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Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Learning of future specialists"

1

Steinberg, Mary Anne, Cheryl Walther, Maria Herbst, Jennifer West, Dixie Wingler, and John Smith. "Learning Specialists in College Athletics: Who are they and what do they do?" Journal of Higher Education Athletics & Innovation, no. 4 (December 7, 2018): 77–118. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.4.77-118.

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Анотація:
As the number of at-risk collegiate student athletes continues to rise and their academic success continues to be scrutinized, the role of the learning specialist is becoming increasingly important. The purpose of this research was to determine the essential duties of learning specialists in collegiate athletics, possible correlations between the learning specialist’s degree and the frequency of their tasks, as well as the possible connection between conference, number of learning specialists on staff, and tasks assigned and number of students on the learning specialists’ caseload. A survey was completed by 90 individuals who self-identified as learning specialists and members of N4A. Results indicate that the three tasks most frequently performed by learning specialists are developing learning strategies with individual students, sending reminders, and holding study hall and these tasks remain consistent regardless of their educational background, conference or number of learning specialists on staff. Implications of these findings and future research recommendations are also discussed.
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2

Plakhotniuk, Ganna, Inna Liubchenko, Oleksandr Prokhorchuk, Olha Yuzyk, Anatolii Turchak, and Olena Markova. "Formation of Future Specialists’ Information Competence." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 57–77. http://dx.doi.org/10.18662/rrem/13.2/410.

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Анотація:
In the thesis the formation of information competence of future interpreters’ in professional training as a pedagogical problem has been considered; the psychological and pedagogical aspects of formation of information competence of future interpreters’ have been clarified; the tasks and problems of forming the information competence of future interpreters in the professional training have been determined and substantiated. It was found that the creation of an interactive educational environment is a transition from static information websites to dynamic, involving the use of multimedia simulators for learning, simple learning modules, complex distribution learning systems, e-course courses, open portal boards for members of the learning community and parents, interuniversity training courses. This interactive approach is relevant for the formation of information and communication competence of future specialists of Donetsk National University named after Vasyl Stus, Zhytomyr State University named after Ivan Franko, National Pedagogical University named after MP Drahomanov, Khmelnytsky National University, which provides inclusion of all departments of the university in partner relations with the administration, students, teaching staff, teachers of schools in cities and regions, public organizations with the help of ICT. The results of this study are directly relevant in establishing international cooperation in the study of programs and projects in the context of transforming the education system in accordance with international partnership standards and implementing a cultural exchange program in education and culture between countries.
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3

Mozolev, Oleksandr. "Pedagogical Projecting of the Model of a Future Specialist." Педагогічний дискурс, no. 24 (May 25, 2018): 82–87. http://dx.doi.org/10.31475/ped.dys.2018.24.12.

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Анотація:
Training future specialist to professional activity is one of the main tasks of higher and professional education. Pedagogical modeling of professional activity is used to determine the content of quantitative and qualitative information, which is necessary for modern researchers to further work, and also directs them to the prospects of career growth. The purpose of the article is to analyse the content of the process of pedagogical projecting of the model of the future specialist. The author established requirements for the training of qualified personnel determine the necessary competences which specialist has to master, his professionally important qualities, necessary in future activity, and also carry out the goal setting of the training process, acquiring the necessary knowledge and skills. It is identified that the competence of future specialists is a set of their competencies, which in turn are classified into key required, without exception to all graduates and professional, appropriate to the particular specialty. The article reveals the content of constructing a model of the future specialist which allows to solve such problems: a description of the specialist's work in the course of its professional activities; identifying inconsistencies between the content of training and specific professional activities of specialists. Requirements are defined as quality standards to the training of future qualified personnel. The list of basic competencies of the future specialist has been set which include: general cultural, methodological, professionally-oriented. The model of the specialist personality is characterized. Disclosed the content of the process modeling of learning outcomes and the algorithm of its development is determined. The definition of the concept «pedagogical design» was offered to reveal the principles and forms of pedagogical design. It is established that pedagogical design is one of the most common types of research. It is considered as an alternative to the classroom system in educational institutions. Project technology should be used as a supplement to other forms of direct or indirect learning as a means of accelerated professional growth of the individual.
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4

Radchenko, Anna, Tahir Amiraslanov, Galina Dyukareva, Leonida Bilenko, and Anna Islamova. "Development and formation of student competencies for the hotel and restaurant sphere with distance learning." ScienceRise, no. 2 (April 30, 2021): 65–71. http://dx.doi.org/10.21303/2313-8416.2021.001803.

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Анотація:
A developed model of the formation of the competencies of future specialists in the field of the hotel and restaurant industry is proposed, which takes into account the peculiarities of teaching students in quarantine conditions of distance education. The research carried out makes it possible to systematize scientific views on the desired competencies of scientists, researchers and specialists in the field of the hotel and restaurant industry. The object of research is the competence of students for the hotel and restaurant sector, as well as the peculiarities of their formation in conditions of quarantine during distance learning. Investigated problem consists in the development and analysis of the features of the formation of the competencies of future specialists in the hotel and restaurant industry in the course of distance learning. Higher education is obliged to prepare not just a specialist endowed with knowledge and skills. It should be aimed at the formation of a competitive specialist and a successful personality. In Ukraine, the hotel and restaurant industry does not have a system of competencies common for employers, specialists, higher educational institutions and colleges. Therefore, the presented study is aimed at creating such a basis in the form of a developed model for the formation of the competencies of future specialists in the hotel and restaurant industry, which takes into account the peculiarities of teaching students in quarantine conditions of distance education. Main scientific results: the necessary components of the model for the formation of the competencies of a modern specialist for the hotel and restaurant industry were identified. The essence of the competence-based approach to professional training of a specialist in the context of modernization of education, taking into account distance education during quarantine, is revealed. The modern scientific view of the requirements for specialists in the hotel and restaurant sector is analyzed. The results obtained are adapted to the needs prevailing in the hotel and restaurant industry. The area of practical use of the research results: the comparative analysis allows to systematize scientific views on the desired competencies of scientists, researchers and specialists in the hotel and restaurant industry. This, in turn, will make it possible to better inform students about the qualities that are in demand and make the necessary changes to the curriculum in the future. An innovative technological product: a model for the formation of specialist competencies for the hotel and restaurant industry has been developed, which takes into account the peculiarities of teaching students in quarantine conditions of distance education. Scope of application of an innovative technological product: the use of a competence-based approach in higher education using the proposed model for the formation of competencies of a future specialist for the hotel and restaurant industry.
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5

Lomakina, Larysa. "STUDENTS’ INDEPENDENT STUDY AS A COMPONENT IN THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 213–17. http://dx.doi.org/10.36550/2415-7988-2021-1-194-213-217.

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Анотація:
The article highlights the importance of independent study for the development of personality, assimilation and exchange of experience, learning process, professional development of future specialists. Scientific and pedagogical literature devoted to the peculiarities of the organization of students’ independent study, the problem of choosing forms and methods, types of students’ independent study, taking into account the necessary specifics of their professional formation, were analyzed. The approaches of scientists to the interpretation of the concept of «independent study» have been revealed. Higher education is gradually but steadily moving from the transfer of information to the management of educational and cognitive activities, the formation of students’ independent study skills. According to the Regulations on the organization of the educational process in higher educational institutions, students’ independent learning is the main means of mastering the educational material in the time free from compulsory educational activities. Under independent educational activity we mean a type of activity that can orient the student to self-improvement and self-development of professional knowledge and skills that will ensure the formation of future specialist’s professional competencies. Independent extracurricular study is seen as a means of forming the students’ cognitive abilities, in the process of which the student gradually turns into a self-learning subject. The article considers the influence of extracurricular independent work on the training of a competitive specialist. The reasons that determine the necessity and importance of students’ independent study in the learning process are described. It was concluded that students’ independent study, organized taking into account pedagogical conditions, gives a significant positive effect in the formation of the professional competence of future specialists. The example of organization of extracurricular independent work in teaching English is given in this article. In conclusion, it should be emphasized that organizing students’ independent study at the university is a complex and multifaceted process. It includes both the formation of self-motivation and self-organization of future specialist, and the readiness of the teaching staff for this type of activity. The results of the practical activities of teaching a foreign language at Igor Sikorsky Kyiv Polytechnic Institute showed that the independent learning of students, organized taking into account the pedagogical conditions, gives a significant positive effect in the formation of professional competence, that is, it is an important component in the professional training of future specialists.
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Vandysheva, Lyudmila V. "Experience of distance learning for future social work specialists." Yaroslavl Pedagogical Bulletin 2, no. 119 (2021): 53–60. http://dx.doi.org/10.20323/1813-145x-2021-2-119-53-60.

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Анотація:
The current epidemiological situation, which has developed not only in Russia, but all over the world, has become the basis for rethinking the content, forms, methods of training future social work specialists. Distance learning has become the only educational technology that ensures, on the one hand, the isolation of students and their safety in the context of the spread of COVID 19, on the other hand, the mobility of students while continuing their studies. Beforethe official transfer of the education system to distance learning, in foreign and domestic practice of professional training of future social work specialists, little experience in distance learning was accumulated. The purpose of the article is to concretize the essence of distance learning for future social work specialists; identify problems and determine the conditions that improve the quality of distance learning for future social work specialists. The analysis of this experience allows us to conclude that the interactivity of distance learning presupposes the advancement of new requirements for the roles of the teacher and the student, the organization of their interaction. As a result of the author's research, problems were identified related to the implementation of distance learning (imperfection of technical support, unpreparedness of the teaching staff to conduct classes in a distance format, lack of the possibility of «live communication», insufficient self-discipline and self-organization of students, etc.), which do not contribute to high-quality education, personal and professional development of students. There is a lack of readiness of first-year students after the experience of distance learning at school to continue it at the university; sophomores generally prefer offline learning; third and fourth year students are more inclined to study in a distance format. The basis for the formation of a positive experience of distance learning for future social work specialists is: information and technical competence of all participants in the educational process, the formation of certain personal qualities, as well as the possibility of blended learning (traditional and distance).
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Timoschuk, Nina Alexandrovna. "Meta-subject competence development of future bachelors and specialists." Samara Journal of Science 5, no. 2 (June 1, 2016): 189–94. http://dx.doi.org/10.17816/snv20162312.

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Анотація:
Federal State Educational Standard of basic common education sets the demands to personal, meta-subject and subject results of learning after basic educational program of common education. So, according to the succession principle we should develop the competence of the students following these three directions transforming them into educational environment of the university. Thus, meta-subject competence should include ability to use intersubject definitions and universal learning activities performing them at learning, knowledge and social practice. The achievement of meta-subject results is connected with the nature of universal activity. The basis of nature-coordinated education should be basic values - and the most important is morality which is formed from the human nature. That is why the standards of the second generation formulate four blocks of universal learning activities: personal, regulative, common knowledge and communicative. According to their nature meta-subject activities are functional-oriented ones and they form the psychological basis and determine condition of the success of subject task solution. Meta-subject competence development supposes various forms of studying process organization. Problem learning implies active interrelation of the subjects of learning process allowing to form such students categories as readiness, activeness, ability to appreciate which are the key ones for the term competence. One of such organization forms can be the business game which can be used as the means of diagnosis and forecast of personal behavior in various situations. Project technology is also aimed to develop wide range of competence and creative abilities and that is why it suggests the integrity of research, searching, problem solving and comparison methods. It has been shown that nowadays the role of each discipline in meta-subject competence development has been growing rapidly.
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8

Hyun-Jung Kim and Nam Kyungdoo. "Language Learning Strategies Usage by Future Trade Specialists and Non-Trade Specialists: A Comparative Study." Journal of International Trade & Commerce 10, no. 5 (October 2014): 1–13. http://dx.doi.org/10.16980/jitc.10.5.201410.1.

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9

Sytniakivska, S. "Development of the Methodological Support for Future Social Sphere Specialists Bilingual Training." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (December 10, 2021): 135–42. http://dx.doi.org/10.35433/pedagogy.3(89).2017.135-142.

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Анотація:
This article shows the structure and content of the methodological support for future social sphere specialists' bilingual training, developed by the Department of Social Technologies of the Zhytomyr Ivan Franko State University. To implement the principle of integrity, designing a system of bilingual professional training for future social sphere specialists, the process of bilingual teaching at the university was divided into stages: covering stage (I-IV semesters of studying), additional stage (V-VIII semesters of studying), parity stage (I-II semesters of master’s degree), evolutionary stage (III semester of master’s degree). Teaching materials have been developed to each of these stages that are generally formed a package of teaching materials for bilingual training of social sphere future specialists, featuring by variety, complexity, meeting the educational program of social sphere specialists training, covering all learning activities of students in bilingual teaching. It was proved that bilingual education is a necessary part of modern teaching system in higher educational institutions, which requires further studying and development from the scientific and methodological points of view. The key to successful implementation of bilingual training in the educational process must be carefully designed methodological support, which is the main component of the whole process of training in modern university. Implementation of bilingual training within university will provide conscious attitude of future social sphere specialist to the profession and expand opportunities for adaptation of future specialist in different social, informational, scientific realities.
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Kibal’chenko, Irina, and Tatiana Eksakusto. "Reflexive-Integrative Approach to the future IT-specialists teaching." SHS Web of Conferences 70 (2019): 08019. http://dx.doi.org/10.1051/shsconf/20197008019.

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Анотація:
The article is aimed at substantiating the idea of reasonability of the reflexive-integrative approach using in teaching the future IT-specialists. This approach is studied as the students’ experience forms integration reflected in conceptual thinking, reflexion, reflexive value system, conceptualization style actualization in a process of studying. The research is focused on studying the empirical results of using the reflexive-integrative approach on the basis of students drawing up the ampliative texts including key words of conceptual field, characterizing learning process. Two groups of students (studying information systems and technologies) took part in the research: 1st group – control group (50 persons); 2nd group – experimental one (50 persons). It is found out that the experimental group is characterized by a significant reflexivity change (increase in indices) as well as by conceptualization variation in a course of developing and categorizing the list of words, characterizing the “education” notion conceptual field. The article proves that the reflexive-integrative approach using in a learning process improves and enlarges informative capacity of training classes as well as helps to check individuality and uniqueness of each learning process, subject’s experience structure and concept content.
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Більше джерел

Дисертації з теми "Learning of future specialists"

1

Choshko, Veronika, and Вероніка Ігорівна Чошко. "Pecularities of english language learning for future IT professionals." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/50555.

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Анотація:
1. Грітченко І. А. (2015) Актуальність вивчення іноземної мови студентами немовних спеціальностей у вищому навчальному закладі Педагогічні науки: теорія, історія, інноваційні технології. – 2015. – С. 10–16. 2. Nemlii L. (2020) Authentic Material in English for Specific Purposes Training. Проблеми розвитку глобальної системи зв’язку, навігації, спостереження та організації повітряного руху CNS/ATM: матеріали всеукр. наук.-тех. конф., 20-22 листопада 2020 р. К., 2020. – С.70. URL: http://ian.nau.edu.ua/zbirka-tez
Knowledge of English is among essential requirements when applying for a job. English is also an important link in information technology for various reasons. Many programs, software, hardware, etc. are manufactured in English speaking world. That is why specialists who work with these devices have to know English.
Спеціалісти, що володіють англійською мовою мають переваги на ринку праці, тому що мова є зв’язком у сфері інформаційних технологій. Багато програм, програмного забезпечення створено у англомовних країнах. Тому щоб забезпечити ефективну роботу цих приладів спеціалісти повинні володіти англійською мовою і вивчати її у процесі фахової підготовки.
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2

Makarand, Tare, and tmakarand@swin edu au. "A future for human resources: A Specialised role in knowledge management." Swinburne University of Technology. School of Business, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20040311.093956.

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Анотація:
This thesis is broadly concerned with the future of the Human Resources function within organisations. The nature of these concerns is two-fold: first, how can Human Resources deal effectively with the challenges of organisational life today; second, how can Human Resources convince senior management that it is both relevant, and necessary, to the economic success of the enterprise, and so assure its future as an internal organisational function. This thesis posits that not only does an involvement in the knowledge management process hold considerable benefits for an organisation through a direct and positive influence on the �bottom-line�, but that such an involvement takes on a specialised set of aims and objectives within the human resource perspective that should not be ignored. The argument is that Human Resources, with its own knowledge-awareness and overview of the structures, manpower, performance and reward systems, and training and development programs, is uniquely placed to be instrumental in creating the open, unselfish culture required to make a success of Knowledge Management, and secure its own future as a trusted and valued strategic partner, fully contributing to the enhancement of organisational performance, and ultimately, the organisation�s place in the world. The thesis commences with an overview of how Human Resources has defined its role within organisations since the 1980s. The challenges and concerns of human resources professionals are discussed, and the opportunity for them to take the lead in developing the social networks that are vital to the capture and transfer of knowledge is foreshadowed. An examination of knowledge and knowledge management concepts and principles, and a discussion of the specialised aims and objectives that a knowledge management system can be argued to have within a human resources management perspective in the 21st century is discussed next. As learning from experience with the aim of improving business performance is one of the uses of knowledge management, a discussion of �learning� and the concepts of the �learning organisation� follows. The chapters in the first part of the thesis contain the theoretical material concerning knowledge and knowledge management, learning and the Learning Organisation, and the argument that Human Resources is in a position to play a major role in moving the organisation's culture to one of value creation and valuable strategic decision-making capability, through its awareness of the concept of knowledge and its implementation of knowledge systems, policies, and practices. The second part of the thesis is more empirically based, and reports the results of recent research by the author into the levels of awareness of the knowledge concept, and the degree to which knowledge management systems, policies, and practices are being implemented. The purpose of the study was to test a number of hypotheses about knowledge and knowledge management and the role of the Human Resources function vis-a-vis these issues. The results and their implications are subsequently discussed. The thesis concludes with some reflections on the concepts of knowledge and learning, and the specialised role that the Human Resources professional can play in knowledge work.
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3

Гиря, Н. П., та Світлана Дімова Дімітрова-Бурлаєнко. "Змішане навчання як складова розвитку креативності студентів". Thesis, ПП Вишемирський В. С, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/47317.

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Анотація:
Розглянуто актуальність застосування моделі змішаного навчання у викладанні математичних дисциплін для формування освітнього середовища, що забезпечує розвиток креативності мислення студентів.
We consider the relevance of the blended learning model in the teaching of mathematical disciplines to shape the educational environment that ensures the development of students' creative thinking.
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4

Parry, Melissa Louise. "An exploratory study of the incorporation of their 'future-self' as part of transition preparation in to and out of further education for young people with learning disabilities." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24045.

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Анотація:
This research explored the perception of the incorporation of ‘future-self’ for young people (YP) moving from specialist provision for children where the Local Authority have identified the provision as Moderate Learning Difficulties and additional needs, their parent/carers views, and the perspectives of professionals supporting their transition to mainstream further education. The ‘future-self’ approach had its basis in social cognitive theory, as the creation of imagined ‘future-selves’ is thought to influence an individual’s behaviour to aid them to work towards their aspired self (Baker, 2015; Markus & Nurius, 1986; Oysterman & James, 2011). Phase one used a case study methodology using semi-structured interviews to explore the YP and their parent/carer’s experience of transition planning having included the young person’s vision of their ‘future-self’, at aged 16. Materials were designed to aid their understanding using visual support. Phase two gained the views of YP using focus groups as they approach transition out of FE at aged 19 or older into continued training, employment, and on towards adulthood, in relation to inclusion of their vision of their ‘future-self’ in this preparation. This phase also explored the perceptions of the professionals for incorporating the young person’s view of their ‘future-self’ using semi-structured interviews. Interview transcripts were analysed using Braun and Clarke’s (2006) six stage thematic analysis to identify themes in the data. Focus groups were thematically analysed using Ritchie and Spencer’s (1994) five stage analysis. A number of themes were found for the YP at both stages, the parents/carers and the professionals. Findings indicated that the YP are more involved in the transition planning and a range of methods are applied to prepare the YP however there are a number of barriers still limiting the options for the YP such as: lack of choice available, protectiveness of others, low aspirations, failure to explore holistic longer term outcomes, insufficient multi-agency involvement, overreliance on parents, and the need for more effective strategic planning and awareness of the systems around the YP. The findings from this research indicate that applying a ‘future-selves’ approach for YP as a method to generate future aspirations to motivate YP’s behaviour has been effective as a tool to add to existing transition preparations. This could act as a way to overcome the currently existing poorer long term outcomes for YP with this population. Based upon this small scale project, further investigation would be required to assess the benefit for a wider population.
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5

Derkach, Tetiana M. "Training of future chemistry specialists by means of information and communication technologies." Thesis, Wyższa Szkoła Biznesu – National-Louis University, 2018. https://er.knutd.edu.ua/handle/123456789/9605.

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Анотація:
A system of principles, including the principles of the balance of cognitive load and the presentation of educational material at three levels of representation (micro, macroscopic and symbolic), has been developed and scientifically substantiated to ensure effective teaching of chemical disciplines using ICT. A few provisions, which are necessary for organizing efficient learning, have been formulated. They are as follows: preventing the splitting of attention, taking into account the dual effect of an action, and taking into account the level of preliminary schooling of students. Also, the principles of design of dynamic visualizations have been devised: semantic accents, colour coding, segmentation and management of dynamic images, and use of different perception modalities. The factors influencing the result of training in chemical disciplines using ICT have been determined. Some correlations have been revealed between, on the one hand, learning outcomes and, on the other hand, personality traits of students, such as intellect types and preferred learning styles. The technology of integrating the methods, forms and means of ICT learning with due regard to the personal characteristics of students has been developed.
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6

Вергелес, Юлія Віталіївна. "Application of distance learning technologies in training of IT specialists." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15277.

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7

Ткаченко, Інна Миколаївна. "The influence of the student collective on the formation of professional culture of future specialists." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15367.

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8

Israeloff, Alanna. "Comparison of feedback generated by experts and learners during formative evaluation." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61293.

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Анотація:
Despite the recommendation to use both expert and learner feedback during formative evaluation, little research has compared the differences in data produced by these two sources. The presents study examines the differences in feedback produced by experts and learners. Six sessions with experts and six sessions with learners were conducted to obtain feedback about a six page instructional unit. The think-aloud method was used to gather data from experts and the talk-aloud method was used with learners. Comments from experts and learners were transcribed, segmented, and coded according to two coding system which addressed both the amount and type of feedback. Results indicated that when compared to learners, experts identify a higher percentage of problems, make more comments related to their knowledge of the subject matter, provide more revision suggestions, and summarize their comments and actions more often. Learners elaborate more about each problem and focus on issues related to instructional design and language. The findings support the use of both experts and learners to evaluate instruction.
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9

Yockey, Tammy Denise. "Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279.

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Kaiser, Alexander. "Learning from the future meets Bateson's levels of learning." Emerald, 2018. http://dx.doi.org/10.1108/TLO-06-2017-0065.

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Purpose: Previous studies showed that combining learning based on experiences in the past with learning from an envisioned future scenario results in more innovative and radical ideas, as well as in a higher number of covered content domains. However, currently there is no holistic learning theory that integrates both sources of learning. The main purpose of this paper is to investigate whether it is possible to extend Bateson's theory of learning, to link these two learning sources in one coherent framework. Design/methodology/Approach: To answer this research question, the author draws on learning from an envisioned future, and tries to link it with the most important levels of learning in Bateson's framework. Findings: This paper contributes to the literature by attempting to link the important but still underexplored aspect of "learning from the future" to the complex and multifaceted work of Bateson. Given the fact that both sources of learning and experience yield a great potential to create new knowledge, this study outlines a possibility to include both sources into one learning theory. Research limitations/implications: This work provides the basis for further research in building a general holistic theory of learning to learn. Practical implications: On the individual level, the proposed approach can be easily applied with systemic coaching processes in general and coaching processes in the fields of developing an individual vision in particular. In the field of organizational learning, the awareness of different learning sources and different learning modes on the one hand and knowledge about the implementation of enabling spaces (PE-ba, FE-ba) to support these various learning modes on the other hand help organizations to generate new knowledge and create innovative and sustainable solutions, products and services. Originality/value: To the best of the author's knowledge, it is the first theoretical work that describes the integration of learning from past experiences and learning from future experiences in a methodological way.
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Книги з теми "Learning of future specialists"

1

Eastern, Health and Social Services Board Northern Ireland Working Group on the Future Provision of Specialist Treatment and Care Services for People with a. Learning Disability (EHSSB). Consultations on report on future provision of specialist treatment and care services for people with a learning disability. Belfast: EHSSB, 1995.

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Brown, John. Analysis of responses to the consensus statement on the future of the specialist nurse practitioner in learning disabilities. (York): SPSW Publishing, 1994.

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Kahn, Beth F. A guide to Dallas learning specialists. Dallas, Tex. (9029 Directors Row, Dallas, 75247): Dockery House Pub., 1994.

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H, Harada Violet, ed. Librarians as learning specialists: Meeting the learning imperative for the 21st century. Westport, Conn: Libraries Unlimited, 2008.

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5

Voller, Shirine, Eddie Blass, and Vicki Culpin, eds. The Future of Learning. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306356.

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Revans, Reginald W. Action learning, past and future. Bekkestua: Bedriftsokonomisk Institut, 1986.

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Leadership learning for the future. Charlotte, North Carolina: Information Age Publishing, Inc., 2014.

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8

Chai, Ching Sing, Cher Ping Lim, and Chun Ming Tan, eds. Future Learning in Primary Schools. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-579-2.

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Gros, Begoña, Kinshuk, and Marcelo Maina, eds. The Future of Ubiquitous Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47724-3.

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Learning styles: Into the future. London: Further Education Development Agency, 1997.

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Частини книг з теми "Learning of future specialists"

1

Wang, Yangping, Jianwu Dang, Jiu Yong, Wenrun Wang, and Biao Yue. "Construction of Practical Teaching System for Integration of Specialism and Innovation Based on Virtual Simulation Technology." In Technology-Inspired Smart Learning for Future Education, 12–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5390-5_2.

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2

Opsahl-Sorteberg, Hilde-Gunn. "Future plant solutions by interfering RNA and key messages for communication and dissemination." In RNAi for plant improvement and protection, 167–73. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248890.0167.

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Abstract Communication is an increasing prerequisite to justify academic existence and value, and for project funding of all kinds to show relevance and value, including the future of European networks like COST Actions. Academia is slowly adapting to this expectation and learning the profession of communication. Language and vocabulary are key issues in communication, and particularly to reach the many important non-scientific audiences. Therefore, this chapter starts with a description of some new plant breeding technologies relevant for communicating, in general terms, the science behind plant improvement. This is followed by selected examples of the application of these techniques to improve current and future crop varieties. Finally, key messages gathered from the European iPLANTA project for policy makers, non-specialists and specially interested citizens are communicated. This is to show a wider audience how RNAi can contribute to sustainable food solutions and food security with minimal environmental impacts.
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Opsahl-Sorteberg, Hilde-Gunn. "Future plant solutions by interfering RNA and key messages for communication and dissemination." In RNAi for plant improvement and protection, 167–73. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248890.0016.

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Анотація:
Abstract Communication is an increasing prerequisite to justify academic existence and value, and for project funding of all kinds to show relevance and value, including the future of European networks like COST Actions. Academia is slowly adapting to this expectation and learning the profession of communication. Language and vocabulary are key issues in communication, and particularly to reach the many important non-scientific audiences. Therefore, this chapter starts with a description of some new plant breeding technologies relevant for communicating, in general terms, the science behind plant improvement. This is followed by selected examples of the application of these techniques to improve current and future crop varieties. Finally, key messages gathered from the European iPLANTA project for policy makers, non-specialists and specially interested citizens are communicated. This is to show a wider audience how RNAi can contribute to sustainable food solutions and food security with minimal environmental impacts.
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4

Chernyakevich, E. Yu. "Environmental awareness of future specialists." In Reconstruction and Restoration of Architectural Heritage 2021, 183–87. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003136804-36.

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Birukov, Svyatoslav, Dmitry Vasilev, Lubov Kokoreva, Polina Shmarion, and Sergey Nikonovich. "Cybersecurity Specialists’ E-learning Problems." In Communications in Computer and Information Science, 559–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87034-8_41.

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Levy, Philippa. "Information Specialists and Networked Learner Support." In Networked Learning: Perspectives and Issues, 143–67. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0181-9_9.

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Govil-Pai, Shalini, and Rajesh Pai. "The Future." In Learning Computer Graphics, 131–33. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4613-8503-5_6.

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Claxton, Guy. "Learning (and learning to learn)." In The Future of Teaching, 67–91. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003080749-5.

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Lightbody, Bradley. "Future of learning." In Advancing Learning Within and Beyond the Classroom, 286–97. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003132783-21.

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Konijnendijk, Cecil C. "The Forest of Learning." In Future City, 143–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75076-7_10.

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Тези доповідей конференцій з теми "Learning of future specialists"

1

Kotlyarova, Irina O., Sergey D. Vaulin, Gennadii N. Serikov, Maria V. Lyashenko, and Anna D. Chuvashova. "Using Network Cooperation Opportunities in E-Learning for Future Technical Specialists." In 2020 International Conference on Quality Management, Transport and Information Security, Information Technologies (IT&QM&IS). IEEE, 2020. http://dx.doi.org/10.1109/itqmis51053.2020.9322873.

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Chava, H. F. "Formation of emotional intelligence in learning english by future specialists: importance, relevance." In PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: AN EXPERIENCE AND CHALLENGES. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-073-5-2-77.

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Зорина, Виктория Владимировна. "FOREIGN STUDENTS-FUTURE LAWYERS ABOUT DISTANCE LEARNING." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Сентябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko187.2020.15.58.003.

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В статье представлен актуальный взгляд иностранных обучающихся - будущих юристов (представителей ближнего зарубежья) на дистанционное обучение. Слушатели курсов подготовки иностранных специалистов обозначили достоинства и недостатки данной формы обучения. Согласно мнению иностранных слушателей, самостоятельность обучающегося относится одновременно и к достоинствам, и к недостаткам дистанционного обучения. The article presents the current view of foreign students-future lawyers (representatives of neighboring countries) on distance learning. The participants of the training courses for foreign specialists identified the advantages and disadvantages of this form of training. According to foreign students, the independence of the student is both the advantages and disadvantages of distance learning.
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Glazunova, Olena, Valentyna Korolchuk, Oleksandra Parhomenko, Tetiana Voloshyna, Natalia Morze, and Eugenia Smyrnova-Trybulska. "Methodology for using Cloud-oriented Environment for Flipped Learning of the Future IT Specialists." In Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010925100003364.

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"Engaging Maritime Students in Lifelong Learning as Teacher’s Prime Mission [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4245.

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Aim/Purpose: The present research is devoted to teaching and training students in marine institutions of higher education including navigators that given the dynamic development of the maritime industry should still be in the early stages of education involved by teacher to lifelong learning and be able to teach others. Background: The rapid development of the marine industry, modern ship technical equipment, the constant tightening of requirements for ship owners in the environmental protection and cyber security fields are forcing teachers of maritime educational institutions to constantly improve their approaches to training future maritime specialists competitive in the labour market. The present study shows some solutions to this problem. Methodology: The used methodical methods are observations, conversations, questionnaires, analysis of students' coursework and diploma papers, cadets rating. The basis of the research is a detailed analysis of the studying process of the academic discipline “Ship’s theory and design” by cadets of the Marine Academy. Contribution: Ways to create the cadet’s and the future marine specialist’s ability to constantly develop and learn during his professional life as well as be able to be a mentor are presented. Findings: The study found that within the framework of the teacher’s main mission in marine education and in accordance with the conducted research mastery of competencies by the future navigator takes place in several important and different substantive directions. Among them there is a classical theoretical and practical training (in the laboratory and on board); investigation of accidents occurring in the world in the fleet; participation in research work with trainers, membership in international and local maritime communities and mentoring and as an extra result the formation of students’ critical and creative thinking. Recommendations for Practitioners: Possible application of the research results in the training of specialists from other various sectors of the economy. Recommendation for Researchers: The importance of introducing a competency approach (Competency Based Education) in the initial training of specialists in the maritime industry is emphasized in this paper. Therefore, it will be relevant for researchers in related areas. Impact on Society: Developing a student's ability to lifelong learning, being ready to understand and adopt technological progress is a possible way to form a conscious, healthy member of society. Future Research: The effectiveness of distance education and applying of innovative technologies in the navigators training is a priority research area.
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Reyna, Jorge, Victoria Baker-Smith, and Ellen Cooper. "A systematic approach to learning design for supervisor training in a specialist medical college." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0104.

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Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.
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Saraeva, Natalya. "The Role of Digitalization in the Process of Teaching a Foreign Language and in the Formation of a Foreign Language Competence of Future Specialists." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482521.

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Elifantieva, Svetlana S. "The use of interactive technologies in teaching methodological disciplines to future teachers-defectologists." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-310-318.

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The article is devoted to the problem of improving the quality of training specialists in the field of defectology, taking into account new trends in education and modern approaches to the organization of the educational process in higher education. Interactive technologies are an effective means of achieving a high level of competence of the future defectologist. The paper summarizes the practical experience of using interactive learning strategies in lecture classes on the discipline «Methods of forming mathematical representations in preschoolers with disabilities».
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Tkachenok, Karina, and Kristina Stepanyan. "THE EXPERIENCE OF THE PUBLIC SPEAKING COMPONENT IMPLEMENTATION INTO THE CURRICULA OF THE FUTURE SPECIALISTS IN INTERNATIONAL LAW AND JOURNALISM BY THE EXAMPLE OF MONTHLY CONFERENCE LET’S TALK." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1511.

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Bondarev, Maksim. "University Students’ Readiness For E-Learning: Replacing Or Supplementing Face-To-Face Classroom Learning." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.124.

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Звіти організацій з теми "Learning of future specialists"

1

Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko, and Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3270.

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Анотація:
Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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Анотація:
The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).
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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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Анотація:
The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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Анотація:
In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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Анотація:
In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Vakaliuk, Tetiana A., Olha V. Korotun, and Serhiy O. Semerikov. The selection of cloud services for ER-diagrams construction in IT specialists databases teaching. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4371.

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Анотація:
One of the main aspects of studying databases in higher education institutions by future IT specialists is database design and software product development. This, in turn, is the most important problem of the developer’s interaction with the customer. To facilitate the process of database design, ER-diagrams are used, which are based on the concepts of “Entity” and “Relationship”. An ER diagram allows you to present a database in the form of visual graphical objects that define a specific subject area. The article considers the available cloud services for the construction of ER-diagrams for learning databases of future IT specialists and their selection the method expert evaluation. For this purpose, the criteria and indicators for the selection of cloud services for the construction of ER-diagrams of databases by future information technology specialists have been determined. As a result, it was found that the cloud services Dbdesigner.net and Lucidchart are the most convenient to learn. It is determined that for a teacher of a higher education institution the use of cloud services is an opportunity to use licensed software in education without additional costs.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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Анотація:
The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.

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Анотація:
Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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Анотація:
The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
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