Advance Formation of Cross-Cutting Competencies of Students in a Cross-Multidimensional Educational Process

2021 ◽  
pp. 17-21
Author(s):  
K. Elistratova ◽  
O. Kozhevnikov ◽  
V. Panasyuk
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Multi Media ◽  
The Cross ◽  
Additional Education

The article declares the author's concept of the cross-multidimensional organization of the educational process. From the standpoint of a multi-media approach in education, the author considers the formation and development of cross-cutting competencies among students in the system of general, professional, higher and additional education. The grouping of cross-cutting competences, a set of measures in education, contributing to their formation are presented. In the aspects of solving the problems of the formation and development of cross-cutting competencies, a characteristic of the advancing effects of a cross-multidimensional educational environment is given.

DEFINITION OF UNIVERSAL CRITERIA FOR EVALUATING THE INTERIORS OF INSTITUTIONS OF ADDITIONAL EDUCATION

2021 ◽  
pp. 271-277
Author(s):  
G. A. Lavrichenko ◽  
◽  
A. V. Ekaterinushkina ◽  
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Spatial Component ◽  
Recreation Areas ◽  
Spatial Environment ◽  
The Subject ◽  
Design Requirements ◽  
Definition Of ◽  
Additional Education

The organization of the subject-spatial environment is one of the necessary elements for the successful formation of the educational process, including in institutions of additional education. Currently, researchers pay attention to the importance of the subject-spatial component of the educational environment. To develop a comfortable, creative interior, it is necessary to develop a system for assessing the compliance of this component with modern design requirements. Within the framework of the article, a possible variant of universal criteria for evaluating recreation areas in leisure and educational institutions is proposed, the results of which reveal the existing contradictions and shortcomings, as well as provide a choice of a conceptual solution for subsequent project development.

scholarly journals NEW HIGHER EDUCATION: HARMONIZING ON-LINE AND OFF-LINE FORMATS IN THE CONTEXT OF GLOBAL CHALLENGES

2020 ◽  
Vol 3 (4) ◽  
pp. 133-140
Author(s):  
Olga V. Kozhevina
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Standards ◽  
Global Trends ◽  
Level Of Education ◽  
Global Challenges ◽  
On Line ◽  
Additional Education

The competitiveness of education is due to global trends in modern society. The preferences of students are changing, professional standards are being developed, and employers are making new demands on graduates. These trends are characteristic of vocational secondary, higher and additional education. At any level of education, its own specifics, however, modern innovative technologies, distance forms and online formats are becoming more and more familiar in the construction of the educational process. This article discusses the principles of forming a digital educational environment and its elements. Some foreign experience in the implementation of distance learning and personalization of training in the context of the global challenges of COVID-19 is summarized.

scholarly journals Transformation of the model of additional education in a digital economy

2019 ◽  
Vol 23 (1) ◽  
pp. 34-45 ◽  
Author(s):  
L. V. Danchenok ◽  
A. S. Zaytseva ◽  
N. V. Komleva
Keyword(s):  
Knowledge Management ◽  
Professional Education ◽  
Business Environment ◽  
Educational Environment ◽  
Digital Economy ◽  
Educational Process ◽  
Education Programs ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Additional Education

The purpose of the researchis to develop a concept for improving the model of additional education for solving the tasks set by the Russian government in the Digital Economy of the Russian Federation Program. Taking into account the high rates of development of digital technologies and methods of their use, the transformation of the model of additional education becomes a paramount task and requires a systematic approach to its solution. Now, the issues of creating organizational structures and their financing for solving the tasks set in the Program often overshadow aspects related to the methodology and content of additional professional education. However, the issues of organizing ways to acquire new knowledge and skills, the content of additional education programs, personalization, and technology for delivering knowledge to students become most relevant. Therefore, it is important to create a competitive environment for additional education that meets the needs of the student.Materials and research methodscontain analysis of domestic and foreign literature on digitalization of education and knowledge management. The methodological basis of the research is the methods and technologies of the theory of knowledge management and system analysis.The research resultsshow that the dynamics of development of economic processes are so fast that they constantly require new knowledge and skills from employees, and often a shift in work. New competencies are required, which are now acquired mainly directly during work and independently. All this makes it necessary to improve the approaches to the implementation of additional education. The concept of transformation of the model of additional education proposed in the article contains the following basic requirements for the implementation of programs: the need for quality basic education as the foundation for the construction of various additional programs; availability of a wider range of additional education programs, not only after graduating, but also during and after school; the expansion of training programs offered through online platforms; development of network forms and peerto-peer training; the need for close cooperation with professional communities, building an additional education system to meet the requirements and needs of the business.Conclusion.The concept of transformation of the model of additional education proposed in the article is based on the use of modern information and communication technologies and the creation of an educational environment that assumes the active interaction of all participants in the educational process (including employers). The transformation of the educational environment involves the solution of practical tasks for the rapid development and updating of the relevant curricula; automatic construction of courses on the basis of the repository of educational objects under the competence, which are in demand and formed by the business environment; certification of various levels, confirming the acquisition of knowledge in a particular area, not only in accordance with the approved professional standards, but also in the field of continuing professional education; monitoring the demand for programs based on adaptive testing.

scholarly journals Implementation of pedagogical conditions for the formations of a harmoniously developed student’s personality in the cross-cultural educational environment of a modern school

2021 ◽  
Author(s):  
А.Х. Ахмедьянова
Keyword(s):  
General Education ◽  
Historical Memory ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Material ◽  
Cross Cultural ◽  
Educational Process ◽  
Interactive Methods ◽  
Modern School ◽  
The Cross

В статье раскрывается современная модель образовательной среды – это кросс-культурная образовательная среда, которая определяется как диалогическое пространство эффективного формирования гармонично развитой личности обучающегося в школьной системе образования. В качестве методической системы проектирования кросс-культурной образовательной среды автор определяет интерактивные методы и формы обучения, а также определенный кросс-культурный учебный материал. Учеными установлено – интерактивность есть средство организации диалога и в процессе живого, и в процессе информационно-технологического общения. Интерактивные методы и формы обучения обеспечивают с одной стороны внутренний диалог, с другой стороны – полилог. Кросс-культурный учебный материал – это материал, который включает в себя культурно-историческую ценность, информацию, факты и события субъектов образовательного процесса, являющихся представителями различных национальностей. Автор статьи показал реализацию педагогических условий формирования гармонично развитой личности обучающегося в рамках предмета «История» с позиции кросс-культурности. Был проведен урок-конференция, где учащиеся общеобразовательного учреждения рассказали и обсудили военные подвиги, военную жизнь своих родственников, узнали много интересных фактов об участии в войне многонационального народа Советского Союза. Экспериментально-опытным путем было установлено, что процесс образования в кросс-культурной образовательной среде современной школы обуславливает формирование следующих структурных компонентов – культуры как когнитивный компонент, исторической памяти как аксиологический компонент и ценностной ориентации как деятельностный компонент, которые в совокупности образуют гармонично развитую личность обучающегося. Сделан вывод о соответствии поставленных целей и задач с полученными результатами. The article reveals the modern model of the educational environment – it’s a cross-cultural educational environment, which is defined as a dialogical space for the effective formation of a harmoniously developed personality of a student in the school education system. As alternative pedagogical conditions for designing a cross-cultural educational environment, the author defines interactive methods and forms of teaching, as well as a certain cross-cultural educational material. Scientists have established that interactivity is a means of organizing a dialogue both in the process of live and in the process of informational and technological communication. Interactive methods and forms of training provide an internal dialogue on the one hand, and a polylogue on the other. Cross-cultural educational material is a material that includes cultural and historical value, information, facts and events of the subjects of the educational process which are the representatives of different nationalities. The author of the article showed the implementation of pedagogical conditions for the formation of a harmoniously developed personality of a student in the framework of the subject "History" from the position of cross-culture. A lesson - conference was held, where students of the general education institution told and discussed the military exploits and military life of their relatives, and learned many interesting facts about the participation of the multinational people of the Soviet Union. It was found experimentally that the process of education in the cross-cultural educational environment of a modern school determines the formation of the following structural components in the student's personality – culture as a cognitive component, historical memory as an axiological component, and valuable orientation as an activity component, which together form a harmoniously developed personality. The conclusion is made about the compliance of the set goals and objectives with the results obtained.

scholarly journals CREATING A DIGITAL INFORMATION AND EDUCATIONAL ENVIRONMENT FOR EXTRACURRICULAR ACTIVITY ON COMPUTER SCIENCE

2020 ◽  
pp. 166-175
Author(s):  
Анатолий Александрович Бельчусов
Keyword(s):  
Computer Science ◽  
Extracurricular Activities ◽  
Practical Experience ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Information ◽  
Communicative Skills ◽  
Educational Environments ◽  
Teachers And Students ◽  
Additional Education

Проблемы разработки информационно-образовательных сред для организации и сопровождения учебного процесса, в том числе и по информатике, вызывают заслуженный интерес у многих исследователей. Тем не менее, вопросы создания информационно-образовательных сред для организации и сопровождения внеурочной деятельности, которая активно развивается как в самих школах, так и в учреждениях дополнительного образования, остаются непроработанными. В данной статье автор рассуждает о принципах построения таких систем, поясняя это на конкретных примерах из своего практического опыта по конструированию информационно-образовательных сред для организации и сопровождения дистанционных олимпиад и конкурсов. В ходе исследования сформулированы принципы создания информационно-образовательной среды: интеллектуализация; мобильность; интеграция с социальными сетями; интеграция с другими образовательными сервисами; мультимедиа и формат; соответствие контента содержательным линиям обучения информатике. Уделено особое внимание принципам, связанным с интеграцией, ввиду того что ресурсы для внеурочной деятельности школьников в последние десятилетия создаются достаточно активно, но обмен данными между ними, а также между ними и системами дистанционного обучения либо сильно затруднен, либо вообще невозможен. Автором показано, что работа в информационно-образовательной среде внеурочной деятельности оказывает положительное влияние на учителей и учеников. В частности, у учеников повышается самооценка, развиваются коммуникативные навыки, формируется интерес к информатике. The development of information and educational environments for the organization and support of the educational process, including Computer Science, draws attention of many researchers. Nevertheless, the issues of creation of information and educational environments to organize and support extracurricular activities, which are actively developing both in schools and in institutions of additional education, remain unsolved. The author discusses the principles of developing such systems, illustrating them with the examples from his practical experience in designing information and educational environments for organizing and supporting distance competitions and contests. The study resulted in developing the principles of creating an information-educational environment: intellectualization; mobility; integration with social networks; integration with other educational services; multimedia and format; compliance of the content with the content lines of teaching Computer Science. The author pays special attention to the principles of integration, in view of the fact that the resources for extracurricular activities for school-children have been actively developed lately; however, the exchange of data between them, as well as between them and distance learning systems, is either rather complicated or impossible at all. The author has shown that extracurricular activities in information and educational environment have a positive effect both on teachers and students. Among other effects, there is a boost in students’ self-esteem, communicative skills, and interest in Computer Science.

Evaluation of the Quality Conditions of the Organization and Implementation of Additional Education for Children

2017 ◽  
Vol 5 (2) ◽  
pp. 35-39
Author(s):  
����� ◽  
L. Ruchko ◽  
�������� ◽  
I. Kozyavina ◽  
�������� ◽  
...  
Keyword(s):  
Automated Analysis ◽  
Educational Environment ◽  
Comprehensive Analysis ◽  
Educational Process ◽  
Ease Of Use ◽  
Assessment Model ◽  
Study Results ◽  
Mathematical Processing ◽  
Additional Education

This article presents an author�s methodology for assessing the quality of the conditions of an additional education of children: material, technical, human, fi nancial, economic, psychological, informational and methodical. Using this method will allow for a comprehensive analysis of the educational environment and to identify ways to improve the educational process. Evaluation is carried out with the participation of the administration, teachers, children and their parents. Diagnostic methodology used successfully in the framework of existing regional quality assessment model of additional education of children of the Kostroma region, focused on achieving the objectives of the federal and the regional concepts of development additional education of children. It is distinguished by such features as ease of use, accessibility for all groups the participants of monitoring, the possibility of mathematical processing methods and automated analysis of the study results.

Analytical Review of Research in the Framework of the Scientifi c School of Existential Approaches in Pedagogy M.I. Rozhkova

2021 ◽  
pp. 48-55
Author(s):  
Irina Ivanova
Keyword(s):  
Basic Research ◽  
Educational Environment ◽  
Educational Process ◽  
Scientific School ◽  
Cultural Conditions ◽  
Self Development ◽  
Analytical Review ◽  
Scientific Project ◽  
Pedagogical Research ◽  
Additional Education

Based on the study of publication activity in the Journal of Pedagogical Research, trends in the development of modern domestic pedagogical science are analyzed in the framework of the implementation of theoretical, methodological and practice-oriented ideas developed in the scientific school of existential approaches in pedagogy under the guidance of Doctor of Pedagogy, Professor Mikhail Iosifovich Rozhkov. It is shown that in modern socio-cultural conditions, the implementation of educational practices based on ideas that embody the meanings of the existential strategy of educating a free personality is especially relevant. Our research has shown that the leading trends in the development of domestic education at the present stage, embodying the ideas of existential approaches in pedagogy, are: the use of subject-oriented technologies in the educational process, the organization of a personality-developing educational environment at school, pedagogical support for the self-development of children and adolescents in conditions additional education, the specificity of the forms of training teachers for the implementation of pedagogical support for self-development and self-realization of students in conditions of additional education, stimulating self-development and self-realization of students in a value-oriented educational environment. The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of scientific project No. 20-013-00616.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

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