school education preparation at the universities of Ukraine and Poland to realization of media education for children and their parents. The achievements of Polish higher educational institutions have been shown: the study of courses “Media Pedagogics”, “Media in Education” the main forms of teaching, these subjects are lectures, practical classes, conversations, master classes; methods –interactive, project, demonstration of films on the formation of media literacy; analysis of media products for the pre-schoolers. The achievements of the Ukrainian pedagogical science have been highlighted, in particular the development of the complex of professionally oriented technologies for the formation of readiness of the future kindergartners for the use of media education. The focus is on the activity of the Academy of Ukrainian Press in forming the readiness of kindergartners, university teachers for media education, in particular organization of summer schools and the publication of the necessary literature. Author’s interpretation of the concept “Media Education in the Establishment of Pre-School Education” has been proposed. The results of experimental researches in Poland and Ukraine have been presented. The necessity of providing system character of media education has been proved. The possibilities of using positive ideas in the field of media education at higher and pre-school educational institutions have been substantiated: the continuous nature of study of topics on the formation of pre-school children media literacy at universities; development of didactic-methodical support of media education; carrying out master-classes on the media topics at pre-school age. The ways of prevention of media threats for children through the organization of parental media education, improvement of training for its implementation have been determined. The necessity to use traditional media, namely books, children’s press together with modern ones has been emphasized. The expediency of studying the experience of national and foreign institutions of pre-school education, which implement individually developed media education programs for children, has been shown. The attention has been focused on the “Preschooler in the Media World” program.
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Soler Costa, Rebeca, and Pablo Lafarga Ostáriz. "New ICTs and new needs: teacher training and the accessibility of ICTs in higher education." Kultura - Przemiany - Edukacja 9 (2021): 281–92. http://dx.doi.org/10.15584/kpe.2021.9.16.
Повний текст джерелаАнотація:
The incorporation of ICTs in the educational field results in new alternatives, new habits, and new needs. In the case of teachers, their ability to work and integrate technological devices or tools to make them more accessible in the future becomes highly relevant. In recent years, technical possibilities such as Massive Open Online Courses (MOOC), Open Educational Resources (OERs), gamification, video streaming platforms, or transversal managers such as Google Classroom have been emerging. Possibilities that involve different scenarios of the teaching-learning process were especially enhanced during the pandemic caused by SARS-CoV-2. This results in a necessary and continuous reflection on the preparation of teachers in the didactic application of ICTs in the short, medium, and long term. All this is placed in the context of higher education, a stage always linked to technological innovation and one which promotes research in the field of education. For this reason, in the present work, it is exposed in different sections how the technological change has been gaining pace resulting in a conceptual development around ICTs in the classroom. At the same time, it analyses how teacher training in higher education is a problem of the present and future, which is why it acquires a key relevance.
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Pluhina, Alona. "Theoretical Prerequisites for Training Future Primary School Teachers to Form Students’ Media Educational Skills." Path of Science 7, no. 5 (May 31, 2021): 1014–23. http://dx.doi.org/10.22178/pos.70-4.
Повний текст джерелаАнотація:
The article substantiates the theoretical prerequisites for training future primary school teachers to form students’ media educational skills. The development of new technologies necessitates managing information, choosing the primary information from a large flow within minimal time. The digitalization of society requires a person to be able to work correctly with media resources. Massive information flow covers all areas of human life, and the main difficulty is not to obtain specific information but to determine which information is needed. Because many current media do not verify the authenticity of the data published, manipulative technologies are spreading. Currently, the purpose of higher educational establishments is to train an educated specialist, who should be focused on lifelong learning and his or her ongoing personal and professional development. To be able to develop students’ media educational skills, teachers themselves need to be media-competent. Media competence affects students' professional competence and ensures the development of critical and analytical thinking. Pedagogical institutions of higher education are designed to provide future teachers with a high level of professional media knowledge and media skills to form a creative personality of a modern teacher, capable of research and innovation. In higher educational establishments of Ukraine, there have been revealed a number of problems related to the lack of orientation of the educational process on the professional training of future teachers to form media educational skills of students, namely: weak motivation of students to acquire media academic knowledge; episodic application of media educational technologies in the educational process; lack of future teachers’ interest in improving their level of media competence; insufficient level of theoretical knowledge and practical skills, associated with the effective use of media education, their didactic capabilities and functions; future teachers do not have the desire to improve their knowledge and skills through the use of media education technologies.
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Franco, Paul F., and Deborah A. DeLuca. "Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education." Simulation & Gaming 50, no. 1 (January 2, 2019): 23–43. http://dx.doi.org/10.1177/1046878118820892.
Повний текст джерелаАнотація:
Background. Interactive hands-on learning is effective for learners of all ages and professional backgrounds. A shift from traditional didactic classroom models to the adoption of an active learning approach through constructivism in the classroom, specifically, in higher education, is shown to encourage critical thinking and problem solving in learners based on learned experiences. Aim. This article focuses on detailing a game used for healthcare leadership doctoral students that is adaptable and applicable for students in any program focused on teaching strategies in management and leadership and/or in critical thinking. Method. Based on the Escape Room video games and social activity phenomenon, teams compete to solve content-specific challenges to attain puzzle piece clues which lead to the next challenge or obstacle set forth by the instructors (representing hurdles in management/leadership and/or an academic program). Traditional quiz-type exercises, pictograms, cryptograms and crossword puzzles are coupled with modern technological components (e.g. social media and smartphone apps). The first team to obtain all puzzle pieces is deemed most strategic winner. Depending on allotted class time, gameplay can range from 2 to 4 hours. Results and Conclusion. This game mimics interdisciplinary team work environments. Participating in interactive collaborative learning environments enhances the overall learning experience, allowing learners to apply knowledge through gameplay, rather than just memorize concepts without context, which is characteristic of traditional didactic learning environments.
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Antonova, L. G. "Communicative and Applied Technologies in the Training of a Professional Philologist." Russian language at school 81, no. 2 (March 20, 2020): 88–94. http://dx.doi.org/10.30515/0131-6141-2020-81-2-88-94.
Повний текст джерелаАнотація:
The article is devoted to the current university system of training professional philologists. The author analyzes the requirements of the Federal state educational standard of higher education in the field of philology. The communicative component is identified as the core professional competency. The leading role of communicative competency in the implementation of the basic requirements of interactive learning technologies in higher education is discussed. The requirements for the selection of disciplines in the structure of «regional university» curricula, which ensure the employability of graduates in regions, are described. In addition, the issues of testing the general (normative) literacy of a philology student, media literacy and media education of modern professional philologists, as well as their knowledge in the field of genre studies and textology are considered. The author relies on documentary sources, reviews of didactic sources and materials of students’ independent work in real and virtual environments. Various practical exercises with different text types are proposed. In describing didactic materials, their use and approaches to their analysis, the author adheres to the principles of evaluating effective methodological support that have been developed in the research laboratory and practice of university rhetoric founded by prof. T. A. Ladyzhenskaya.
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Topolovčan, Tomislav, and Milan Matijević. "Critical Thinking as a Dimension of Constructivist Learning: Some of the Characteristics of Students of Lower Secondary Education in Croatia." Center for Educational Policy Studies Journal 7, no. 3 (September 25, 2017): 47–66. http://dx.doi.org/10.26529/cepsj.287.
Повний текст джерелаАнотація:
The aim of this study was to examine the characteristics of the frequency of constructivist learning and its dimensions, including critical thinking, the differences in them with regard to certain demographic characteristics, and correlations with the frequency of use of certain new media in teaching students in the final grade of lower secondary education in Croatia(N = 703). The results show that students assessed a significantly higher incidence of critical thinking in relation to the other four dimensions of constructivist learning. In respect of every latent dimension of constructivist learning, (all) students with higher grade point averages are inclined towards a higher assessment of the frequency of the personal relevance of learning, critical thinking, and collaborative learning. Girls are more likely to highlight the personal importance of studying, critical thinking, and student negotiation, while there is no difference in the assessments regarding gender in the control of studying and the uncertainty of learning with new media. Students, regardless of where they live, assess the incidence of generalconstructivist learning equally, also in regard to each dimension, i.e. the personal relevance of learning, the uncertainty of learning (with new media), critical thinking, shared control, and collaborative learning. The frequent use of new media is associated with the increased incidence of all the dimensions of constructivist learning. An interpretation of the resultsindicates that critical thinking is by far the most prominent dimension of constructivist learning, whereby the gender of students and their grade point average are, to some extent, key factors in the differences in critical thinking, but also in most other dimensions of constructivist learning. This paper explains in detail the didactic implications of its research results.
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Kertaeva, Z. "Didactic and Practical Value of Metacognitive Skills in EL Classrooms." Bulletin of Science and Practice 6, no. 6 (June 15, 2020): 269–73. http://dx.doi.org/10.33619/2414-2948/55/35.
Повний текст джерелаАнотація:
The article discusses the importance of metacognitive strategies in teaching reading in higher education using media materials. This is put forward in theoretical part of the article referring to a number of scholars who previously studied the issue. Practical part deals with analyzing the problems supposed to arise if students are not aware of and do not use metacognitive competence; and suggesting some guidelines about how EFL teachers can help students to develop that competence.
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Sobchenko, Tetyana. "Methods, Principles and Means of Implementation of Blended Learning of Future Teachers-Philologists in Higher Education Institutions." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 198–213. http://dx.doi.org/10.31470/2415-3729-2020-12-198-213.
Повний текст джерелаАнотація:
The article is devoted to one of the actual problems of blended learning in higher education. In particular, it is noted that the problem of principles, methods, and the means of implementation of blended learning of teachers-philologists in higher education is currently in demand and requires immediate solution.
The definition of the term "blended learning" is revealed, given that in the pedagogical literature there is no consensus and this concept is considered as a model, approach, technology, form, mixture of methods and strategies, program, it is defined that blended learning is a process of obtaining knowledge, skills and abilities, accompanied by a combination of different learning technologies using ICT (information and communication technologies).
It was specified what informational and methodological support was provided to higher education institutions in the organization of blended learning at the state level of the Ministry of Education and Science.
The main attitude in the work focuses on the didactic principles of blended learning in higher education (humanities, stimulation and motivation, consciousness, activity and independence, individual approach, strength of knowledge acquisition, clarity, system and consistency, flexibility, interactivity, accessibility, integrity of learning, adaptability, mobility, compliance with learning technologies, openness of the process of education) and reveals their essence.
Were considered and specified the methods of blended learning (traditional and computer methods) of future teachers of philology in higher education institutions. Was generalized the means of realization of blended learning.
It was found that the required platforms and services for the organization of blended learning in the training of future teachers of philology in higher pedagogical institutions were: Classroom, Zoom, Meet, Moodle, Uran, Teams, etc.
It was mentioned about the necessity to create a feedback platform in the organization of blended learning.
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De Jesus, Samuel José Amaral. "Pedagogia Universitária e Prática Didática: um Relato de Experiência." Revista de Ensino, Educação e Ciências Humanas 20, no. 1 (April 17, 2019): 118. http://dx.doi.org/10.17921/2447-8733.2019v20n1p118-124.
Повний текст джерелаАнотація:
A Universidade é um espaço que alia conhecimentos, competências e atitudes, em uma conexão direta com a identidade do sujeito. Nesta, o docente tem o papel primordial de mediar a sistematização de conhecimentos, permitindo assim a sua troca e contribuindo para um aprendizado significativo. No entanto, este contexto é marcado por diversas barreiras, principalmente, no que diz respeito às práticas pedagógicas. Com o objetivo de discutir o processo de construção da didática universitária e a importância da inovação, este relato de experiência foi construído a partir de uma microaula ministrada durante o componente curricular Didática do Ensino Superior. Para tal, foi realizada a elaboração da aula, que ocorreu por meio da construção de um plano específico e orientado, o qual culminou na explanação do conteúdo, com práticas condizentes ao tema e o emprego de elementos inovadores. Após a apresentação, foi aberto um espaço para a avaliação do público, que se realizou pela exposição de críticas (ou de análises) sobre os diversos pontos observados. Em suma, a microaula foi uma oportunidade para vivenciar como se planeja e atua no Ensino Superior. Por outro lado, também contribuiu de uma forma significativa para a construção enquanto docente, em relação aos procedimentos metodológicos. Palavras-chave: Docência. Inovação. Didática. AbstractThe university is a space that combines knowledge, skills and attitudes, in a direct connection with the subject’s identity . In it, the professor has the primary role of mediating the knowledge systematization, thus allowing its exchange and contributing to meaningful learning. However, this context is marked by several barriers, especially regarding pedagogical practices. With the objective of discussing the construction process of university didactics and the importance of innovation, this experience report was constructed from a micro class taught during the curricular component Didactics of Higher Education. For this, the lesson was elaborated, which was done by means of the construction of a specific and oriented plan, which culminated in the content explanation, with practices consistent with the theme and the use of innovative elements. After the presentation, a space was opened for the public evaluation, which was the exposure of criticism (or analysis) on the various observed points. In short, the micro class was an opportunity to experience how to plan and act in higher education. On the other hand, it also contributed significantly to the construction as a professor, in relation to the methodological procedures. Keywords: Teaching. Innovation. Didactics.
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Muryukina, Elena, Marina Pevneva, and Tatiana Poliakova. "Distance learning: integration of media education into teaching of social-pedagogical disciplines." E3S Web of Conferences 210 (2020): 18102. http://dx.doi.org/10.1051/e3sconf/202021018102.
Повний текст джерелаАнотація:
New time challenges cause new contradictions that are peculiar for educational environment in Russia and they require instant solutions. We have identified the contradictions which defined our target to determine the techniques and methods of distance education for students of pedagogical specializations based on practice-oriented approach, implementation of media educational technologies into the preparation of university students aimed at the development of knowledge, competencies and skills in distance learning in different types of educational institutions. Media educational technologies are conditioned by general pedagogical and didactic principles and the choice of pedagogical methods directly depends on the content of educational discipline, conditions of its implementation and other factors. Media educational technologies used for the completion of social-pedagogical disciplines for university students consist of creative and game tasks. Using them it is essential to consider special features of various media and the target of the lesson. Practice is another relevant purpose in the process of distance learning. We believe that this problem will be dominating in the nearest future as practice in distance learning is focused on by higher education institutions. In this article some techniques and types of this practical training are presented being shaped by the format of distance learning. During various practices the students of pedagogical specializations will be able not only to prepare for their future work but also to assist subject teachers, social pedagogues in schools and to make considerable contributions in this work.
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Bylkova, Svetlana, and Denis Shalkov. "TV and Internet interviews in the structure of media education: transformation of the ontological paradigm." E3S Web of Conferences 210 (2020): 18010. http://dx.doi.org/10.1051/e3sconf/202021018010.
Повний текст джерелаАнотація:
The purpose of the work: 1) to identify the didactic and educational potential of TV and Internet interviews in the structure of media education; 2) to evaluate the genre-stylistic and language parameters of a modern interview. Methodology. The educational potential of media interviews is revealed with the help of methodological tools of linguistic, social, psychological and pedagogical disciplines. Results. The article proves the need to use TV and Internet interviews as parts of the educational process, since this type of communication allows the consumer of information and media content to receive it literally "firsthand". It is emphasized that the use of interviews in the learning process can become a powerful pedagogical tool. Conclusions/recommendations. When processing the data obtained during the experiment, it turned out that the results of monitoring the social and communicative development of students in two focus groups are characterized by qualitative differences, which are statistically significant. The communicative descriptors of students of the 2nd focus group that worked with the media content of model native speakers were formed at a higher level, in contrast to the participants of the 2nd group, who were offered interviews with popular bloggers. JEL Code: I 00, I 20, I 21.
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Savka, Iryna. "Methodological Fundamentals of the System of Translation Specialists’ Training in Higher Education Institutions on the Basis of Integration." Professional Education: Methodology, Theory and Technologies, no. 13 (June 25, 2021): 246–61. http://dx.doi.org/10.31470/2415-3729-2021-13-246-261.
Повний текст джерелаАнотація:
The article highlights the approaches to the effective training of a professional translator. The purpose of the article is to describe the features of translation specialists’ training at higher educational institutions, the methodological principles and approaches of the system of translation specialists’ training at higher educational institutions. Methods. The study involves the use of integration analysis methods during learning students, a set of interrelated methods: theoretical analysis, comparison and generalization of scientific sources on the research problem; systematization, classification, experts’ assessments, etc. The results. It is determined that the following approaches necessary for professional training of a professional translator in higher school are: methodological approach; systematic approach; competency approach; axiological approach; acmeological approach; activity approach; synergetic approach and linguopsychological approach. The proposed scientific approaches to improving the professional future translators’ training outline a wide range of different aspects of students' readiness for professional activity in the field of translation. It is proved that in the future translation specialists’ training it is necessary to choose the principles of training taking into account that the methodological principles should correspond to the goals of training and that the methodological principles should be based on the concepts of training methods. Conclusions. It is found that the main principles for the training of translation specialists should be considered general didactic principles (principles of consciousness, clarity, strength, scientificity, emotionality, cognition, systematicity and consistency) and specific principles (intercultural communication, roleplaying, clarity, interdisciplinary connections and language competence). The benefit of the study is that the specific principles that determine the requirements for the organization of future translators’ training process are substantiated. The implementation of these principles can ensure the successful achievement of learning objectives, contributing to the intensification, productivity, efficiency and rationalization of forming the future translation specialists’ receptive language competencies.
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Pluhina, Alyona. "The model to forming media competence of intending primary school teachers." Ukrainian Journal of Educational Studies and Information Technology 7, no. 3 (September 30, 2019): 11–24. http://dx.doi.org/10.32919/uesit.2019.03.02.
Повний текст джерелаАнотація:
Higher education establishments are intended to provide a high level of students’ professional knowledge and skills, to form the creative personality of a modern teacher capable of research and innovation activity, as well as to self-improvement in the process of developing media education skills. The purpose and tasks of the article are to substantiate creating the structural model of forming media competence of intending primary school teachers. Research results. The developed model structure includes the following units: the methodologically target unit, the organization and pedagogical one, the content and activity unit, the evaluative and result one. The methodologically target unit. It covers the purpose and tasks, the approaches, general didactic principles, specific principles. The content and activity unit is based on the components: the content of the training, methods, forms. The evaluation and result unit contains structural components (motivational, cognitive, activity, reflexive); criteria (motivational and value, information and cognitive, operation and activity, evaluative and reflexive) and levels (initial, average, sufficient, creative), with which the effectiveness of intending primary school teachers’ professional training is determined. Pedagogical conditions: forming the positive motivation of intending primary school teachers by using the media in the educational process; enriching intending primary school teachers’ professional training with media education knowledge; creation of the means and methods of ensuring the integration of media education facilities into the intending primary school teachers’ professional training; involving intending primary school teachers to a focused, creative media activity and creating their own media product. Conclusions and the prospects for further researches. The model of forming media competence of intending primary school teachers and its implementation in the educational process has allowed to form students’ media competence as the professional skill by using the selected forms of work, methods, content and means.
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Fuentes Cancell, Dieter Reynaldo, Odiel Estrada Molina, and Nilda Delgado Yanes. "Las redes sociales digitales: una valoración socioeducativa. Revisión sistemática." Revista Fuentes 1, no. 23 (2021): 41–52. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.11947.
Повний текст джерелаАнотація:
The future and already current industrial revolution 4.0 demand the introduction of a digital transformation in the higher education contributing to the formation of competent professionals, for which, they are evidenced in the pedagogies and emergent technologies, an increase of didactic experiences in the use of the digital social networks. In this research a systematic review to identify current trends in the use of online social networks for educational purposes are performed. PRISMA protocol was used and analyzed 79 studies present in the database Scopus. In the systematic review, the following questions are answered: What types of designs predominate in the scientific literature? What is the dependentindependent pairs of variables? And What are the current trends in the use of digital social networks for educational purposes? As a result of this research, Facebook is reaffirmed as the social network most used by educators and the need for the integrated and varied use of these networks. It concludes with the defense of the following trends: university institutional communication policies from the curricular levels; the development of creativity, cultural convergence and media diversification; educational innovation; media culture and academic digital identity
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Trotsko, Anna V., та Yuliia M. Korotkova. "ЗАСТОСУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ НАВЧАННЯ ІНОЗЕМНИХ МОВ: ДОСВІД УКРАЇНИ ТА ГРЕЦІЇ". Information Technologies and Learning Tools 68, № 6 (27 грудня 2018): 166. http://dx.doi.org/10.33407/itlt.v68i6.2340.
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The article is devoted to the coverage of theoretical and practical experience of using ICT in the process of teaching foreign languages in universities of Ukraine and Greece. Educational electronic foreign language resources (information and reference materials, e-books, films on DVD, libraries of electronic visual aids and databases, methodical materials on electronic media, Internet resources, combined electronic teaching aids, educational and methodical software to support lectures) are classified. The authors singled out the most recent forms of teaching (distance learning, on-line learning with the interactive elements), types of educational activities (work with audio, video, making presentations, work with computer training programs, electronic communication) and teaching aids (audio recordings, video films, multimedia presentations, computer programs, e-books, textbooks, reference books, encyclopedias, dictionaries, Internet resources, e-mail, Skype, virtual learning environments, blogs, forums), based on ICTs that are actively engaged in teaching in the native and Greek higher educational institutions. The emphasis is focused on the advantages of distance learning technologies in the process of learning foreign languages (constant access to information, significantly lower cost of training course, the possibility of consulting with a teacher at the convenient time, increasing the role and enlarging the proportion of student’s self-work, etc.), on the features of work on Moodle platform. Particular attention is paid to the characteristics of the activity of the Greek Open University with a distance learning form, in particular to the description of the master's program for the teachers of English "Didactics of English as a Foreign / International Language". The perspectives of using pedagogically valuable experience of Greece in the use of ICT in national higher education of foreign languages have been outlined.
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Blackburn, Greg. "Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis." Journal of University Teaching and Learning Practice 12, no. 2 (April 1, 2015): 51–68. http://dx.doi.org/10.53761/1.12.2.5.
Повний текст джерелаАнотація:
Preparing students to be critical thinkers and effective communicators is essential in today’s multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of ‘old’ but still essential technologies: books, blackboards, and linear, one-way communication media. Such technologies contribute to engagement and meaningful learning in the higher education sector. Greater understanding in educational psychology and the effectiveness of educational interventions has motivated the development of various student-centred pedagogies (e.g. Problem-Based Learning (PBL)) addressing perceived shortcomings of traditional didactic instruction. PBL as a pedagogy promotes meaningful learning due largely to its power to stimulate critical, reflective and creative thinking. Can teaching staff, then, adopt technology-based approaches to create multi-disciplinary interactive PBL environments that enhance learning and excite students, inspiring them to take ownership of their own education? This paper presents a cross-case analysis of four cases that explore how classroom-based learning activities have been transferred to online formats in universities to improve critical thinking, problem-solving skills, and other learning attributes across a range of disciplines.
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McLean, Mary E., Adrian A. Cotarelo, Thomas A. Huls, Abbas Husain, Emily A. Hillman, Lukasz D. Cygan, Linette O. Archer, et al. "UME-to-GME PandEMonium in COVID-19: Large-Scale Implementation of a Virtual ACGME Milestone-Based Curriculum for Senior Medical Students Matched Into Emergency Medicine." Journal of Graduate Medical Education 13, no. 6 (December 1, 2021): 848–57. http://dx.doi.org/10.4300/jgme-d-21-00620.1.
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ABSTRACT Background The COVID-19 pandemic displaced newly matched emergency medicine “pre-interns” from in-person educational experiences at the end of medical school. This called for novel remote teaching modalities. Objective This study assesses effectiveness of a multisite Accreditation Council for Graduate Medical Education (ACGME) sub-competency-based curricular implementation on Slack during the first wave of the COVID-19 pandemic in the United States. Methods Emergency medicine residency programs were recruited via national organization listservs. Programs designated instructors to manage communications and teaching for the senior medical students who had matched to their programs (pre-interns) in spring/summer 2020. Pre- and post-surveys of trainees and instructors assessed perceived preparedness for residency, perceived effectiveness of common virtual educational modalities, and concern for the pandemic's effects on medical education utilizing a Likert scale of 1 (very unconcerned) to 5 (very concerned). Data were analyzed using descriptive statistics and the t test. Results Of 276 possible residency programs, 28 enrolled. Of 324 possible pre-interns, 297 (91.7%) completed pre-surveys in April/May and 249 (76.9%) completed post-surveys in June/July. The median weeks since performing a physical examination was 8 (IQR 7–12), since attending in-person didactics was 10 (IQR 8–15) and of rotation displacement was 4 (IQR 2–6). Perceived preparedness increased both overall and for 14 of 21 ACGME Milestone topics taught. Instructors reported higher mean concern (4.32, 95% CI 4.23–4.41) than pre-interns (2.88, 95% CI 2.74–3.02) regarding the pandemic's negative effects on medical education. Conclusions Pre-interns reported improvements in residency preparedness after participating in this ACGME sub-competency-based curriculum on Slack.
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Luhova, Tetiana. "JOURNALISM EDUCATION BASED ON SERIOUS GAMES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 11 (2021): 92–105. http://dx.doi.org/10.28925/2414-0325.2021.118.
Повний текст джерелаАнотація:
The article substantiates the use of serious games for training in the specialty 061 Journalism. Serious games are viewed as information and communication technologies for training journalists. Well-known serious games of journalistic direction are analyzed. The role of serious games in the courses «Internet Journalism», «Blogging», «International Journalism», «Fact-Checking», «Art Journalism», etc. is determined. The project of a serious game «J-chess» for journalists using the universal modeling language (UML) is described. It identified the benefits of serious games for learning journalists: work the principles of active- and problem-based learning, a pleasant and deep immersion in professional issues and educational topics. Serious games are also a basis for strengthening the interdisciplinary links between mandatory and selective disciplines of journalists’ professional training. The content and principles of serious games contribute to reaching learning outcomes defined in the Higher Education Standard in journalism. It confirmed this by the four-year results of students' surveys. Problematic issues for the practice of serious games in the educational process are shown: digital inequality, availability of video games, lack of integration of serious games with electronic learning systems, students’ readiness to play, the didactic impact of the game, and ethical dilemmas. Emphasis is placed on the need to create methodological aids for serious games, determine their role and place in the discipline’s structure, formulate the principles and algorithms for pedagogical support of serious games. Solving these problems will promote the academic and practical training of future journalists through serious games, intensify the development of serious games, bring together the gaming industry and education. Integrating serious games with online learning will be the basis for trans-media learning. And this will increase the quality of education and the level of satisfaction of graduates and stakeholders.
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Stotz, G. "On the Relationship between Media Didactics and Media Education." Journal of Educational Television 11, no. 1 (January 1985): 15–21. http://dx.doi.org/10.1080/0260741850110103.
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Marinova, Elena, Nadezda Rabkina, Marina Ryabova, and Olga Valko. "Lingua-Didactic Aspects of Teaching Mining Vocabulary to Mining Engineers." E3S Web of Conferences 41 (2018): 04040. http://dx.doi.org/10.1051/e3sconf/20184104040.
Повний текст джерелаАнотація:
The current paper features the problem of teaching foreignlanguage mining vocabulary to would-be translators / interpreters and mining students. The one-industry city environment poses a challenge in front of those higher education institutions that offer a master degree in translation: as long as the best jobs in the region are offered by coal-mining enterprises, developing language and translation skills is not enough. A professional translator in a coal-mining region has to be familiar with mining vocabulary, which, like in any other high-tech production sphere, seems either too abstract or too specific for an outsider. Bachelors in coal mining, on the other hand, demonstrate a lack of communication skills if they wish to get a master degree in translation. The article states Content and Language Integrated Learning method (CLIL) as a possible solution for the problem. The method allows the instructor to employ various authentic media sources within the mining works to build up topic cases for communication skills development at the initial stage as well as to extract terminology to compile thematic glossaries at a later stage of translation skills acquisition. The paper includes some examples of CLIL application in teaching translation for coal-mining industry purposes.
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Parkhomenko, D. N. "Development of Media Didactics in Modern Education." Scholarly Notes of Transbaikal State University. Series Pedagogy, Psychology 11, no. 2 (2016): 45–49. http://dx.doi.org/10.21209/2308-8788-2016-11-2-45-49.
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Salas-Quirós, Natalia. "PRINCIPIOS DE LA RETROALIMENTACIÓN DESDE EL DIÁLOGO DIDÁCTICO MEDIADO." Revista Electrónica Calidad en la Educación Superior 7, no. 1 (May 31, 2016): 77–99. http://dx.doi.org/10.22458/caes.v7i1.1377.
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La educación a distancia comprende un proceso esencialmente comunicativo, que se caracteriza por tener una finalidad educativa a través de diferentes medios y materiales didácticos; dentro del cual la retroalimentación como parte de la evaluación formativa de los aprendizajes, es un elemento fundamental para favorecer en el estudiantado la autorregulación y autonomía. Así, el presente artículo corresponde a una revisión bibliográfica cuyo objetivo fue establecer los principios de la retroalimentación desde el diálogo didáctico mediado como estrategia para el favorecimiento de aprendizajes significativos y el desarrollo de la capacidad de aprender a aprender en el estudiantado de la educación superior a distancia; en el que se determina como principios básicos la retroalimentación a tiempo, con interacción multidireccional y que dé respuesta a tres preguntas claves: ¿A dónde voy? ¿Cómo voy? ¿Qué sigue? Palabras clave: retroalimentación; proalimentación; educación superior a distancia; diálogo didáctico mediado; autorregulación del aprendizaje Abstract The distance education includes an essentially communicative process, which is characterized by having an educational aim through different media and materials; within which the feedback as part of the formative evaluation of learning, is a fundamental element in favor of self-regulation and autonomy in the student body. Thus, this article corresponds to a bibliographical review whose purpose was to establish the principles of feedback from didactic dialogue mediated as a strategy for the promotion of meaningful learning and the development of the ability to learn to learn in higher distance education students; on that is determined, as basic principles, the feedback in time, with multidirectional interaction and that give answers to three key questions: Where am I going? How do I go? What's next? Keywords: feedback; feed forward; higher education at a distance;mediated didactic dialogue; self-regulation of learning
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Milliken, Sarah, Andrej Ovca, Nadine Antenen, Morris Villarroel, Tjaša Bulc, Benz Kotzen, and Ranka Junge. "Aqu@teach—The First Aquaponics Curriculum to Be Developed Specifically for University Students." Horticulturae 7, no. 2 (January 27, 2021): 18. http://dx.doi.org/10.3390/horticulturae7020018.
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Aquaponic food production requires a broad spectrum of knowledge in order to understand and manage the processes involved, and for commercial aquaponics to develop its full potential, it will require an appropriately trained workforce. Devised in collaboration as an Erasmus+ Strategic Partnership for Higher Education, Aqu@teach covers the basics of aquaponics with a focus on transferable and entrepreneurial skills. The aquaponics curriculum can either be taught using blended learning—combining digital media and the internet with classroom formats that require the physical co-presence of the teacher and students—or as an e-learning course. The supplementary entrepreneurial skills module was devised on the basis of two surveys: of aquaponics companies around the world, in order to get a broad overview of the skills that are important in the early years of a business; and of European higher education institutions that teach subjects where aquaponics could be incorporated as an optional module. The entrepreneurial skills curriculum introduces the main processes involved in developing a business idea into a start-up company. All of the Aqu@teach resources—the e-learning modules, textbooks, module guides for students, curriculum guides for teachers, best practice guide for teaching aquaponics, and toolbox of innovative didactic practices—are open access.
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Reznikova, Anna, Taisija Kudinova, Regina Patuykova, Natalya Olomskaya, and Oksana Dyshekova. "The “pandemic” period of the education system crisis: peculiarities of the modern telecommunication systems and messenger’s implementation as the alternative didactic platforms for the linguistic disciplines teaching." E3S Web of Conferences 210 (2020): 18037. http://dx.doi.org/10.1051/e3sconf/202021018037.
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The article aims to highlight the problems of a Higher education during the period of self-isolation caused by the 2019-nCoV (SARS-CoV-2) pandemic in Russia and describe an analysis of a personal pedagogical experience of the authors. It is noted that despite the technical difficulties appeared at the beginning of a transition to a new learning model by the means of online educational platforms, pedagogical activity during the pandemic was an example of a competent organization of the educational process. The article focuses on the positive aspects of distance learning in terms of improving the skills of independent work using telecommunication technologies and messengers, but nevertheless points out some serious drawbacks of online learning. It is emphasized that the quality of classes conducted in distance way was not reduced due to the creative approach of teachers using classical and media-educational technologies as innovative. The results of a distance educational activity during the pandemic are considered as a preparatory stage of a teaching society to overcome the crisis in education by combination of traditional and distance methods of teaching.
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Videla, Carmen Burgos, and Javiera Martinez Diaz. "Innovation for English language teaching in higher education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 159–71. http://dx.doi.org/10.18844/prosoc.v6i7.4525.
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This research aims to learn about the perception about didactics of professors who teach English in the study programs of Bachelor of Education and English Pedagogy, and Bachelor of English and English-Spanish Translation at the University of Atacama, Copiapo, Chile. For this, a qualitative pilot research was conducted, using the case study approach and the associative letters method for data collection, using as an inductive concept ‘didactics of the English language’. This, in order to gather information about didactics in English teaching, given through the four production and comprehension language skills: writing, reading, speaking and listening. The first findings show a lack of innovation in the field of teaching and unawareness of it. Within the data of the pilot sample, the concepts ‘skills’ and ‘methodology’ stand out as central elements in the English Language Teaching didactics. From this small pilot research, the idea of the importance of communication and methodology as key concepts to be included in the next investigation is reinforced, so that the data collection is meaningful, and a close intervention could be achieved, where the teachers reflect on the didactics used in a more comprehensive and less recursive way.
Keywords: Didactics, higher education, innovation, language teaching, second foreign language.
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Stoyanova, Tsvetana, Philip Stoyanov, Anzhelika Remnova, Svitlana Kushniruk, Lyudmyla Rakityanska, and Svetlana Drobyazko. "System-Cluster Technology of e-Learning Improvement under the Conditions of COVID-19." Sustainability 13, no. 24 (December 19, 2021): 14024. http://dx.doi.org/10.3390/su132414024.
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The paper defines the scientific provisions on the feasibility and effectiveness of using e-learning under conditions of quarantine restrictions related to the COVID-19 pandemic. It was proved that within the use of e-learning there has been a convergence between the scientific and methodological bases and the learning process itself, and new approaches to the general didactic and information content of e-learning courses within the education process have been formed. Modern platforms of e-learning are examined and a scheme involving the synchronous technology of e-learning was formed. Within the framework of the suggested learning platform, effective learning tools under conditions of quarantine restrictions were identified, the use of which allows the most successful solution of didactic tasks facing e-learning to be ensured on the basis of the everyday use of digital media and electronic devices for learning purposes. The fractal-cluster technology of an e-learning organization was suggested for an introduction. The functional dependencies on the forms and technologies of the educational process for the efficiency of higher education were obtained. The expediency of introducing fractal-cluster structures into the organizational component of the educational process was determined. Based on the tools of the fractal-cluster approach, a model of organization of the educational process in the information-entropy format was formulated.
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Fischer, Helge, Linda Heise, Matthias Heinz, Kathrin Moebius, and Thomas Koehler. "How to identify e-learning trends in academic teaching." Interactive Technology and Smart Education 12, no. 1 (April 20, 2015): 31–43. http://dx.doi.org/10.1108/itse-09-2014-0031.
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Purpose – The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such questions is the basis for the adaptation of service strategies and IT-infrastructures within institutions of higher education. Design/methodology/approach – Which e-learning formats dominate the current scientific discourse? To answer this question, a trend study based on a content analysis was performed. The abstracts of 427 scientific articles of leading German-speaking e-learning conferences Gesellschaft für Medien in der Wissenschaft and E-Learning-Fachtagungen der Gesellschaft für Informatik e. V. (GMW and DeLFI) – published from 2007 to 2013 – were examined. A category scheme was derived from the Horizon Report. The category scheme then was gradually expanded and adapted to the data material during the investigation. Findings – This paper found that the detailed analysis of the frequency distribution over the seven years reflects the intensity of scientific discussion towards e-learning trends within the investigation period, and conclusions about the didactical or technical potentials of innovations can be drawn because both conferences are different in terms of their objective. The authors also classified the life stages of selected innovations based on the Gartner hype cycles, and the striking findings of the study will be formulated in the form of assumptions, which reflect the development potential of learning management, mobile learning, virtual worlds, e-portfolio, social media and Massive Open Online Courses in German Higher Education. Research limitations/implications – Only abstracts of the selected contributions were investigated. Errors in the category allocation due to unclear terminology cannot be excluded. Organisers of the investigated conferences often define the (main) topics. This influenced the spectrum of represented topics overall, as well as the focus of individual contributions. The above-presented study was conducted at German-speaking conferences and, therefore, reflects the situation in Germany, Switzerland and Austria. No conclusions about actors or institutional relationships can be made, in contrast to the original assumptions of discourse analysis. The categorial classification of contributions does not allow any conclusions about the quality of the discourse. Originality/value – The study shows how proceedings of scientific conferences can be used for trend studies. It became clear that discourse analytical studies can be used complementary to other methods of future studies. The advantage of this methodology lies mainly in the easy access to the text material, as conference proceedings are mostly available online. In addition, the analysis of large amounts of data (or texts) can be greatly facilitated by use of digital technologies (e.g. by automatic analysis of keyword). This paper makes an important contribution to the diffusion of digital media in higher education.
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Leoste, Janika, Kairit Tammets, and Tobias Ley. "Co-Creating Learning Designs in Professional Teacher Education: Knowledge Appropriation in the Teacher's Innovation Laboratory." Interaction Design and Architecture(s), no. 42 (September 20, 2019): 131–63. http://dx.doi.org/10.55612/s-5002-042-007.
Повний текст джерелаАнотація:
Adoption of technologies in secondary schools is still behind expectations. Investments are often made without a clear educational objective and teachers are not sufficiently involved in the process of creating new teaching and learning methods that would utilize this technology. We contribute to the emerging perspective of learning design by proposing a co-creation-based teacher development program that should lead to more effective pedagogical methods for technology-enhanced learning (TEL) and their adoption in the classroom. Using the Knowledge Appropriation Model, we first analyze social practices of how teachers and university researchers co-create materials and lesson plans for technology-enhanced math lessons in two cases involving N=42 teachers. Building on these results, we propose a professional teacher development program to institutionalize these practices and validate it in another group of N=21 teachers. Our results show that the program enhances knowledge creation, scaffolding and appropriation, and leads to higher expected adoption when meaningful learning designs for TEL are created in equal collaboration of experts from different disciplines. We discuss the necessity to perceive the technology as just one of the components of a fully developed pedagogical-didactical framework.
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Merdzhanov, Ivan. "THE E-LEARNING PLATFORM AS A BASIS FOR DIDACTICAL DIVERSIFICATION OF TRAINING." Knowledge International Journal 28, no. 1 (December 10, 2018): 41–47. http://dx.doi.org/10.35120/kij280141i.
Повний текст джерелаАнотація:
The e-learning platform is gradually becoming an integral part of the electronic campus of any modern higher education institution and provides teachers with access to tools that not only complement traditional forms of training but also have the potential to increase efficiency in the overall learning process. Characteristics that distinguish learning platforms from regular exercise collections are user administration, course management, role definition and access and usage rights, availability of platform communication capabilities, learning tools such as a virtual classroom, placement of the learning curriculum content and media used in a network browser and, last but not least, a system for storing data and statistics on the activity and the results achieved by the learners. The main function of the electronic resources is to improve the attendance training and to increase the quality of the learning process, which in turn leads to the enrichment of the traditional forms and the autonomous learning of the students through the access to various information resources, materials, data and media. Each platform offers didactic tools in four main areas - course design, organization of teacher-student communication, access to additional and external resources, and an e-testing system. This infrastructure allows for the diversification of didactic approaches and information channels that take into account the different learning strategies and styles of learners in order to maximize the learning content. The purposeful use of learning strategies makes it possible to optimize learning, and in the event of difficulties, automated cognitive, metacognitive and resource-based strategies are applied and corrected or rejected accordingly. Knowledge and competence acquisition processes are not only dependent on the peculiarities and preferences of individual learners (or learning styles), but also on the learning object, the situations in which the learning process takes place, and external resources such as time, space, social characteristics and other side factors. Therefore, under different conditions, learners will choose different learning strategies, which in turn predetermines the style and success of the learning process. The structure of the learning resources offered by an electronic platform enables taking into account of all these additional factors and delegates to the learner the conscious choice of strategy, approach and media channel for obtaining information and its processing according to their leading learning style.
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Galchuk, Larisa M. "Interactivity in the language online classroom: from the index of system intelligence to the systemic changes in education." RUDN Journal of Informatization in Education 17, no. 4 (December 15, 2020): 294–305. http://dx.doi.org/10.22363/2312-8631-2020-17-4-294-305.
Повний текст джерелаАнотація:
Problem and goal. The article examines the changing nature and intensity of the teaching-learning interaction with the digital technologies becoming commonplace in higher education, whether in support of its traditional, blended, or fully online formats. The relevance of the study is determined by the need to identify the nature of interactivity, its types, didactic functions, methods and means of implementation in these new digitally enhanced learning spaces as one of their effectiveness parameters and indicators. Methodology. The study contextualizes its findings within the larger body of theoretical and applied research in the field of psychology, pedagogy and methodology, the formation and development of information educational media, vocational and electronic foreign language pedagogy in Russia and abroad. To verify the preliminary conclusions, the experience of designing a Moodle-based electronic training course was used. The quality of its interactive content was assessed on the basis of data from a questionnaire survey of students as a tool for their retrospective reflection upon completion of work on the thematic modules of the online course. Results. The principles, stages and technologies for designing interactive electronic educational resources have been developed and described, based on the pedagogical scenario, which forms the basis of a vocationally oriented foreign language course for master's students of a non-linguistic university. Instructional design is recognized as effective if it provides for complex types of learning and teaching interactions, the nature and intensity of which change as educational tasks become more complex, aimed at improving students' thinking skills of a higher order within the collaborative work and growing engagement into the online course. The functions of ICT as an element of an interactive educational ecosystem also vary, allowing the teacher and/or student at each stage of training to orchestrate the set of resources according to the teaching-learning goals. Conclusion. The results obtained revealed the diversity of forms and didactic functions of interactivity, stimulating the cognitive activity of students that results in the construction of new knowledge in the form of an intellectual artifact with its subsequent verification in a social context. The methodological value of the approach used in the study lies in shifting its research focus away from the comparative assessments of in-class and e-learning formats when discussing the quality teaching and learning issue towards an approach that delves more closely into choosing the appropriate methods and mechanisms for enhancing learning spaces with digital technologies and maximizing their effect.
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Ivanova, Elena, Mikhail Klarin, and Irina Osmolovskaya. "Topical directions of didactics development in the XXI century." SHS Web of Conferences 101 (2021): 03016. http://dx.doi.org/10.1051/shsconf/202110103016.
Повний текст джерелаАнотація:
The paper analyzes challenges of modern society affecting changes in education that determines the current directions of didactics development. The authors establish that in didactics there are: 1) expansion of the set of objects studied by didactics (the study of general secondary education is supplemented by the study of higher, corporate, family education, education of students with different educational needs), consideration of the learning process in the context of digitalization; 2) the development of methodological approaches to didactic research (activation of empirical research, an increase in the role of research methods of the humanities in didactics, setting the task of developing evidence-based learning research); 3) activation of interdisciplinary research in education (consideration of didactic objects from the standpoint of related sciences - didactics, psychology, cognitive science, sociology). The paper consideres conceptual provisions in the development of didactics of higher education.
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Dwórznik, Marcin, and Krzysztof Opolski. "Higher Education Efficiency and Quality." Studia i Materiały Wydziału Zarządzania UW 2/2021, no. 35 (December 30, 2021): 46–60. http://dx.doi.org/10.7172/1733-9758.2021.35.4.
Повний текст джерелаАнотація:
The efficiency and the quality of higher education institution was assessed with the use of process approach. The efficiency of the higher education institution was determined on the basis of a combination of typical financial measures, taking into account costs incurred in the process of didactics and research, and expenditures (measured by current liquidity, stock turnover, receivables and liabilities ratios) necessary for schools to maintain financial liquidity. As measures of quality, related to statutory tasks of the university, the factors determining graduates’ situation on the labour market as well as patents obtained as a result of research conducted by university were adopted. Applying measures of quality enabled the researcher to obtain a more comprehensive dimension of the universities’ efficiency, while proving the fact that financial measures alone may distort the actual picture of efficiency or even lead to erroneous conclusions. It can be hypothesized that in the case of a higher education institution that pursues its statutory goals of providing knowledge to the public by conducting didactics and research, the concept of efficiency should combine financial and qualitative dimensions. The results obtained in the study using the DEA method allow the researcher to determine the situation of the university for the period covered by the study.
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Petruneva, R. M., V. D. Vasilyeva, and Y. V. Petruneva. "Problems of Higher School Didactics: Uncut Pages." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (September 8, 2021): 56–68. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-56-68.
Повний текст джерелаАнотація:
Higher education today is not going through the best of times: decisions taken in the educational process at various levels (Federal Laws “On Education in the Russian Federation” of 29.12.2012 No 273-FZ and “On Amendments to the Federal Law “On Education in the Russian Federation” on the education of students” of 31.07.2020 No 304-FZ, Federal State Educational Standards of Higher Education, etc.), related to global changes taking place in society and in the world in recent decades, were made without careful didactic study. This cannot help to improve the quality of specialist training. Teachers are forced to work “by trial and error”, producing countless didactic documents. At present, identification of didactic problems in the educational process of higher educational institutions is extremely relevant due to the expansion of the field of didactic research in higher school pedagogy.The aim of the authors was to analyze some of the most relevant didactic phenomena in the digital reality that have not yet received proper understanding. As a result of the analysis, some important didactic problems of higher education are identified, concerning goal-setting, compliance of teaching with classical didactic principles, organization of distance learning in electronic informational and educational environment, mixed and project-based learning. The article also dwells on psychological problems of Internet content assimilation and “non-contact” interaction between the subjects of the educational process, etc. The most promising areas of didactic research in higher education, including the development of interdisciplinary contacts, are highlighted.
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Rajas-Fernández, Mario, Manuel Gértrudix-Barrio, and Miguel Baños-González. "Knowledge in Images and Sounds: Informative, Narrative and Aesthetic Analysis of the Video for MOOC." Publications 9, no. 3 (July 28, 2021): 32. http://dx.doi.org/10.3390/publications9030032.
Повний текст джерелаАнотація:
The virtual courses developed by higher education institutions incorporate the video format as one of the most used resources in the delivery of their online training offer. Within the different types of audiovisual productions found in MOOCs, the introductory or presentation video of the courses has become an illustrative piece of the new edu-communicative context of distance education, when articulating, in the same work, informative, didactic, and advertising content. The objective of this research work is to study the triple communicative nature of this innovative format following a specific methodology of audiovisual textual analysis. For this, 420 videos of this type of promotional video, belonging to 105 universities and educational centres that have developed MOOC courses for the Miríadax platform, are analysed. After checking the results of the formal characteristics, content structures, discursive techniques, and audiovisual language components of the videos, it is concluded that they are mostly pieces linked to the staging style of the classroom, but that, by enriching the visual appearance of a master lesson with audiovisual resources, take advantage of the narrative, aesthetic, and creative potential of audiovisual and advertising communication to capture the attention of the student-spectator, inform about the characteristics of the courses, offer valuable educational content, and generate an image of the brand for the institution responsible for producing the course.
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Neimane, Ilma. "Vispārīgā didaktika skolotāju sagatavošanas programmās." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 58–68. http://dx.doi.org/10.37384/ptp.2020.09.058.
Повний текст джерелаАнотація:
The implementation of the European Union regulation “Europe 2020” has given the possibility to review the content of the offered educational programmes. New study courses have appeared, and the existing ones have changed the emphasis from knowledge acquisition to competence-based learning. At the same time, the students’ view of general didactics as one of the basic disciplines in pedagogy is changed. The aim of the research is to help to understand the problems in contemporary teacher education and purposefully push further the development of education improving its quality. For analysis of the research data the following methods are employed: descriptive statistics and content analysis. In Latvia, currently teacher education programmes are implemented by seven higher education institutions, which offer 24 study programmes, but the research topics of general didactics are included in the offer of four higher education institutions. Other educational institutions have included topics related to the particular didactics in their programmes. The study course on general didactics should be developed taking into consideration the interaction between the concepts of science and pedagogy, general didactics, study course and competence. In Latvia, considering the development of general didactics as a sub-branch of science, it is supplemented with the explanations of concepts used in higher education.
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Habekost, Achim. "Spectroelectrochemistry of Selected Substances – A Contribution to Higher Education Didactics." CHEMKON 27, no. 6 (June 29, 2020): 268–74. http://dx.doi.org/10.1002/ckon.202000003.
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WARZOCHA, Tomasz. "DIDACTICS OF HIGHER EDUCATION IN THE CONTEXT OF INFORMATION TECHNOLOGY." Journal of Technology and Information 9, no. 1 (April 30, 2017): 262–68. http://dx.doi.org/10.5507/jtie.2017.022.
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Garashkina, Natalia V., and Anastasia A. Druzhinina. "Technology of teaching future bachelors of “Pedagogical Education” programme as an object of digital didactics." Tambov University Review. Series: Humanities, no. 1 (2022): 18–26. http://dx.doi.org/10.20310/1810-0201-2022-27-1-18-26.
Повний текст джерелаАнотація:
The Decree of the President of the Russian Federation “On National Goals and Strategic Objectives for the Development of the Russian Federation for the period up to 2024” notes the need for the accelerated introduction of digital technologies in the economy and the educational sphere, and the role of higher pedagogical education is accordingly increasing. This actualizes changes in the structure of the system of higher pedagogical education, the transformation of its technological component, taking into account digitalization. The technology of teaching future teachers as an object of didactic design is an important format of the technological component of modern higher pedagogical education, an actual area of scientific research in digital didactics. The purpose of this study is a theoretical substantiation of the essence and structure of the technology of teaching future bachelors of “Pedagogical Education” programme as an object of digital didactics. Procedure and methods. Analysis of scientific developments in the field of technologization of higher pedagogical education and digital didactics, evaluation of the prospects for educational and project activities. The results of the study include a scientifically substantiated structure of the technology for teaching future bachelors in the direction “Pedagogical Education”, the expansion of the terminological apparatus and the technological component of digital didactics and didactic design in the system of teaching bachelors in the direction “Pedagogical Education”.
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Villegas-Virgen, Néstor A. "English through the use of smartphone apps as motivation for students from the School of Tourism and Gastronomy." Revista Lengua y Cultura 2, no. 3 (November 5, 2020): 59–66. http://dx.doi.org/10.29057/lc.v2i3.6123.
Повний текст джерелаАнотація:
With students spending up to 20% of their in-class time texting, emailing, and checking social media, it is no wonder the problem about smartphones in the classroom arises. This article presents results of a piece of research focused on the analysis and reflection of the smartphone applications used with higher education students in order to provide, as well as to improve, their results in departmental exams while they are studying English at a professional level.
The study took place over one semester of a curricular English course where smartphone applications were carefully selected and integrated into the current didactic units of the standardized institutional English program, with the purpose of finding, in the school of tourism and gastronomy, not only a solution, but a different approach to turning the problem into part of an updated methodology for the foreign language classroom.
The results of this research are expected to have a significant impact on the improvement of the methodology used by teachers at all the schools on our institutional English program with the effect that, once the teachers begin to implement the systematic use of smart phone applications in the delivery of their lessons, learners will hopefully perceive the English course as more relevant and meaningful and be motivated to achieve the expected results.
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Vorontsova, Irina I. "THE PHILOSOPHY OF EFFICACY OF FLIPPED LEARNING AS A NEW PEDAGOGICAL PARADIGM." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2021): 21–30. http://dx.doi.org/10.28995/2073-6398-2021-3-21-30.
Повний текст джерелаАнотація:
The article traces the escalation of the search for strategies of ac- tive cognition in the era of “Phygital” education. It relates the main provisions of the pedagogical technology of inverted learning, the didactic presumption of which is the transfer of the initial stages of mastering a new material to prelimi- nary independent work while using the class time for practical application of the acquired knowledge and creative activity at higher levels of the cognitive process. The philosophical principles of inverted learning are most clearly manifest- ed in the teacher-student synergetic tandem in the mainstream of humanistic pedagogy, consonant with Kant’s transcendentalism, which flips the idea of a passive subject and accentuates the active construct of cognition. As research methods the author chooses the analysis of various practices of working with English-language media content; examples are used to trace the efficacy of applying the flipped learning modus in the course of professionally oriented English for students of economics. The approbation work with video lectures results in analyzing causes of success and failure in employing elements of the flipped teaching technology, together with pros and cons that it can bring to teachers and students. The author concludes that the addressed educational paradigm can entail a change in priorities – from studying the material to its active assimilation for continued use.
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Brzezicki, Łuksz, and Artur Prędki. "Efficiency of Raising of the Funds for the Didactic and Scientific Activity in Public Higher Education in Poland." Przegląd Statystyczny 65, no. 4 (January 30, 2019): 473–91. http://dx.doi.org/10.5604/01.3001.0014.0607.
Повний текст джерелаАнотація:
The article estimates the efficiency of 59 public higher education institutions in Poland in rising of funds for didactic and scientific activity in 2015 using nonparametric DEA method. We used output-oriented BCC model. The work also uses the subsampling procedure to assess the accuracy of the previously performed efficiency measurement. Twelve universities turned out to be fully efficient in the above-mentioned scope, while the average efficiency is quite high and close to the median.