Learning and Training with Digital Technologies

2020 ◽  
pp. 1044-1044
Keyword(s):  
Digital Technologies ◽  
And Training

How digital resources increase the safety culture in the enterprise

2020 ◽  
pp. 8-12
Author(s):  
Elena Soldatova
Keyword(s):  
Safety Culture ◽  
Business Processes ◽  
Digital Technologies ◽  
Industrial Safety ◽  
Labor Protection ◽  
Safety Skills ◽  
Digital Resources ◽  
And Training ◽  
General Director

Digital technologies are used not only to automate business processes and improve them, but are also increasingly applied in the field of labor protection. They are aimed at creating and training employees in various safety skills. Elena Soldatova, general director of OOO (LLC) Leader Info and founder of SOLDES company, tells about digitalization of business processes, what the level of industrial safety depends on, and how to improve the safety culture at the enterprise.

scholarly journals THE MAIN APPROACHES TO UNDERSTANDING DIGITALISATION AND DIGITAL VALUES

2020 ◽  
pp. 5-12
Author(s):  
Larisa N. Danilova ◽  
Tat’yana V. Ledovskaya ◽  
Nikita E. Solynin ◽  
Aleksandr M. Khodyrev
Keyword(s):  
Digital Literacy ◽  
Business Models ◽  
Digital Technologies ◽  
Educational Goals ◽  
Digital Resources ◽  
Digital Business Models ◽  
Educational Processes ◽  
Digital Processes ◽  
Technological Integration ◽  
And Training

The article reveals the main approaches to the concept of «digitalisation» in Russian and foreign literature. It appeared in the 1970s, and since 2013, due to transferring digital business models into economy, the fifth stage of digitalisation has begun. In education that stage is characterised by using in educational processes models and technologies of digital cooperation and production of services, which leads to reformatting and updating of education. At the same time, there is a problem of understanding the essence of digitalisation and giving its definition. In accordance with the specifics of denining digitalisation, the authors consider two approaches to be applicable to digitalisation in educational sphere – application of digital resources in education (technological integration, when digitalisation is designed to optimise the educational processes with help of digital technologies); digitalisation of the curriculum and educational goals (including digital literacy in national educational standards; in that meaning digitalisation is meant to teach students to work with digital technologies and develop their digital competences). The authors of the article consider digital processes in education as necessary for transition to the digital economy and training of appropriate personnel. Digitalisation is recognised as a positive phenomenon changing the organisation of teaching processes and teacher education in accordance with the demands of time.

Mobile and Pervasive Technology in Education and Training

2010 ◽  
pp. 524-556
Author(s):  
Mark J.W. Lee
Keyword(s):  
Risk Factors ◽  
Mobile Learning ◽  
Pervasive Computing ◽  
Ambient Intelligence ◽  
Digital Technologies ◽  
Education And Training ◽  
Technology In Education ◽  
Pervasive Technology ◽  
Computing Technologies ◽  
And Training

This chapter investigates the use of mobile digital technologies for learning, or mobile learning (m-learning), across a variety of education and training settings. In particular, it focuses on pervasive m-learning, defined as m-learning involving activities that are able to integrate into learners’ lives, coinciding with other actions and tasks in an unobtrusive fashion. It also considers new and emerging pervasive computing, wearable, and ambient intelligence (AmI) technologies that enable implicit, unseen interactions between humans, objects, and their environment. The chapter is primarily concerned with the question of whether, and if so, how mobile and pervasive computing technologies can be used in pedagogically sound ways. Drawing on a number of illustrative examples, the chapter examines the degree to which pervasive m-learning has been achieved, or can be achieved, with current technologies, as well as the resulting benefits. It then raises a number of potential challenges and risk factors, before synthesizing the above into a number of realistic visions and future applications of pervasive mlearning. The chapter concludes with a discussion of the implications for education and training practitioners and researchers.

scholarly journals Planning of the educational and training process taking into account the accelerated psychophysiological recovery of athletes using digital technologies

2021 ◽  
Vol 273 ◽  
pp. 09032
Author(s):  
Vitaly Belmach ◽  
Svetlana Grigan ◽  
Alla Vishina
Keyword(s):  
New Technologies ◽  
Digital Technologies ◽  
Pedagogical Knowledge ◽  
Physical Work ◽  
Training Process ◽  
Types Of Knowledge ◽  
Different Types ◽  
High Level ◽  
Psychophysiological Recovery ◽  
And Training

The article shows that new technologies radically change education and the training process in general. In particular, the context of physical education and the training process also faces some important questions regarding why, when and whether it is necessary to include digital technologies in the training process. Pedagogical knowledge is merged in various ways with technological and substantive knowledge; for this integration of different types of knowledge, it is necessary to develop a new “digital platform”. A high level of physical activity during training entails the use of the maximum capabilities of the human body. Therefore, it is necessary to have a clear program in which the rhythm of training is traced by days, weeks and months, the obligatory alternation of load and rest is observed. The aim of the study is to identify the links between physical work and psychophysiological recovery, as well as to substantiate the need to use digital technologies to ensure the effectiveness of the training process.

scholarly journals The Use of Digital Technologies for Teaching Dentistry

2021 ◽  
Vol 16 (08) ◽  
pp. 270
Author(s):  
Alexei Yumashev ◽  
Svetlana Kozlovskaya ◽  
Kseniya Grishaeva ◽  
Ara Karapetyan
Keyword(s):  
Design Methodology ◽  
Digital Technologies ◽  
Dental Practice ◽  
Technological Capabilities ◽  
Dental Procedures ◽  
Design Software ◽  
Dental Arcade ◽  
The Aesthetic ◽  
Aesthetic Dentistry ◽  
And Training

The study considers the possibilities of using advanced digital technologies in dental practice and training. The Digital Smile Design methodology has been characterized; this is an innovative technological solution used to perform an aesthetic analysis, plan the virtual treatment tactics, draw up a plan of necessary dental procedures, as well as visualize the preliminary therapy result. As part of the "Aesthetic Dentistry" course, the technological capabilities of the Digital Smile Design software have been studied. The study involved 25 four-year students of the Department of Prosthetic Dentistry, Sechenov First Moscow State Medical University. At the initial stage of the research, the students were provided with digital photos, including a 3D model of the dental arcade and surrounding soft tissue and video materials of the clinical case, on the basis of which a smile in accordance with the morpho-psychological characteristics of the patient was designed. The students tested the technological capabilities of the Digital Smile Design software, in particular SmileDesignerPro, AestheticDigitalSmileDesign, Cerec SW 4.2, PlanmecaRomexisSmileDesign, VisagiSMile, DSD AppbyCoachman, 3Shape SmileDesign, ExocadSmileCreator, DentalTreatmentSimulation ™ PRO. Based on the results obtained, the key advantages of the Digital Smile Design methodology in aesthetic and orthopedic dentistry have been identified. Having studied the process of designing a digital smile within the framework of the "Aesthetic Dentistry" course and conducted a survey of students to determine the practical convenience of the technologies, the Digital Smile Design software was ranked according to its advantages in dental practice and training.

scholarly journals USING DIGITAL TECHNOLOGIES DURING SPORTS TRAINING IN THE ADDITIONAL EDUCATION

2020 ◽  
Vol 22 (75) ◽  
pp. 28-33
Author(s):  
A.M. Danilova ◽  
◽  
A.D. Voronin
Keyword(s):  
School Children ◽  
Mobile Applications ◽  
Cognitive Activity ◽  
Digital Technologies ◽  
Professional Sports ◽  
Training Process ◽  
Tactical Training ◽  
Additional Education ◽  
Positive Effect ◽  
And Training

The article discusses the problem of uncertainty in the formation and development of technical and tactical training of schoolchildren in the training process, considers and analyzes the methods proposed by coaches for the formation of technical and tactical training in school children, and also investigatestheissueofuncertaintyregardingtheresultsofthedevelopmentofthistraining. The authors consider the importance of the use of innovative technologies in the training process for achieving high results by athletes, and also cite a number of mobile applications developed for both amateur and professional sports, which contributetothedevelopmentof not only technical and tactical qualities in athletes, but also physiological and cognitiveones. This article also provides a developed methodology for the development and improvement of technical and tactical abilities in athletesusing multimedia support in theprocessofsportstraining and subsequent reflection on the results of this process, aswell as a number of conditions have been formed due to whicht his process will besuccessful. The authors analyzed and proposedthemethodofreflectionasoneofthemosteffectivemethodsfortheformation and development of cognitive activity amongathleteswrestlers. In addition, thesubstantiationoftheeffectivenessofusing mobile applications and othermeansofmultimedia support fortheformationofthesuccessofathletes in the educational and training process is given. The methodology proposed by the author has a positive effect on the cognitive interest of school children and, accordingly, on the indicatorsoftheeffectivenessoftheperformanceoftechniquesandactionsofschoolchildren.

scholarly journals TRANSFORMATION OF PROFESSIONAL COMPETENCIES FOR THE NEEDS OF THE DIGITAL ECONOMY

2021 ◽  
Vol 230 (4) ◽  
pp. 502-507
Author(s):  
O.T. ­ ERGUNOVA ◽  
◽  
A.V. ­ LEBEDEV ◽  
I.I. ­ RAKHMEEVA ◽  
◽  
...  
Keyword(s):  
Correlation Analysis ◽  
Practical Importance ◽  
Digital Technologies ◽  
Educational Programs ◽  
Digital Economy ◽  
Management Model ◽  
Economic Sectors ◽  
Digital Competencies ◽  
Regression Correlation ◽  
And Training

The article deals with the main problems of the transformation of existing professional skills and labor competencies in the context of the digitalization of economic sectors. The purpose of the article is to clarify the content of the concept of digital competencies, to identify the most common and potentially demanded digital technologies. Based on the systemic structural and regression-correlation analysis, the main trends in the shift of traditional labor competencies towards digital competencies have been identified. Labor functions are replaced by a bionic management model based on combining digital technologies and algorithms with exclusively human abilities for creativity, reflection, empathy. The study is of practical importance for the adaptation of educational programs and training for the digital economy.

scholarly journals Supporting Digital Innovations By Interdisciplinary Entrepreneurial Learning

2020 ◽  
Vol 7 (4) ◽  
pp. 8-17
Author(s):  
Ileana Hamburg
Keyword(s):  
Digital Technologies ◽  
Disruptive Innovation ◽  
Entrepreneurial Learning ◽  
New Business ◽  
Strongly Connected ◽  
Student Employees ◽  
Traditional Organization ◽  
And Training ◽  
Innovation And Entrepreneurship ◽  
Digital Entrepreneurship

Digitalization signifies transformational or disruptive implications of digital technologies for businesses (new business and work models, new types of products/services, new types of customer). Digital technologies support new forms of innovation and entrepreneurial initiatives which hold implications at regional/national and societal and influence educators, policy making entities and other stakeholders. The formation of the entrepreneur as a person for digital transformation is important and considered, in a large part, to be due to learning. Entrepreneurship is “a process of new value creation” and digital entrepreneurship is understood as “a subcategory of entrepreneurship in which some or all of what would be physical in a traditional organization has been digitized”. Existing research on the digitalization of innovation and entrepreneurship refers mostly to specific fields or disciplines (e.g., marketing, economics, information systems, operations, strategy) and arguably, limited effort has been spent so far on adopting a more interdisciplinary view of the underlying issues. Disruptive innovation and entrepreneurs are strongly connected. Entrepreneurs are often the ones that develop new products or services that change an entire industry and  disruptive innovation  has the potential to improve student/employees outcomes also during their entrepreneurial education and training. Particularly it happens by breaking boundaries for an interdisciplinary entrepreneurial learning. After the Introduction, the paper includes results of literature review and of interviews the author done with entrepreneurs within some European projects about different forms of innovation and entrepreneurship, particularly digital disruptive innovation and entrepreneurship. A review of literature about entrepreneurial learning and basis components, which characterize it, are given in part 3. It includes also experience of the author in teaching and training entrepreneurs. The last part of the paper presents some interdisciplinary new approaches within entrepreneurial learning oriented to disruptive, digital innovation and digital entrepreneurship.  Developments within a European project with the participation of the author are also given.

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