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1
Gielen, Patricia M., Aimée Hoeve, and Loek F. M. Nieuwenhuis. "Learning Entrepreneurs: Learning and Innovation in Small Companies." European Educational Research Journal 2, no. 1 (March 2003): 90–106. http://dx.doi.org/10.2304/eerj.2003.2.1.13.
Повний текст джерелаАнотація:
This article concerns agricultural entrepreneurs involved in organising their learning so as to develop innovative and learning enterprises. In hi-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature, we conclude that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team and employers learn by creating networks of colleagues and advisers. The results of two research projects suggest that interactive learning and innovation should be analysed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, they need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty with the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.
2
Arpaci, Ibrahim, and Tarkan Gürbüz. "Innovation in Learning." International Journal of E-Adoption 3, no. 1 (January 2011): 29–37. http://dx.doi.org/10.4018/jea.2011010104.
Повний текст джерелаАнотація:
Innovation is a key for the growth, productivity, competitiveness, survival, and profitability in the today’s competitive world. This paper examines the relevant aspects of literature on invention and innovation concepts, including characteristics of innovation, types of innovation, diffusion of innovation, innovation process, types of innovators, importance of innovation, tools and techniques for innovation. This study forms an extensive review of relevant academic literature through continuous iterative and comprehensive literature study to develop a conceptual framework. Consequently, tools and techniques to generate new ideas for innovation are explored and, to improve learning, how these innovative tools and techniques can be used in educational settings is explained.
3
Fenwick, Tara. "Innovation: examining workplace learning in new enterprises." Journal of Workplace Learning 15, no. 3 (June 1, 2003): 123–32. http://dx.doi.org/10.1108/13665620310468469.
Повний текст джерелаАнотація:
Innovation is argued here to be a significant and complex dimension of learning in work, involving a mix of rational, intuitive, emotional and social processes embedded in activities of a particular community of practice. Dimensions of innovative learning are suggested to include level (individual, group, organization), rhythm (episodic or continuous), and magnitude of creative change (adaptive or generative) involved in the learning process. Drawing from a study of women who leave organizational employment to develop an enterprise of self‐employment, this article explores these dimensions of innovative learning. Two questions guide the analysis: what conditions foster innovative learning; and what are the forms and processes of the innovative learning process? Findings suggest that innovative processes involve multiple strategies and demand conditions of freedom, patience, support, and recognition.
4
Шендерук, Олена, and Оксана Биконя. "INNOVATIVE TECHNOLOGIES AND INTERACTIVE LEARNING TOOLS AS A SOURCE OF NEW OPPORTUNITIES." Молодий вчений, no. 1 (101) (January 31, 2022): 158–61. http://dx.doi.org/10.32839/2304-5809/2022-1-101-33.
Повний текст джерелаАнотація:
In this paper an attempt to present innovative and interactive learning tools has been made. The concepts such as "innovation", "innovative technology", "interactive learning tools" have been analyzed and defined. Thus, innovation is a novelty, and innovative pedagogical technology is the introduction into practice of original, innovative methods, techniques of pedagogical actions and tools. Under interactive learning tools we consider interactive whiteboards, a multimedia projector. It is spoken in detail about their advantages in the educational process. Much attention is given to novelty and innovative pedagogical technologies, innovative methods, techniques of pedagogical actions and tools. It is reported that forms of innovation can be divided into structural, educational, innovations in scientific and international activities, innovations in the system of professional development of teaching staff and in information support, innovations in employment of graduates. The article is of great help to interactive learning as a special form of organization of cognitive activity where comfortable learning conditions are created and each student feels his success and intellectual ability.
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Kiryakova, Gabriela, and Nadezhda Angelova. "Are the Digital Learners Ready for Innovative Forms of Learning?" Mathematics and Informatics LXIV, no. 1 (February 25, 2021): 52–61. http://dx.doi.org/10.53656/math2021-1-4-got.
Повний текст джерелаАнотація:
The integration of modern technologies in the learning process is a key component of the strategies of educational institutions for effective education. Through them the educational content and learning activities are enriched and realized quickly and easily with the active participation of the students. At the same time, technologies are a prerequisite for the realization of new forms of education, adequate to the learners’ needs and expectations. For teachers, the benefits of applying digital technologies in the learning process and their contribution to improving the quality of education are undeniable. For the current generation of learners, technologies are an essential part of their daily lives. But the readiness of digital learners to accept and participate in new forms of learning based on technological innovations is a matter of crucial importance. The aim of the current paper is to present an analysis of the results of a study about the students’ attitude to the implementation of various innovative forms of learning.
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Meniailo, Viktoriia, Yurii Shapran, Olha Shapran, Olena Serhiichuk, Yuliia Bahno, and Olha Kanibolotska. "Innovative Training of Future Teachers of Higher Education Institutions in the Conditions of Distance Learning." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 288–303. http://dx.doi.org/10.18662/rrem/13.2/422.
Повний текст джерелаАнотація:
The study examined the change in the attitude of students and teachers to the system of distance learning of future teachers of higher education institutions after passing the blitz course "Modern distance education". The experiment was conducted in Ukraine -a post-Soviet state, where part-time and part-time education still prevails, and distance learning still remains innovative and is gradually being implemented within the transitional credit transfer system. The article used sociological methods to study the acceptability of innovative forms of learning. In particular, after the participants of the blitz course "Modern Distance Learning" sociologically measured the attitude to innovative areas of distance learning, namely: work with electronic resources,counseling, modeling personal educational trajectory, organization and self-organization of independent forms of work and psychological training (motivation, training in self-regulation techniques, trainings and self-trainings on the practice of independent decision-making and responsibility). Particular attention was paid to diagnosis and self-diagnosis, as well as control and self-control. After a theoretical (sociological) discussion of innovative forms of distance learning, it was found that teachers are interested in innovative methods of work, but prefer a stationary form of educational services; during distance learning, emphasis is placed on consulting forms of work and multifaceted monitoring of competencies. Students, on the other hand, showed a high sensitivity to e-learning, providing maximum academic freedom and self-control. However, the dynamics of a positive attitude to distance innovation had a slight increase in students and moderate -in teachers. At an international level, the scientific novelty of the article involves subjective views of students and university teachers on distance learning in the post-Soviet countries, where until now such learning was implemented only by the top-down approach. Thus, the article can become a theoretical basis for the development of contact educational programs in the humanities for the implementation of innovative methods of distance learning in the studied region.
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Беденко, Надежда Николаевна, Давид Ильич Мамагулашвили, Светлана Васильевна Чегринцова, Анна Владимировна Бородина, and Ирина Евгеньевна Мамитова. "COMPARING DUAL EDUCATION AND WORK-BASED LEARNING IN THE RUSSIAN CONTEXT." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(57) (December 24, 2021): 130–40. http://dx.doi.org/10.26456/vtpsyped/2021.4.130.
Повний текст джерелаАнотація:
Осуществлен сравнительный анализ дуального образования и обучения, совмещенного с работой, в российской практике при рассмотрении базовых характеристик видов и форм обучения, их сравнении с традиционными формами. Постоянно возрастающие требования современного рынка труда к квалифицированным специалистам формируют предпосылки для активного перехода от традиционных форм обучения к инновационным. Это влечет за собой существенные изменения в системе образования, в том числе в высшей школе. Посредством анализа и обобщения инновационных форм обучения, их сравнения между собой выявлены преимущества по отношению к традиционным формам. Результаты исследования могут быть успешно применены при разработке образовательных программ с применением инновационных форм и моделей обучения. The paper aims to compare the dual education and the work-based learning models in the Russian context building on the basic characteristics of the types and forms of education as compared with traditional forms. The constantly growing requirements of the contemporary labor market have been shaping prerequisites for the active transition from the traditional forms of education to the innovative ones. As a result, the educational system, including the higher education, is being substantially modified. Having analyzed, generalized and compared the innovative learning models, their advantages have been revealed as compared with traditional ones. The research outcomes can be successfully implemented when developing educational programs with innovative forms and models of education.
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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.
Повний текст джерелаАнотація:
Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Vasiukovych, Oksana. "INNOVATIVE LEARNING TECHNOLOGIES FOR PROFESSIONALLY-ORIENTED ENGLISH LANGUAGE TEACHING IN THE HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS OF EUROPE." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 52–55. http://dx.doi.org/10.36550/2415-7988-2020-1-191-52-55.
Повний текст джерелаАнотація:
The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.
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Rashidovna, Muradova Firuza. "VIRTUAL LABS IN DISTANCE LEARNING." Psychology and Education Journal 58, no. 1 (February 1, 2021): 4547–52. http://dx.doi.org/10.17762/pae.v58i1.1561.
Повний текст джерелаАнотація:
The article describes the types and structures of innovative teaching materials with computer support, the class of practical training tools, as well as the functions and significance of virtual laboratories, new information technologies, the possibilities of new information technologies, the main types of educational activities using new technologies, the goals of innovative training, current forms and methods of cooperation between teachers and students in order to activate their intellectual and creative resources.
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Tagaeva, D., and Zh Toktomambetova. "Competent-oriented Learning Approach." Bulletin of Science and Practice 6, no. 8 (August 15, 2020): 263. http://dx.doi.org/10.33619/2414-2948/57/30.
Повний текст джерелаАнотація:
The article discusses the tasks of personality-oriented learning, different models of developing learning of a modern school. Technologies for building and implementing a personality-oriented educational process. Modern innovative approaches to learning, forms and means of training are presented.
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Oktamovich, Esanboyev Qahramon, and Yuldasheva Saida Tashkulovna. "Types of person-centered learning technologies and innovative forms, methods and tools." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 11 (2021): 197–99. http://dx.doi.org/10.5958/2249-7137.2021.02436.8.
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Supratman, Lucy Pujasari. "Communicative Leadership in Constructing Innovative Learning Organization." MIMBAR, Jurnal Sosial dan Pembangunan 33, no. 2 (December 16, 2017): 376. http://dx.doi.org/10.29313/mimbar.v33i2.2694.
Повний текст джерелаАнотація:
The lecturers have the duties totransfer science and technology and conduct research as well as undertake community service (three pillars of higher education). Telkom University which turned into four years has been working hard to encourage all lecturers in achieving the three pillars. It has given the evident as best classified listings college of Higher Education in Indonesia. The Faculty of Communication is the youngest faculty in Telkom University. This study used qualitative method with descriptive case study. The result is that innovative leadership of the Head of Department is needed to encourage lecturers to achieve comprehensive targets of three pillars of higher education. She uses Whatsapp Group, creates Gmail Group, posts the achievement photos on social media, has personal discussion of specific issues, and praises the best works of fellow lecturers. These communication forms communicative leadership in motivating lecturers to increase their three pillars on higher education.
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Kotyk, Tetiana, Svіtlana Romanyuk, Alla Bogush, Yuliia Rudenko, and Iryna Nepomniashcha. "Innovative and project activities of future education." LAPLAGE EM REVISTA 7, no. 3B (September 21, 2021): 213–19. http://dx.doi.org/10.24115/s2446-6220202173b1539p.213-219.
Повний текст джерелаАнотація:
The article examines the features of the innovative and project activities of future education managers. The authors focus on project technology as one of the forms of innovative methodological technologies for training future education managers, describes the elements of project technology, defines the basic principles of work on a project and the specifics of attracting future education managers to participate in them. The fact is emphasized that future education managers can be active participants in the process of creating a project, develop their own view of information, identify goals, objectives and look for ways to solve them. The purpose of this article is to focus on innovation project activities as one of the forms of innovative methodological learning technologies, to describe the elements of project technology, to highlight the basic principles of work on a project and the peculiarities of attracting future education managers to participate in them.
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DMTSURA, Svetlana S. "Innovative methods, forms and technologies in the field of education." Espacios 41, no. 46 (December 3, 2020): 144–53. http://dx.doi.org/10.48082/espacios-a20v41n46p13.
Повний текст джерелаАнотація:
The article is concerned with a search of new methods, forms and technologies in a sphere of education to improve the efficiency of teachers’ work at the present time. The authors mark the priority directions of the education system development: (1) creation of a high quality, technological infrastructure of the education system; (2) the use of innovative methods and educational technologies; (3) development of new technologies for educational purposes. The article deals with ICT, e-learning, blockchain, VR-technologies, augmented reality technologies, etc.
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Bostanov, B. G., S. G. Grigoriev, and K. K. Nurlybaev. "DISTANCE LEARNING METHODS FOR STEM EDUCATION COURSES." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (September 30, 2020): 192–98. http://dx.doi.org/10.51889/2020-3.1728-7901.28.
Повний текст джерелаАнотація:
New technologies and innovative devices are increasingly penetrating into human life, actualizing the need for their development and implementation. An important role in this process is the training of teachers who are able to master and use such equipment in the field of education. Currently, STEM education is becoming increasingly popular, allowing you to quickly master new devices and technologies. Special pedagogical STEM parks are being created, where innovative techniques are being tested in the training of teachers. In Kazakhstan, as well as other countries with vast territories, the development of STEM education is possible through the use of remote forms of organization of the educational process. This paper discusses possible ways to use and develop distance-learning forms in the organization of STEM courses. Models of organizing courses on mechatronics and robotics based on the use of new educational devices are proposed.
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Žiga, Jusuf. "Kako harmonizirati oficijelnu i cjeloživotnu (kontinuirano - inovativnu) obrazovnu djelatnost?" Obrazovanje odraslih/Adult Education 13, no. 2 2013 (2013): 11–20. http://dx.doi.org/10.53617/issn2744-2047.2013.13.2.11.
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Specificity of educational occupation in modern and post-modern societies is reflected in the fact that new knowledge and skills appear much faster nowadays, whereby they are being included into educational systems through repression of existing educational forms and programmes. But this often causes confusion, fears, obstructions and it even compromises the validity of educational activities affected by this accelerated renewal. Problems manifest not only in attitudes towards so-called lifelong, non-formal and informal education activities, but also within official education systems. A question arises if it is even possible to harmonise the official educational practice, which is rather inert, and lifelong respectively continual-innovative educational activities? In this paper we analyse the evident incomprehension of inovative educational programmes and learning forms and on the other hand the lack of understanding of importance of science and education as qulitative factors for the societal development in modern times with focus on lifelong learning of adults.
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Andrieiev, Andrii, and Nataliia Tykhonska. "THE SYSTEM OF PREPARING FUTURE PHYSICS TEACHERS FOR THE ORGANIZATION OF STUDENTS’ INNOVATIVE ACTIVITIES." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 67–73. http://dx.doi.org/10.51706/2707-3076-2019-1-7.
Повний текст джерелаАнотація:
The article presents conceptual provisions used for preparation of future physics teachers for the organization of students’ innovation activities, which form the basis for the development of a model for training future physics teachers for the organization of students' innovation activities in the educational process. The main idea of this model is to implement a two-component system of training future physics teachers for the organization of students’ innovative activities; its first (educational) component is related to the students’ targeted learning activity in the context of forming readiness for organizing students’ innovation activities; the second (professional) component is implemented in the future teacher’s quasi- professional activities, during which he or she is the organizer of students’ innovation activities. This idea implies the continuity of teacher's professional training and provides for: 1) updating the content of professional training for a future physics teacher by developing educational programs, curricula, programs of disciplines, teaching materials that should take into account the innovative nature of the professional activities accomplished by a future teacher; 2) the use of a three-level structure for preparing future physics teachers for organizing students' innovative activities creates conditions for: appropriate theoretical training of students (first level); acquiring practical skills and experience in implementing innovative activities in the learning process (second level); students aim at organizing their innovative search in the educational process in physics (third level); 3) organization of the educational environment in the conditions of quasi- professional activity of students provides for the approximation of educational activities of future teachers to the forms of their professional activity in order to imitate those elements of pedagogical activity that future physics teachers will have to perform; 4) the use of methods, forms and means of training in the process of vocational training that contribute to attracting students to innovative search during the class and extracurricular forms of work; 5) increasing the role of independent work of students in the educational process by involving them in research activities on the creation and implementation of innovative educational products; 6) creation of conditions for the involvement of students in the leadership of the research work in the process of their preparation for participation in national and international competitions. The model offers a three-level structure for the training of future teachers of physics for the organization of students' innovative activity.
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Фомичева, Д. А., М. Н. Савельева, Ю. А. Волков, and О. И. Башеров. "Innovative forms of solving teaching issues in a remote format." Management of Education, no. 2 (June 7, 2021): 220–27. http://dx.doi.org/10.25726/g1099-6457-0016-t.
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В условиях коронавирусной пандемии актуализировался вопрос организации процесса обучения в удаленном режиме, чтобы предотвратить массовые скопления людей в учебных помещениях. Весна 2020 года продемонстрировала необходимость варьирования форм обучения даже в тех ситуациях, которые для этого наименее пригодны. Эффективность проведенной работы оценить на сегодня сложно, потому что работа велась часто хаотично, непрофессионально. Учителя и преподаватели иногда на ходу осваивали новые инструменты и технологии. Многие, в силу отсутствия должного уровня цифровой грамотности не смог обеспечить полноценного учебного процесса. Массовизация перехода на удаленный формат обучения, без проведенной предварительно работы породил ряд сложных вопросов, которые так и не удалось должным образом решить. На протяжении последних десятилетий в сфере образования происходят быстрые и глубокие изменения, обусловленные внедрением информационных технологий и безальтернативностью глобализации, что в значительной степени сказалось на учебном процессе в Высшей школе. Необходимость выбора опережающей стратегии развития учебных заведений предполагает обязательное воплощение инновационных методов обучения, в том числе наличие цифрового образовательного контента. "Положение о дистанционном обучении" было утверждено приказом Министерством науки и высшего образования Российской Федерации еще в 2014 г., а большинство вузов предлагают соискателям высшего образования обрабатывать по крайней мере часть учебного материала используя возможности информационно-коммуникационных технологий (ИКТ). In the context of the coronavirus pandemic, the issue of organizing the learning process in remote mode was updated in order to prevent mass gatherings of people in educational premises. The spring of 2020 demonstrated the need to vary the forms of training, even in those situations that are least suitable for this. It is difficult to assess the effectiveness of the work carried out today, because the work was often chaotic and unprofessional. Teachers and teachers sometimes learned new tools and technologies on the go. Many, due to the lack of a proper level of digital literacy, could not provide a full-fledged educational process. The mass transition to a remote learning format, without any preliminary work, has given rise to a number of complex issues that have not been properly resolved. Over the past decades, rapid and profound changes have taken place in the field of education, due to the introduction of information technologies and the lack of alternatives to globalization, which has significantly affected the educational process in higher education. The need to choose an advanced strategy for the development of educational institutions implies the mandatory implementation of innovative teaching methods, including the availability of digital educational content. The "Regulation on Distance Learning" was approved by the order of the Ministry of Science and Higher Education of the Russian Federation back in 2014, and most universities offer applicants for higher education to process at least part of the educational material using the capabilities of information and communication technologies (ICT).
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BUDNYK, OLENA. "INNOVATIVE COMPETENCE OF A TEACHER: BEST EUROPEAN PRACTICES." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (April 17, 2019): 76–89. http://dx.doi.org/10.15330/jpnu.6.1.76-89.
Повний текст джерелаАнотація:
The essence of the innovative competence of the teacher in the way of integration into the world space of education. The main tendencies of teacher's training for professional innovation activity are described. Best European practices according to the using of innovative studying technologies in the work with students are examined. The author proves the need for partner collaboration, group forms of activities to solve problematic learning problems at school through Problem Based Learning. Especially, the issues of development of creative initiative of children in collective work are highlighted. The content and typical difficulties in the practical using of Blended Learning are described. It is noted that Blended Learning combines traditional and distant models of studying, it can take place not only in the lecture room but outside, in synchronous or asynchronous regimes, and it predicts an extensive using of ICT in work with students. The technology of Inquiry Based Learning in teaching STEAM school subjects is presented, especially in the process of working with remote educational laboratories and Inquiry Learning Space (ILS). Some innovative tools for their practical using according to the work with students are implemented. The importance of using Project Based Learning for integration of educational subjects in the New Ukrainian School is also characterized, which gives an opportunity to form a coherent picture of the world in them.
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Binsaleh, Sariya, and Muazzan Binsaleh. "4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand." Asian Journal of University Education 16, no. 4 (January 24, 2021): 71. http://dx.doi.org/10.24191/ajue.v16i4.11944.
Повний текст джерелаАнотація:
The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team. Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model. The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.
Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning
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Белый and V. Belyy. "Management of Student Learning." Management of the Personnel and Intellectual Resources in Russia 4, no. 3 (June 17, 2015): 32–36. http://dx.doi.org/10.12737/12091.
Повний текст джерелаАнотація:
The traditional scheme of education is obsolete and needs to be replaced with new and innovative forms of learning. Also today there are particularly relevant
forms, which are characterized by collaboration with industry in the learning process. There should be new learning theories such as constructivism, learning
without temporal and spatial boundaries. To improve the quality of education a new educational technology and possibilities of industrial enterprises must
be intensive used. This is caused by the need to revise the modern theory and practice of assessing students. After all, the student should come to the production
and begin to fulfill their duties with a minimum period of adaptation. Because assessment of knowledge and skills of the graduate urgent problem of each
university.
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Shakhnoza Sabirova, Timur Sabirov, Antonina Kosheleva,. "Rational Forms And Methods Of Learning In Creative Universities Of Uzbekistan." Psychology and Education Journal 58, no. 1 (January 29, 2021): 178–93. http://dx.doi.org/10.17762/pae.v58i1.756.
Повний текст джерелаАнотація:
The purpose of the article is to outline the most effective forms and methods of teaching in universities of a creative nature in the Republic of Uzbekistan. The authors of the article pay serious attention to the current forms of education in an innovative manner. The article presents educational forms of training in creative universities, which are used in Uzbekistan and have proven their effectiveness in training. A special place is given to the forms and means of teaching, the orientation of teaching to a creative audience, the use of innovative methods that have proven their rationality in the process of educating creative workers that meet modern requirements for specialists in creative professions in modern conditions. The authors focused their attention on the problems of forming a harmoniously developed personality in the educational process of creative universities. The results of the research consist in the scientific and theoretical study and identification from the pedagogical point of view of the problems of forming a harmonious personality in the educational space. New approaches have been studied and applied in the education of Uzbekistan; favorable conditions for the effective development of the creative potential of students are highlighted. When considering the peculiarities of the educational process in creative universities, a special place was given to the creation of mechanisms for flexible thinking in students, in which the ability to vary the methods of solving various creative problems arises, to choose the most optimal ways to solve them, to find the most original forms of embodiment.
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Berehova, Mariya. "Forms of work with speech therapists as a basis for professional training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 20–24. http://dx.doi.org/10.33310/2518-7813-2019-66-3-20-24.
Повний текст джерелаАнотація:
The article describes the main forms of work with students of the specialty special education, contributing to the effective professional training of future specialists. The analysis of innovative and interactive forms of work with future speech therapists in educational institutions. The status of teachers is changing, who become the organizers of the educational development process, which is saturated with the student's research work. In modern conditions, the teacher does not give information about certain topics, but organizes active research activities of students. In modern conditions, the forms of interaction between the teacher and students are changing. Traditional forms of learning change into forms of active, innovative learning: didactic games, analysis of problematic pedagogical situations, mutual assessment, and mutual control. Interactive learning involves modeling problematic pedagogical situations, using role-playing games, joint problem solving, developing a common strategy for overcoming difficult situations and more. It effectively contributes to the formation of future speech and language therapists, constructive creative thinking; development of values; creating an atmosphere of cooperation, interaction; enables the future specialist to develop their abilities as it is a kind of "redistribution of activity" from teacher to student. The use of interactive forms of learning promotes the formation of students' critical thinking, the ability to reasonably argue their own opinion, analyze the thoughts of others, find ways out of problematic pedagogical situations that arise in real conditions, etc. The practical experience of introducing innovative forms of education testifies to the formation of cognitive interest in the future speech therapists to study the disciplines of the professional component, allows the teacher to take into account the peculiarities of students' creative abilities development and their ability to apply them in practice, provide active practical training.
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Бычков and Anatoliy Bychkov. "SECOND GENERATION EDUCATIONAL STANDARD’S INNOVATIVE CONTENT (THE 10-11th FORMS): NEW EDUCATIONAL REALITY." Standards and Monitoring in Education 1, no. 4 (September 16, 2013): 58–59. http://dx.doi.org/10.12737/963.
Повний текст джерелаАнотація:
On the basis of results related to basic researches executed at the
Institute of the Contents and Methods of Teaching (RAE) in paper from a position of system and activity approach the conceptual provisions of general education schools pupils’ motivation on modern innovative activity by means of innovative projects implementation as an obligatory task in the content of learning according to the new Federal State Educational Standard of Secondary (Full) General Education have been revealed.
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Sydorchuk, Tetyana, Zinayida Anastasieva, Iryna Rakovska, and Iryna Mokhova. "TEACHER READY PHYSICAL CULTURE TO INNOVATIVE ACTIVITY." Sports Bulletin of the Dnieper 1 (2020): 407–13. http://dx.doi.org/10.32540/2071-1476-2019-1-407.
Повний текст джерелаАнотація:
Introduction and purpose of the study. The article is devoted to the problem of determining the readiness of physical education teachers to introduce innovative teaching technologies into the educational process of physical education. The hypothesis of the study is based on the assumption that studying the degree of readiness of physical education teachers to apply innovations will help to identify ways of retraining of physical education, increasing the level of their skills formation in the use of innovative teaching technologies in the educational process. The purpose is to determine the degree of readiness of physical education teachers to introduce innovative learning technologies into the educational process to enhance their innovative competence. Material and methods. The study was attended by 32 physical education teachers from Dnipro and Dnipropetrovsk area, who were trained at the Dnipro Academy of Continuing Education. During the research the following methods were used: analysis of literary sources, pedagogical experiment, questioning, methods of mathematical statistics. Results. The results of the survey showed that teachers are positive about innovation in their professional activities, but there are a number of external and internal factors that hinder the use of innovative technologies. Most respondents are also aware of existing new learning technologies and are able to use them in their professional activities under the right conditions. Conclusions. There is a need to raise teachers' awareness of current pedagogical and innovative technologies and the possibilities of using them in the educational process. Most important in the expansion of professional competence, gaining new knowledge are the various forms of methodical work. Measures are proposed to increase teachers' readiness to innovate in their professional activities. Key words: innovations, teachers, physical education, technologies, professional activity
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Fombona, Javier, Maria Angeles Pascual, and Miguel Pérez Ferra. "Analysis of the Educational Impact of M-Learning and Related Scientific Research." Journal of New Approaches in Educational Research 9, no. 2 (July 15, 2020): 167. http://dx.doi.org/10.7821/naer.2020.7.470.
Повний текст джерелаАнотація:
The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.
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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.
Повний текст джерелаАнотація:
The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.
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SHEVCHENKO, M. U. "ОСОБЛИВОСТІ ВИКОРИСТАННЯ ІННОВАЦІЙНИХ МЕТОДІВ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ В СТАРШІЙ ШКОЛІ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (4 жовтня 2021): 134–40. http://dx.doi.org/10.31494/2412-9208-2021-1-2-134-140.
Повний текст джерелаАнотація:
The article considers the use of innovative methods in English lessons on the example of personality-oriented method. The tasks of modernization of education cannot be solved without the optimal introduction of modern educational technologies in all its spheres. The use of innovative methods gives impetus to the development of new forms and content of traditional activities of students, which leads to their implementation at a higher level. Work with the use of such methods should be organized in such a way that from the very beginning it becomes a powerful psychological and pedagogical means of forming a motivational plan for students, a means of supporting and further developing their interest in the subject. It is emphasized that properly organized work of students with the use of innovations can promote in particular the growth of their cognitive and communicative interest, which in turn will enhance and expand opportunities for independent work of students to master a foreign language, both in class and after school. It is emphasized that the use of innovative forms of learning in contrast to traditional methods gives the student a major role in the acquisition of knowledge, in which the teacher is an active assistant, organizes, directs and stimulates learning activities. In his work, the teacher must not only solve educational problems, but also create conditions for students to independently creatively search, encourage them to research, develop skills of orientation in a huge information space and independent decision-making. And as a necessary condition in solving the tasks is the introduction of innovative technologies in the educational process. The constantly evolving system of information support in combination with technical support ensures the quality of the educational process. Innovative methods have become an integral part of the process of teaching and learning English. They help students to acquire the necessary skills for free use of English in a short time, namely: listening, reading, writing and communication skills. Given the importance of innovative methods, it should be noted that the central place in the teaching process is the personality of the teacher, who selects, evaluates and implements new methods. Thus, innovative methods help the teacher to solve a large number of organizational issues, to make the lesson more interesting, but innovation cannot completely replace the teacher. An analysis of other innovative trends in the teaching of English may be a prospect for further research. Key words: educational process, innovation, method, knowledge, project.
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Zemljak, Dejan, Urška Martinc, Andrej Flogie, Žiga Kobše, Helena Fošnjar, and Maja Vičič Krabonja. "RESEARCHERS FROM THE FACULTY OF NATURAL SCIENCES AND EDUCATION FOR INNOVATIVE EDUCATION: INNOVATIVE PEDAGOGY 1:1." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 1 (June 25, 2021): 45–54. http://dx.doi.org/10.48127/gu-nse/21.18.45.
Повний текст джерелаАнотація:
In 2017, the Faculty of Natural Sciences and Mathematics (FNM) of the University of Maribor entered the partnership of the project Innovative Learning Environments Supported by ICT - Innovative Pedagogy 1:1, led by the Institute Anton Martin Slomšek (ZAMS) and lasting from 2017 to 2022. Innovative Pedagogy 1:1 is a project focusing on the development of competences, which are “one of the fundamental prerequisites for lifelong learning and improved employability. One of the conditions for achieving this is the implementation of flexible forms of learning, which redefine the roles of all stakeholders involved: students, professionals and principals”. The basic focus is on developing digital competencies of students, pedagogical and non-pedagogical staff, and school principals. This research describes the ways in which the Faculty of Natural Sciences and Mathematics, as an academic institution training pre-service teachers of Engineering and Technology, has supported project activities, how it participated in some of the project’s key working bodies, and what its contribution is. Keywords: academic collaboration, community, innovative pedagogy, project work
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Alyabieva, Liudmila, Irina Sakhno, and Tatiana Fadeeva. "Innovative Forms of Education in Art and Design: Overview and Prospects." Scientific and analytical journal Burganov House. The space of culture 17, no. 1 (March 10, 2021): 126–44. http://dx.doi.org/10.36340/2071-6818-2021-17-1-126-144.
Повний текст джерелаАнотація:
The latest educational technologies and courses in art and design are the focus of this paper. Various practice-based graduate courses such as the practicebased Ph.D., the Art Ph.D., practice-based research, and practice-led research, and others, are of particular interest. The authors argue that traditional education is no longer capable of meeting today’s smart society’s needs with its focus on information, technology, and creativity. By establishing convergent teaching principles, these new graduate courses provide career-oriented education that fuses theory and practice. These innovative courses aim to reinforce practical/applied and research skills and bring together theoretical findings and practical representation forms. With today’s growing interest in projectbased and practice-based research, the authors examine the evolution of educational and academic standards and analyze the background of project-based activity in art and design education. Based on their in-depth study of international experience and postgraduate European art and design programs, they draw a range of conclusions and take a detailed look at practice-based research Ph.D. As Ph.D. programs become more diverse and the choice is continually growing, the authors feel that the traditional teaching and research role of a Ph.D. student is becoming outmoded. Becoming a key resource for creating innovative Ph.D. programs, today’s practice-based Bachelor’s and Master’s degrees in art and design focus on applied research, the effectiveness of which is beyond question. Practice-based Ph. Ds, which are increasingly becoming the subject of academic debate, clearly show the shift taking place in views on graduate study standards. In today’s educational and academic learning models, the dichotomy between theory and practice is erased with practical research bringing together methodologies based on academic and practical results. The development of integrative methodology is greatly advanced through practical research cases, the effectiveness of which largely depends on the educational establishment’s management’s dedication to updating traditional learning formats. The paper offers a brief review of the leading practice-based Ph.D. discussion platforms while also introducing a wide variety of foreign-language sources, in which this new phenomenon and various practical research models are analyzed, into the academic field.
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LEI, Huey. "USE OF APPARATUSES IN SCIENCE LABORATORY: Developmental Characteristics of Didactical Interactions." International Education and Learning Review 1, no. 2 (July 10, 2019): 75–81. http://dx.doi.org/10.37467/gka-edurev.v1.2046.
Повний текст джерелаАнотація:
Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This serves not only to promote interactive learning activities, including various active forms of productions, but also embraces innovation in STEM education.
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Krichker, Olha Yu, and Natalia F. Yeremeieva. "MODERN APPROACHES AND INNOVATIVE TECHNOLOGIES OF STUDENTS’ ENGLISH COMMUNICATIVE COMPETENCE FORMATION IN THE PROCESS OF DISTANCE LEARNING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 147–49. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-147-149.
Повний текст джерелаАнотація:
The article considers the peculiarities of the application of innovative, in particular, information technologies for the formation of English language communicative competence of students of technical institutions of higher education in the process of distance learning. The general digitalization of vocational education is studied, examples of the use of multimedia programs and modern Internet resources for learning foreign languages are given. It is proved that the use of information and computer technologies by students in the process of formation of their communicative competence in English in distance learning allows them to acquire and improve their professional competence, forms the ability to plan their work, provides them with flexible theoretical and practical thinking, as well as creativity. The use of innovative technologiesis fully justified by the fact that they allow to significantly diversify the content, methods and forms of learning, provide an unlimited amount of information that can be effectively used in the course of independent work. The problem of foreign language communicative competence formation under distance learning for students of technical higher educational institutions for their further development as competitive specialists is proposed to be solved by paying more attention to the innovative tools used in distance learning aimed at increasing motivation.
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König, Alexander, and Daniel Bernsen. "Mobile Learning in History Education." Journal of Educational Media, Memory, and Society 6, no. 1 (March 1, 2014): 107–23. http://dx.doi.org/10.3167/jemms.2014.060106.
Повний текст джерелаАнотація:
Mobile devices enable pupils to decode edificial remains and symbols by spontaneously accessing additional information electronically. This article provides guidelines for mobile learning in history on the basis of mobility and enquiry- and design-based learning. The authors explore ways in which pupils may use their mobile devices to create innovative forms of collaboratively generated products like digital stories or geocaches. By drawing on social networks in order to promote discussion and publications, such products entail social participation and commitment. Mobile history learning also helps pupils to understand public debates about history, memory, and identity.
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Morze, Nataliia, Viktoriia Vember, Mariia Boiko, and Liliia Varchenko-Trotsenko. "ORGANIZATION OF STEAM LESSONS IN THE INNOVATIVE CLASSROOM." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 88–106. http://dx.doi.org/10.28925/2414-0325.2020.8.9.
Повний текст джерелаАнотація:
The article outlines the problem of future teachers preparation for implementation of STEAM education with the help of innovative learning models and new approaches to organization of educational process. The authors carried out the analysis of innovative classroom utilization peculiarities for organization of STEAM training of future teachers on the basis of innovative pedagogical technologies utilization and innovative forms of students’ learning activities organization that are based on the rotation model. In particular, objects of STEAM learning ecosystem were defined as well as the place and the role of learning environments there exemplified by innovative classroom (ICR). The article represents the results of the research on educational trends, innovative pedagogical technologies and methods of innovative classroom organization which will satisfy the needs of the learning process participants. These results are based on the survey where 198 students of Borys Grinchenko Kyiv University took part. Characteristics of innovative classroom, approaches to organization of ICR depending on the number of rotation stations, rotation models, their advantages and disadvantages are described. There is a description of innovative classroom in Borys Grinchenko Kyiv University which is designed as an educational centre for preparation of future primary school teachers, training teachers in the sphere of innovative technologies, in particular, to implement tasks of STEAM education. The practical part of the research is in description of STEAM lesson organization in the innovative classroom using the example of the training carried out using innovative classroom equipment, mentioned innovative technologies and models. The participants of the training had to perform a learning project using inquiry-based method where each stage of the project had to be fulfilled on a definite rotation station of the innovative classroom. The research leading to these results received, within the framework of the Modernization of Pedagogical Higher Education by Innovative Teaching Instruments. MoPED – KA2 CBHE – 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP.
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Carrera, Jeimmy, and Darinka Ramírez-Hernández. "Innovative Education in MOOC for Sustainability: Learnings and Motivations." Sustainability 10, no. 9 (August 23, 2018): 2990. http://dx.doi.org/10.3390/su10092990.
Повний текст джерелаАнотація:
This research project analyzes the motivation and learning perceived by the participants in four Massive Open Online Courses (MOOCs) that use innovative education strategies in order to train the community in Education for Sustainability. These MOOCs were delivered during 2017 and the study forms part of the subproject “Open, Interdisciplinary and Collaborative Innovation to Train in Energy Sustainability through MOOCs”, which was offered in the portal of the Binational Laboratory for Intelligent Energy Sustainability Management and Technology Training. The method utilized was mixed, with a triangulation design approach according to the convergence model. This method consisted of two phases: the first being quantitative, with an online survey designed by experts in a Likert type scale, and the second being qualitative, in which valuations of the users were collected through diverse instruments such as focus groups and observations. The results obtained demonstrate the advantages of designing MOOCs that make use of innovative tools, in order to engage the students as much as possible, and the collateral impact on the development of digital abilities and skills in addition to the learning acquired with respect to sustainability.
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Tabakova-Komsalova, Veneta, Todorka Glushkova, Maria Grancharova-Hristova, and Irina Krasteva. "LEARNING TASKS IN ARTIFICIAL INTELLIGENCE EDUCATION." Education and Technologies Journal 11, no. 1 (August 1, 2020): 233–40. http://dx.doi.org/10.26883/2010.201.2292.
Повний текст джерелаАнотація:
Modern trends in the development of digital technologies are directly related to Artificial Intelligence and its application in all spheres of life. This determines the need to study this discipline not only in universities but also in schools. In the last few years, various schools in Bulgaria have introduced the study of elements of Artificial Intelligence as an innovation in specialized, professional and innovative schools, as well as in clubs of interest. The Ministry of Education and Science has approved a sample curriculum. Textbooks and teaching aids are being created. The report aims to present a classification of learning tasks in artificial intelligence training in different levels and forms of training. Some basic key examples will be considered, through which the basic concepts and rules in classical artificial intelligence are introduced, related to both the basic algorithms for solving problems through search and the presentation of knowledge through logical rules. The authors will share their experience in the study of Artificial Intelligence and will present some opportunities to increase the effectiveness of training.
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Ji, Xinhao. "Development and Application of Computer-Aided Innovative Learning Mode of Undergraduate Entrepreneurship." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 155. http://dx.doi.org/10.3991/ijet.v12i01.6171.
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This paper gives the related definitions of online school-based mode of research and teaching, on the basis of which the detailed activities are designed, including online lecture preparation, lecture evaluation, collective discussion and subject-oriented collaboration, obtaining of online resources and displaying of results for research and teaching. After determining the forms of online activities of research and teaching, the procedures were further explored and discussed. In combination with its own characteristics of school-based online mode of teaching and research, the practical procedures of activities were given for future reference.
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B. Nanaware, Rajkumar, and Neha Sharma. "INNOVATIVE TEACHING - LEARNING PRACTICES: AN INTEGRATIVE APPROACH OF FACILITATING CHANGE." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 696–701. http://dx.doi.org/10.21474/ijar01/12895.
Повний текст джерелаАнотація:
In this transforming universe, the whole ball of wax, materialistic and non-materialistic, is changing their original forms. The attitude of the human beings is also changed. Attitude is one of the aspects of identifying people by observing the behavior, action, and the way of looking the things in a different way. Every human being has their own point of view towards any person, thing, and event. Like that teachers also have the different viewpoints regarding any noun. There are standard changes seen in teaching-learning process, the ideal change from the traditional classroom teaching to modern Information and Communication Technology (ICT) based teaching. For joyful learning, effective teaching, and to achieve the set objectives there are vivid innovative ideas are adopted. The teacher educators use those practices to teach students in teacher education institutions to produce competent, skilled, efficient, and proficient teachers. Role play, team teaching, individualized learning, mobile learning, flipped learning, blended learning etc. are some of the examples of innovative practices. But there are various factors that constitute problems in implementing these new ideas. It is very much needed to overcome from all these problems and issues and keep going with the emerging trends in the field of education.
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Черкасов, Михаил, and Mikhail Cherkasov. "Modern management of the educational process." Russian Journal of Management 1, no. 6 (December 31, 2013): 349–52. http://dx.doi.org/10.12737/2535.
Повний текст джерелаАнотація:
The article analyzes the features and applications of modern
teaching methods to improve the quality of education of Russian
students. Disclosed prospects of each innovative forms of learning
in the educational process.
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Asanova, Binnaz. "APPRECIATION OF THE METHOD "PRACTICAL EDUCATION IN A REAL WORKING ENVIRONMENT"." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 345–49. http://dx.doi.org/10.35120/kij3002345a.
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Treating issues related to the practical education in the specialty "Medical Aesthetic Care" is a topical discussion for the development of higher education in the field of "Healthcare". In the current conditions of education, the creation and development of innovative approaches forms is emerging as a necessity for updating the learning process and maintaining the motivation of students. The attitude of a number of authors is that innovations improve quality of education. Whether achievement is the pedagogical goals of innovative approaches a sufficient condition for their effectiveness? Is it sufficient that students have mastered certain knowledge in a different way than the classical one? To these and other questions concerning the use of innovative approaches to education, most of the answers and solutions are being discussed in this report. In our practice, alongside with the classical forms of training, new models are being applied to diversify and develop the learning process. One of these models is based on learning by reconstruction of the real working environment, with the active participation of students. Thus, with the application of interactive education methods, the opportunity for development of the practical education is also provided. An example is the developed and implemented active model of "practical education in a real working environment". The report presents a training model created by us and its usefulness in the development of knowledge, skills and professional competences, and the development of personal qualities of every student. As main criteria for assessment of the methods the following components are used: educational assessment; views of learners and users of staff by conducting a survey. The forwarded innovation represents a challenge, to modern educational practices. It allows to change and adapt the learning process to the time in which we live and the new generation of learners. But, the responsibility for using innovations is great one. The way they affect students; trainers and the learning process should be analyzed and reviewed periodically to confirm their usefulness, and also find their disadvantages and the ways to overcome them.
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van Breda-Verduijn, Hester, and Marjoleine Heijboer. "Learning culture, continuous learning, organizational learning anthropologist." Industrial and Commercial Training 48, no. 3 (March 7, 2016): 123–28. http://dx.doi.org/10.1108/ict-11-2015-0074.
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Purpose – The purpose of this paper is to clarify the way an organizational culture forms the right breeding ground for continuous learning. More and more organizations feel the urgency for innovation and continuous improvement. Learning is a key issue in this. A powerful culture of learning forms an effective breeding ground for continuous learning. That is the reason why in this paper the concept of “learning culture” will be analyzed: how will it contribute to continuous improvement and innovation? The authors will answer this question by taking the perspective of an organizational learning anthropologist. Design/methodology/approach – The paper combines the perspective of educational sciences and cultural anthropology, and is based on a variety of professional literature. The main point of reference is the model of organizational culture of Schein (1999). Findings – Each organization has its own unique learning culture. A learning culture is considered effective when it is supporting the organizational objectives. And a learning culture is effective when it forms an effective breeding ground for the learning needed within the organization. Practical/implications – This perspective will bring learning and development professionals new ways of looking at the learning issues and solutions in their organizations. They will get acquainted with the method to analyze the learning culture in their own organization. They will understand how their organizational culture can influence learning issues. Besides that, they will get some ideas on how to improve the learning culture of their organization. Originality/value – This paper combines insights from cultural anthropology and educational sciences.
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Riadynska, I. A. "The Innovative Teaching Methods in the Study of Economic Disciplines in Higher Education Institutions of Ukraine." Business Inform 1, no. 516 (2021): 134–38. http://dx.doi.org/10.32983/2222-4459-2021-1-134-138.
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The article is primarily aimed at considering the essence and significance of innovative methods of teaching economic disciplines in higher education institutions, their use in professional activities with students during educational work. The article considers innovative methods of learning in the teaching of economic disciplines used in the system of modern educational process in higher education institutions of Ukraine. The peculiarities of forms and methods of innovative learning are defined, the specifics of their use during classes with students in economic disciplines are covered. The author specifies application of such methods, forms and methods of educational work as: audiovisual method of training; analysis of errors, collisions, incidents; discussion with the invitation of specialists; brainstorming; «decision tree»; business (role-playing) game (students try the role of a teacher in economics, an accountant, auditor, a broker, manager, etc.); «take a position»; Socratic dialogue; interview method; public speaking; commenting, evaluating (or self-evaluating) of the participants’ actions; training ground; method of analysis and diagnosis of the situation; method of cooperative learning; problematic methods; partially search methods; research methods; method of projects; modeling; trainings; the program-role method of generating ideas; work in small groups; «competence» game; simulation games; PRES formula, etc. The essence of the case method, its principles, structure, features, influence on the formation of qualitative characteristics of the future specialist in economics is covered. It is emphasized the use of new technologies in learning, such as multimedia, computers, etc. and the combination of innovative methods with classical, traditional ones.
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Chychuk, Antonina, Tetiana Zorochkina, Maryna Yachmenyk, Nadiia Kyrylenko, Оlena Kumeda, and Daryna Mougel. "Innovative technologies for the implementation of educational activities in higher education institutions." LAPLAGE EM REVISTA 7, no. 3A (September 7, 2021): 370–77. http://dx.doi.org/10.24115/s2446-6220202173a1416p.370-377.
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The article investigates and proposes a hypothesis: if we analyze pedagogical innovative technologies, develop specific recommendations based on the case method, then the learning efficiency will increase, namely, this method affects the professionalization of students, promotes their maturation, forms interest and positive motivation in relation to study.
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Kyrylenko, Svitlana. "READINESS OF THE TEACHING STAFF FOR THE IMPLEMENTATION OF THE EDUCATIONAL INNOVATIVE PROJECT AS A STRATEGY FOR THE DEVELOPMENT OF THE EDUCATIONAL INSTITUTION." Problems of Education, no. 1(94) (July 9, 2021): 114–26. http://dx.doi.org/10.52256/2710-3986.1-94.2021.07.
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The article considers the issue of innovation in content and nature of the dynamics of global trends in educational processes, which requires Ukraine to choose further development, which significantly affects the education system and its general education component. The readiness of the teaching staff to implement educational innovative technologies in the development of the new Ukrainian school is determined, the peculiarities of effective management of innovative processes in general secondary education institutions are revealed.
There are educational innovations that are a purposeful process of partial changes that lead to modifications of the purpose, content, methods, forms of upbringing and education, adaptation of the learning process to new requirements. The core of innovative educational processes is the implementation of the achievements of psychological and pedagogical science in practice, education, generalization, and spreading of pedagogical experience, as well as certain components of readiness of teaching staff in innovative activity, namely: individual characteristics of teachers-innovators, motivational orientation, creative, analytical, organizational opportunities.
The article states that the teaching staff of educational institutions is actively testing domestic and foreign educational technologies, an alternative to traditional, author’s schools are created, author’s educational programs, methods, technologies, etc. are developed and introduced into the educational process. The main stages of the process of introducing innovations into the practice of the school education system are analyzed and it is determined that one of the conditions for implementing innovative pedagogical technologies is the readiness of teaching staff to innovate the essence of which is the interaction of motivational, content and evaluative components. These components provide a creative orientation of the teacher; his awareness of innovative technologies; determining the level of readiness for innovation; a reasoned system of tools that allows the teaching staff at the theoretical, philosophical levels of transformation of pedagogical reality to professionally carry out innovative activities, significantly increase the developmental and cultural-educational impact of teaching and upbringing on the individual.
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Djalilova, N., and A. Akhmedova. "From the Experience of Applying Innovative Technologies in Teaching Speaking Skills of Medical Students at the English Language Lessons." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 422–27. http://dx.doi.org/10.33619/2414-2948/53/48.
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The article deals with the necessity and the importance of applying innovative technologies to foreign language lessons in teaching speaking skills. They have a number of advantages compared with other technology in the field of learning a foreign language, as they allow: to improve the process of organic combination of traditional forms and methods of education with innovation; implement training, information, games, modeling, design and analysis functions; general didactic perform such principles as the visibility, accessibility, difficulty feasible, system, transition from education to self-education, positive emotional background of training, between theory and practice.
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Gechbaia, Badri, and Lamara Qoqiauri. "MAIN BLOCKS AND MODELS OF THE NATIONAL INNOVATIVE SYSTEM." SCIENTIFIC BULLETIN OF POLISSIA, no. 1(17) (2019): 41–54. http://dx.doi.org/10.25140/2410-9576-2019-1(17)-41-54.
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Urgency of the research. In our article, on the bases of analysis of the national system of the world, it is also discussed models of innovative development on the example of individual countries: Euro –Atlantic, Eastern Asian, alternative and triple spiral models. Target setting. That the system of scientific knowledge is becoming dominant of economic growth, as well as the system of new processes, products and services, and new forms of business organization. Actual scientific researches and issues analysis. The combination of the national innovative system blocks has been studied in this: creative block, block of the technological transfer, financing block, production block, staff training block. Uninvestigated parts of general matters defining. Component blocks of the basic structure of national innovative system generate knowledge, they make innovative infrastructure, produce innovative production and implement state policy The research objective. We will try to make modest bit in the setting of the said problem and the scheme of learning conceptual grounds. The statement of basic materials. Alternative model of innovation development is mostly used in agrarian countries having no scientific potential of fundamental and applied nature, having no rich reserves of raw materials, processing technologies, realized of which may become grounds of national competitiveness. Thus, not only fundamental and applied scientific block, but also high-tech component is weakly represented in such innovation system. Conclusions. Hence – future belongs to the innovation economy. Due to this point of view of American economists regarding the fact that formation of national innovation systems in USA is the most important phenomenon in the 20th century.
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Boiadjieva, Nely, and Milena Velikova. "APPLICATION OF INNOVATIVE METHODS IN SCHOOL ACTIVITIES ACCORDING TO TEACHERS." Education and Technologies Journal 11, no. 1 (August 1, 2020): 131–37. http://dx.doi.org/10.26883/2010.201.2236.
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The report analyzes the results of an empirical study conducted in 2019 with 562 teachers from different types of schools, settlements in Bulgaria and stages of education. Their views and attitude to the application of innovative methods in school activities – curricular, extracurricular and others were monitored. Based on the collected data, a profile of the modern teacher as a school innovator was outlined. The report include information about: what forms, methods and tools teachers use in their practice; what innovative methods they know, how often apply them and what motivated them; whether the innovative methods help in the student’s learning process; the extent to which innovative teaching methods increase the quality of learning content. A special focus in the study was placed on the role of teacher’s education and proffesional qualification for the application of innovative methods, as well as school management for the introduction of innovations and support to teachers in this process.
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Kostadinova, Mariana. "KINDERGARTEN ONLINE LEARNING." Education and Technologies Journal 11, no. 2 (August 1, 2020): 342–46. http://dx.doi.org/10.26883/2010.202.2357.
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Online kindergarten education is a novelty for the practice of the kindergarten teacher. In the conditions of social isolation, the need arose to look for opportunities for contact with children and their families. There was a need for a professional solution for training outside the kindergarten. In the present development innovative forms for distance learning in the kindergarten are presented. Teachers together with the children’s parents conduct online training. Teachers are based on training links from the publishing house „Arts“. The topics are divided by educational areas and for the age groups for children from the first to the fourth group. For younger children, educational topics are tailored and adapted to age. Information platforms are used, such as closed Facebook groups. The specificity is in receiving active feedback on the game tasks assigned to the children, by sending photos and videos from the parents.
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Gorbunova, Mariia S. "Features of pedagogical college students’ training in using innovative technologies." Psychological-Pedagogical Journal GAUDEAMUS, no. 48 (2021): 85–89. http://dx.doi.org/10.20310/1810-231x-2021-20-2(48)-85-89.
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The forms and methods of pedagogical college students’ training for innovative activities implementation at school are considered. We analyze the values of innovative activity that are necessary for the professional activity of a future teacher. It is proved that the following innovative learning technologies are the most effective for teaching students: contextual; problem-based; modular learning; technology of full assimilation of knowledge. The specifics of the use of innovative technologies in the educational environment of the college is the presence of a tendency to rebuild, update to the required standards; a new vision of traditional material and modern ways of teaching it to students; the use of active methods for the formation of universal and professional competencies; the modernity of information and communication technologies involved in the educational process. The forms and methods of teaching that contribute to the formation of students initiative, the ability to set and deal with the challenges for solving emerging problems in professional activity, the ability to quickly respond to changes, show flexible skills, be able to work in a team: fishbone, solving practical problems, didactic games, creating interactive presentations, cinquain and essay contests, express research, developing and conducting lesson fragments, searching for original and non-standard methods and techniques for organizing classes, etc.