scholarly journals How to achieve students’ self-management in educational activity?

2020 ◽  
Vol 75 ◽  
pp. 04001
Author(s):  
Liudmyla Bilousova ◽  
Larysa Kolgatina ◽  
Oleksandr Kolgatin
Keyword(s):  
Experimental Data ◽  
Main Idea ◽  
Educational Environment ◽  
Educational Activity ◽  
Self Management ◽  
Suggested Approach ◽  
Information And Communication ◽  
Subsidiary Management ◽  
Time Planning ◽  
Direct Management

The paper is devoted to the study of types of managing the student’s educational activity. The educational discipline “Practicum of problem solving in informatics” for students of third year study, future teachers of informatics have been chosen for realising pedagogical conditions of computer-oriented management of students’ educational activity. Progressive turn from direct management through comanagement, subsidiary management to self-management was the main idea of designing the courseware. The information and communication educational environment has been based on the platform of learning management system Moodle. The Workshop elements of Moodle played the central role in management of students’ educational activity. The results of our pedagogical observation and assessment showed the efficiency of suggested approach. Additionally, there were shown the lack of students’ competency in time planning and introspection on the base of the experimental data.

scholarly journals SUBJECT INFORMATION AND EDUCATIONAL ENVIRONMENT AS MEANS OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE PROFESSIONALS

2017 ◽  
Vol 2 ◽  
pp. 176
Author(s):  
Elena Zhestkova
Keyword(s):  
Teaching Methods ◽  
Communicative Competence ◽  
Communication Competence ◽  
Computer Training ◽  
Educational Environment ◽  
Educational Activity ◽  
Theoretical Research ◽  
Interactive Teaching ◽  
Information And Communication ◽  
The Individual

Informatization and unprecedented advances in technology make it necessary to adapt the development of skills in the information society. At present, information and communication competence becomes an urgent need and a prerequisite for the success of future specialists, so it is necessary to increase the efficiency of work, to communicate, to access information and to receive services. Information and communicative competence of a future expert is a complex formed by the individual qualities that provide flexibility and willingness to change; efficiency of professional work in the conditions of informatization of a modern society in order to acquire information and communicative competence. Despite numerous studies of the problem connected with the formation of information and communication competence, the actual level of knowledge and skills of graduates of Russian schools in this area is quite low. Therefore the problem of the search tools to more effectively develop the information and communication competence of a future specialist is highly relevant. Today information educational environment becomes one of the main means of training meeting the requirements of a competence approach. These features are provided by the didactic specificity of methodological support of educational environment, by shifting the emphasis from educational activity of the teacher to the use of active and interactive teaching methods, active and independent cognitive activity of students; orientation in learning not only to the result of training, but also the process of development of new information and applying it to produce results; giving students the freedom of choice of means of implementation of the training task. Subject information and educational environment can be defined as an open educational system formed on the basis of information of educational resources, computer training facilities, modern means of communication, educational technology which is aimed at the formation of creative, intellectual and social development of the individual. As the theoretical research and practical experience show, the subject e-learning environment in combination with active and interactive teaching methods, individual and group creative tasks in the context of future professional activity of a specialist is one of the leading factors in the formation of its information and communication competence. The author describes in detail the stages of the electronic textbook development, as well as web quests in the teaching of philological sciences at the university, and enumerates a number of advantages of their use.

Problems of development of a cloud-oriented educational environment of the university

2020 ◽  
Vol 42 (1) ◽  
pp. 50-56
Author(s):  
Bakhytzhan Akhmetov ◽  
◽  
Valery Lakhno ◽  
Asselkhan Adranova ◽  
Baurzhan Kassymbergebayev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Comprehensive Development ◽  
Information And Communication ◽  
The University ◽  
Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

A Hybrid Model for Emotion Detection from Text

2017 ◽  
Vol 7 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Samar Fathy ◽  
Nahla El-Haggar ◽  
Mohamed H. Haggag
Keyword(s):  
Semantic Similarity ◽  
Hybrid Model ◽  
Semantic Analysis ◽  
Main Idea ◽  
Object Extraction ◽  
Emotion Detection ◽  
Suggested Approach ◽  
Matching Process ◽  
Extraction Algorithm ◽  
Input Sentence

Emotions can be judged by a combination of cues such as speech facial expressions and actions. Emotions are also articulated by text. This paper shows a new hybrid model for detecting emotion from text which depends on ontology with keywords semantic similarity. The text labelled with one of the six basic Ekman emotion categories. The main idea is to extract ontology from input sentences and match it with the ontology base which created from simple ontologies and the emotion of each ontology. The ontology extracted from the input sentence by using a triplet (subject, predicate, and object) extraction algorithm, then the ontology matching process is applied with the ontology base. After that the emotion of the input sentence is the emotion of the ontology which it matches with the highest score of matching. If the extracted ontology doesn't match with any ontology from the ontology base, then the keyword semantic similarity approach used. The suggested approach depends on the meaning of each sentence, the syntax and semantic analysis of the context.

scholarly journals SUPPORT OF SELF-EDUCATION IN A DISTANCE RETRAINING PROGRAM OF TUTORS

2020 ◽  
Vol 14 (4) ◽  
pp. 719-728
Author(s):  
T. A. Klimova ◽  
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Determination ◽  
Educational Activity ◽  
Self Organization ◽  
Digital Environment ◽  
The Individual ◽  
Restrictive Measures

Introduction. The paper addresses the issue of support of the students involved in a fully online retraining program, which imposes special requirements on the development of the self-education ability. The study aims to establish the conditions for organizing the support of self-education in a digital educational environment. Materials and methods. The study relies on the methodology proposed by G.N. Prozumentova for reconstructing the innovative experience to analyze the reflexive text materials of the Logbook of students of the retraining program; to identify the points of stress, misunderstanding, breaks, and transitions during training; and make an analytical generalization. Results of the study. Categories of difficulties encountered by students of the program in their self-educational activity were identified, and the conditions necessary to support self-education were established. These are points of self-determination, professional trials, points of reflection, and individual educational route. Conclusion. In the context of restrictive measures during the pandemic and the transition to the online educational process, self-skills related to self-education, i.e., self-organization, independence, and self-determination, become essential. These competences are an indispensable part of the work of a tutor. However, before the tutor can support someone, they need to build these self skills themselves. The established conditions in the retraining programs will facilitate this process. At the same time, additional studies are required to reveal in more detail the individual progress of a person under these conditions for building a model for supporting the development of self-education ability, and to determine the methods for tutors to provide the support of this progress. Keywords. Self-education, self-determination, individual educational route, professional retraining, tutor, digital environment, self skills.

scholarly journals Effects of mechanical translation science in educational institutions

2019 ◽  
pp. 24-28
Author(s):  
L. P. Kleeva
Keyword(s):  
Educational Environment ◽  
Educational Activity ◽  
Educational Institutions ◽  
Science And Education

The article identified the basics of scientific and educational activity-scientific and educational environment and a key requirement for all change of science and education is the following: the preservation, support and development of scientific and educational environment. With this position assesses change in science and education, in particular, different forms of translation science in educational institutions.

scholarly journals Assessment of the level of readiness of future teachers to create psychological safety in the educational environment

2021 ◽  
Vol 113 ◽  
pp. 00087
Author(s):  
S.A. Tyurenkova ◽  
A.V. Shumakova ◽  
N.I. Tsvirko
Keyword(s):  
Educational Institution ◽  
Self Regulation ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Activity ◽  
Future Teachers ◽  
Wide Range ◽  
Vital Component ◽  
Personal Competencies ◽  
Teachers Training

A wide range of potential risks and threats in each educational activity segment determines the need to create the safety of educational subjects. It requires improving teachers’ training to create a safe educational environment and the formation of a safety culture in the younger generation. As a vital component of the educational environment’s integrated safety, the authors of the article consider psychological safety, in the provision of which the professional and personal competencies of the teacher in the field of self-regulation, self-government, and self-development play a unique role. The study aims to assess the level of neuropsychic stability of students of a pedagogical higher educational institution and identify the degree of development of their ability to self-government. The article presents the results of an empirical study of these indicators. More than 300 students - future teachers who are in different years of their studies - took part in the survey, which made it possible to assess the dynamics of the competencies formation. The data obtained made it possible to determine the directions for improving the institute’s work in the formation of the future teachers’ competencies necessary to create and maintain a safe, educational environment.

scholarly journals The Peculiarity of Digital Technologies Application in Teaching Prospective Journalists

2020 ◽  
Author(s):  
Elena Sergeevna Doroschuk
Keyword(s):  
Digital Technologies ◽  
Educational Practice ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Stage Model ◽  
Digital Education ◽  
The Media ◽  
Journalism Students ◽  
Russian Universities

The article is devoted to identifying the features of using digital technologies in the educational process for training future journalists. Based on the analysis of the educational practice of Russian universities and the theory of digital education, the specifics of creating and applying a digital educational environment in the conditions of training future specialists in the media sphere are determined. The article substantiates the application of a two-stage model of digital education for journalism students based on the principle of a flexible combination of online and offline education based on the educational activity of students.

Hygienic Characteristics of the Digital Information and Educational Environment and the Risk of Its Mental Health Impacts in Students with Different Degrees of Myopia

2021 ◽  
pp. 48-55
Author(s):  
NP Setko ◽  
RV Korshunova ◽  
EV Bulycheva
Keyword(s):  
Mental Health ◽  
Fold Increase ◽  
Educational Environment ◽  
Educational Process ◽  
Anxiety Level ◽  
Emotional Experiences ◽  
Communication Tools ◽  
Educational Activities ◽  
Information And Communication ◽  
Medical University

Introduction: Today, educational conditions and the lifestyle of students of medical universities, coupled with active introduction of electronic educational resources, information and communication technologies and development of a digital environment, pose a challenge of maintaining psycho-emotional wellbeing of students. This problem is especially relevant among students with myopia since, inter alia, the increasing visual load has a potential adverse effect on their mental and emotional health. Objective: to give a hygienic characteristic of electronic information and educational environment and to assess its risk on students’ mental health with myopia of varying degrees. Materials and methods: We assessed intensity of the educational process of 1,100 first to third-year students (aged 17 to 25 years) of the Orenburg State Medical University and analyzed data on the type, frequency and purpose of their using information and communication tools for study and leisure. We also conducted a questionnaire-based survey of 168 healthy students and 138 students with myopia to assess their mental health and determine the type of character accentuation, the anxiety level, and negative emotional experiences in educational and everyday life. Results: We observed very intensive educational activities of the medical students against the background of the use of electronic gadgets by every second student for educational purposes lasting up to 4.8 hours a day and additional visual load due to the use of a mobile phone by 93.6 % of students to visit social network sites more than five times a day with the total duration for every third person ranging from 25 to 50 minutes a day. We established that the presence and degree of myopia determined the anxious-pedantic type of character accentuation and a 1.3-fold increase in the anxiety level in everyday activities. In educational activities, it resulted in a 1.7-fold decrease in the level of anxiety and a 1.3-fold increase in the level of negative emotional experiences. Conclusion: We established mental health risk factors of intense educational activities and an extensive use of information and communication tools by the students, including those with myopia, for study and leisure. Our findings prove the necessity of a differentiated approach to hygienic examination and regulation of various types of activities of the educational process in order to prevent the development and progression of myopia in medical university students.

Moscow megapolis as an educational environment in the system of intercultural foreign language education

2021 ◽  
pp. 27-33
Author(s):  
V.A. Goncharova ◽  
◽  
V.V. Alpatov
Keyword(s):  
Foreign Language ◽  
Urban Space ◽  
Personal Development ◽  
Meaning Making ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Educational Activity ◽  
Native Culture ◽  
The Social

Substantiated is the thesis for necessity and possibility of using the social cultural resources of Moscow city to establish an educational environment suitable for building intercultural communicative competence when teaching students foreign languages from the perspective of the intercultural approach. As a key point, the authors put forward the thesis that it is regional culture which is the only one available to the student to abide and understand by their national native culture (which comes equal with learning a foreign language culture within the goal-setting of intercultural foreign language education). At the same time, Moscow is grounded as a resource space for intercultural foreign language education, being a place for building the social environment and communication relations, the center of the regional level of native culture, and the city of intercultural communication. The authors define the related educational urbanistics as interdisciplinary field of designing socio-humanitarian knowledge and experience in the context of the mutually enriching integration of urban space and value-specific (educational) trajectories of personal development of the citizen. As a result, the authors formulate the basic principles of urban educational environment in the context of foreign language intercultural communicative training of students, including the following: knowledge of the universal (global) through the single (local), methodological work with space as a resource and a factor in educational activity design, taking an educational environment as an individually perceived value, designing individual educational trajectory on the basis of mapping, contextual learning, the priority of spontaneous meaning-making, a conscious distinction between education and vocational training.

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