Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education

2022 ◽  
Keyword(s):  
Smart Learning ◽  
Smart Education

VIRTUAL DEPARTMENT AS THE BASIS OF THE INFORMATION-METHODOLOGICAL SPACE OF SMART-LEARNING

2020 ◽  
Vol 68 (4) ◽  
pp. 60-67
Author(s):  
R.K. Uskenbaeva ◽  
◽  
B.J. Sharipov ◽  
D.M. Dzhussubaliyeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Educational Programs ◽  
Necessary Condition ◽  
Education Teacher ◽  
Digital Society ◽  
Smart Learning ◽  
Research Institutes ◽  
Smart Education ◽  
The Creation

The article deals with the problems of higher education in the conditions of digitalization of the country's economy. Examples of the formation and development of SMART learning, as well as the creation of virtual departments, as a necessary condition for creating new specialties related to the digitalization of education are shown. The experience of creating a virtual Department and SMART training in MUIT is described. It is shown that the formation of SMART education leads to the cooperation of several universities in training personnel in accordance with the requirements of the digital society. Shown the possibility of creating new specialties corresponding to the digital society, such as "Computer science and the organization of digitalization of education" (Teacher of digitalization of education and the creation of digital educational resources), "Bioinformatics", "Digital agrosystems and complexes". The possibility of cooperation not only with universities, but also with research institutes for training personnel in new specialties, which will be in demand now. All these require from universities to rethink about educational programs and create virtual chairs.

THE EPISTEMOLOGY OF SMART TECHNOLOGIES: IS SMART EPISTEMOLOGY DERIVED FROM SMART EDUCATION?

2021 ◽  
pp. 21-35
Author(s):  
I.B. Ardashkin ◽  
D.N. Borovinskaya ◽  
V.A. Surovtsev
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Information Technologies ◽  
Point Of View ◽  
Additional Tool ◽  
Smart Learning ◽  
Smart Education ◽  
The Subject ◽  
Smart Technologies ◽  
The Impact

The paper deals with the impact of smart technologies on cognitive and educational activities and assesses the role of smart education in education and cognition from semiotics and epistemology. The authors of the article consider smart-technologies as modern information technologies of various profiles, developed mainly for the performance of the semiotic and epistemological functions of the person with its maximum possible replacement in different areas of life. The article notes that when evaluating smart technologies, some criteria are often overlooked, while the importance of others is exaggerated. In general, quantitative scenarios for the use of smart technologies prevail over qualitative ones. This situation leads to the fact that the main characteristics of smart technologies are replaced by secondary ones, causing overestimated expectations. For example, the authors examined the misconception that a student who studies a subject as part of online learning using smart technology begins to participate in an epistemological situation from a semiotic perspective. It is because online learning makes students “discover” knowledge independently, without the necessary methodology and teacher support. An overwhelming amount of research sees this situation as an achievement, and the authors consider it to be a negative factor. However, according to the assessment of the consequences of smart learning, the best results are shown by students who already possess some methodological knowledge. At the same time, the vast majority of students show a decline in their performance in online education. The authors of the article note that from an epistemological point of view, such a property of smart technologies as a functional substitution of the subject is very consonant with some constructivist trends in epistemology and cognitive sciences, admitting “cognition without a subject.” These smart technologies’ parameters in education and epistemology allow some studies to voice ideas about the possibility of forming smart education and smart epistemology as non-subject ways of knowledge and cognition. The article demonstrated that this situation is permissible if one does not distinguish between the concepts of “information” and “knowledge” and the processes of cognition and informing. It is shown that if this condition is ignored, then the concepts of “knowledge” and “cognition” lose their meaning since the process of cognition is a way of relating knowledge and information, and it is impossible without a subject. The authors conclude that smart technologies should be considered an additional tool used for similar, but not heuristic, creative and primary actions prioritizing the subject in education and epistemology.

Modernization of Smart Education Driving Towards IR 4.0: Smart Learning & Reminders App

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Roslinda Murad ◽  
Ahmad Rizal Mohd Yusof ◽  
Muhammad Suhaizan Sulong ◽  
Noor Maizatulshima Muhammad Sabri
Keyword(s):  
Smart Learning ◽  
Smart Education

scholarly journals Use of Digital Learning Technologies in Education on the Example of Smart Education

2020 ◽  
Vol 1 (3) ◽  
pp. 33-37
Author(s):  
Jurayev Tuychi Norbutaevich
Keyword(s):  
Learning Technologies ◽  
Decisive Factor ◽  
Main Task ◽  
Digital Learning ◽  
Smart Learning ◽  
Self Development ◽  
Smart Education ◽  
Smart Technologies

Currently, the main task of teachers is to develop the needs of students for self-development and self-improvement, which is a decisive factor in the upbringing and formation of personality. Practice has shown that modern teachers better assimilate the studied topics as a result of using SMART technologies to effectively determine the goals of the lesson, compared to the indicators of topics studied traditionally. This article discuss about analyzes the methods of using smart learning apps in the classroom and the expected results.

scholarly journals Analisis Hasil Belajar Efektif Dari Penerapan Smart Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 33-40
Author(s):  
Rafi Hidayat
Keyword(s):  
Learning Outcomes ◽  
Smart Cities ◽  
Technology Enhanced Learning ◽  
Smart Learning ◽  
Intelligent Learning Environment ◽  
Smart Education ◽  
The Relationship ◽  
Enhanced Learning ◽  
Learning Analysis

A smart city is an urban place where information technology and digital communication are used to increase knowledge and utilize technology, intellectual resources and real to improve the quality of life. One of the main areas of smart cities is intelligent learning and education, which is a new concept of technology-enhanced learning. Measuring the effectiveness of smart education depends on measuring the desired learning outcomes. This paper suggests the main key features that must be considered when developing learning analysis tools to measure and assess each subject's learning outcomes. And it shows the relationship between an intelligent learning environment, learning outcomes and learning analysis.

scholarly journals COGNITIVE AND METACOGNITIVE SKILLS OF STUDENTS IN THE CONTEXT OF SMART-EDUCATION

2019 ◽  
Vol 21 (4) ◽  
pp. 36-59 ◽  
Author(s):  
E. V. Bataeva
Keyword(s):  
Cognitive Skills ◽  
Educational Process ◽  
Educational Activity ◽  
Auditory Information ◽  
Metacognitive Skills ◽  
Mutual Cooperation ◽  
Smart Learning ◽  
Active Memory ◽  
Smart Education ◽  
Development Of Students

Introduction. Smart education, which has already become in many countries the standard of vocational training, is associated not only with the new technological format of education using Internet programs and smart gadgets, but also with the emergence of special styles and ways of carrying out educational activities. This entails the development of specific cognitive skills of students and methodological practices of teachers. At the same time, in modern theory of smart education, not enough attention is paid to the problem of formation of cognitive and metacognitive skills of students relevant to the format of smart learning. The aimof the research was to conduct a complex analysis of cognitive and metacognitive skills of students which are formed in the context of smart education; a critical analysis of modern concepts of cognitive and metacognitive development of students online.Methodology and research methods. The research methodology is based on competency-based, cognitive and system-activity approaches to the implementation of educational process. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodological literature.Results and scientific novelty. The methodological contradictions between the cognitive attitudes of smart education and the real cognitive and metacognitive competencies of students online are revealed. The focus of smart education on electronic learning formats poses risks of deformation of students’ cognitive skills and narrowing the range of perception of information, which can be reduced by combining traditional education and e-learning in blended learning. Smart learning is aimed at the development of online trans-active memory, oriented towards the accumulation and passive use of ready-made electronic content. Cultivation of memory of this type is caused by supply of the ready electronic records of lectures and presentations, which students get without any effort and quite often remain not updated within pupils’ / students’ motivation deficiency, lack of the control and “live” pedagogical influence stimulating and coordinating thought processes. The orientation of smart-education on the transmission of information and mechnical reproduction can prevent the development of students’ professional competencies, rather than on the formation of knowledge. The combination of online learning with practices of active listening and note-taking of auditory information (where there is a "face to face" communication with a teacher) can correct the deficiencies mentioned and contribute to the development of students’ active memory, which can be initialized at any time. The critical view on metacognitive aspects of smart-education reveals its restrictions, which prevent proper acquisition of educational programmes in a similar format and which particularly express the underdevelopment of skills of students online, such as self-control and self-monitoring of the effectiveness of the learning process (as evidenced by the data of sociological and psychological research). In this regard, it is required to study and differentiate those concrete cognitive and metacognitive abilities, which can be acquired in the process of smarteducation, and those which are not developed in its borders. Additional verification has to be conducted in order to justify the assumption that educational activity in internet-space does not allow metacognitive skills to be developed and can be successful only through their preliminary formation in the conditions of students’ and teachers’ mutual cooperation. Practical significance. The research results and materials can be used in the preparation of educational methodological programmes aimed at the development of cognitive and metacognitive competencies of students online, as well as for correcting of the smart-education content.

Smart Learning With Seamless Activities

2020 ◽  
pp. 49-76
Keyword(s):  
Learning Activities ◽  
Mediated Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Learning ◽  
Seamless Learning ◽  
Smart Education ◽  
New Vision ◽  
Smart Mobile ◽  
Actual Learning

The new vision for self-directed, motivated, adaptive, resource-enriched, and technology-embedded smart higher education has promoted smart learning with mobile-assisted seamless activities to learn across time and locations, individual and collective, from one scenario to another including formal and informal learning through smart mobile devices. Methodologically, the collective and ubiquitous leaning for student-centered learning is examined qualitatively with empirical data of how smart education are enhancing students' individual and collaborative learning, rather than focusing on using only technological devices. Theoretically, the analysis is based on the concept of mobile-assisted seamless learning activities, MSL, grounded in six dimensions of actual learning. The findings display that smart learning with mobile-assisted seamless mediated learning activities improves with the design of before-, in-, and after-class stages with a focus on contextual, adapted, and self-directed seamless learning activities to promote the students' capabilities to learn, collaborate, and critically solve problems in different situations and contexts.

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