Visual didactic regulators as instruments of learning activity: Development and applied aspects

Introduction. The competitive advantage in the field of critical knowledge and technology exacerbates the problem of the effectiveness of intellectual activity and the means of its support in science, production and education. Such visual aids, formed by conceptual and graphic elements, such as concept maps, frames, structural logic diagrams, etc., contribute to the theoretical analysis and generalisation of the formed images and representations of learners. According to the degree of the development of these visual aids, the emphasis shifts from the function of visibility to the function of the organisation of activities. The term “visibility” (associated with the initial images of perception and representation) is substituted by the term “regulator” (focused on the organisation of further activities of the student). The hypothesis assumes the expediency of the development of conceptual and graphic means of visualisation in the form of visual didactic regulations, which are the subject of research.The present research aims: to discuss the problem of the creation of didactic regulations for educational activities; to study the development of conceptual-graphic means of visibility and factors for improving their functionality; to forecast the development of this type of means based on the visualisation of the logical-semantic modelling of knowledge; to clarify terminology and applied aspects; and to conduct experimental approbation in the conditions of distance learning.Methodology and research methods. The research methodology is based on the fundamental didactic principle of visualisation, which is necessary for the transition in the process of cognition from sensory perception to abstract thinking and contributes to the combination of abstract thinking with visualisation in teaching. The research methodology is also based on the method of logical-semantic modelling of knowledge and the following criteria for the study of conceptual-graphic means of visualisation: the application of the cognitive principles of knowledge representation; the use of universal instructional analysis activities to transform knowledge; the applicability of graphical representation of content. The methodology for the formation of didactic regulations included a visual presentation of the results of logical-semantic modelling of knowledge using universal educational actions and coordinate-matrix graphics. The method of experimental approbation of regulations in distance learning involved: the participation of students of four specialities and university teachers; a questionnaire survey of students; mastering, designing and using didactic regulations on the topic of experimental studies.Results and scientific novelty. The search on the databases of scientific documents of the Russian Academy of Education, the Electronic Scientific Library, Scopus, WOS and the Internet revealed the apparent lack of research and development of didactic regulations of a conceptual-graphic type. It was established that the main reason for the development of conceptual and graphic means of visualisation is the complexity of the tasks to be solved in science, production and education. It is demonstrated that the improvement of the functionality of conceptual and graphical tools is explained by the application of the principles of cognitive visual representation of knowledge and the method of logical-semantic modelling. The basic structures of the regulations were predicted and formed; the terminology of the research approach was clarified; the application of the tools for educational and project-based activities, interfaces of computer training programs is considered.Practical significance. The functionality of visual didactic regulators expands the potential of visibility and complements the tools of the teacher and the student. Moreover, they can be used in teaching technologies, research activities and design, when creating computer training programs.

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ЗАСТОСУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ НАВЧАННЯ ІНОЗЕМНИХ МОВ: ДОСВІД УКРАЇНИ ТА ГРЕЦІЇ

Information Technologies and Learning Tools ◽

10.33407/itlt.v68i6.2340 ◽

2018 ◽

Vol 68 (6) ◽

pp. 166

Author(s):

Anna V. Trotsko ◽

Yuliia M. Korotkova

Keyword(s):

Distance Learning ◽

Computer Training ◽

Practical Experience ◽

Learning Technologies ◽

Foreign Languages ◽

Visual Aids ◽

Language Resources ◽

Internet Resources ◽

Teaching Aids ◽

Distance Learning Technologies

The article is devoted to the coverage of theoretical and practical experience of using ICT in the process of teaching foreign languages in universities of Ukraine and Greece. Educational electronic foreign language resources (information and reference materials, e-books, films on DVD, libraries of electronic visual aids and databases, methodical materials on electronic media, Internet resources, combined electronic teaching aids, educational and methodical software to support lectures) are classified. The authors singled out the most recent forms of teaching (distance learning, on-line learning with the interactive elements), types of educational activities (work with audio, video, making presentations, work with computer training programs, electronic communication) and teaching aids (audio recordings, video films, multimedia presentations, computer programs, e-books, textbooks, reference books, encyclopedias, dictionaries, Internet resources, e-mail, Skype, virtual learning environments, blogs, forums), based on ICTs that are actively engaged in teaching in the native and Greek higher educational institutions. The emphasis is focused on the advantages of distance learning technologies in the process of learning foreign languages (constant access to information, significantly lower cost of training course, the possibility of consulting with a teacher at the convenient time, increasing the role and enlarging the proportion of student’s self-work, etc.), on the features of work on Moodle platform. Particular attention is paid to the characteristics of the activity of the Greek Open University with a distance learning form, in particular to the description of the master's program for the teachers of English "Didactics of English as a Foreign / International Language". The perspectives of using pedagogically valuable experience of Greece in the use of ICT in national higher education of foreign languages have been outlined.

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Formation of digital competence of teachers in the conditions of distance learning

LAPLAGE EM REVISTA ◽

10.24115/s2446-622020217extra-c1043p.548-558 ◽

2021 ◽

Vol 7 (Extra-C) ◽

pp. 548-558

Author(s):

Margaryta Noskova ◽

Oksana Semianyk ◽

Viktoriia Miziuk ◽

Oksana Babakina ◽

Valentyna Lytvyn

Keyword(s):

Distance Learning ◽

Statistical Analysis ◽

Research Methodology ◽

Formal Education ◽

Training Programs ◽

Ict In Education ◽

Digital Competence ◽

Low Level ◽

Digital Skills ◽

Digital Competencies

The purpose of this article was to identify the features and relationships between different stages of formation of digital competence of teachers in terms of distance learning. The research methodology is based on a statistical analysis of data from a survey of 38081 teachers using a structured OECD interview (2018a) on the development of digital competencies. The study found that courses on the use of ICT for teaching were included in the formal education of teachers in 63.1% of cases. 58% of teachers are well prepared for the use of ICT in education, while 42% of teachers answered a low level of preparation for the use of ICT in education. The practical value of the study lies in identifying the features of the formation of digital competence: the importance of training programs for the development of digital skills.

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The Specialist's Role in Computer Training Programs

Journal of Information Systems Management ◽

10.1080/07399019008968372 ◽

1990 ◽

Vol 7 (4) ◽

pp. 65-69

Author(s):

Dawn M. Christensen

Keyword(s):

Training Programs ◽

Computer Training

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An Investigation of a Computer Training Company's Migration to a New Distance Learning Platform and the Implementation of an Online Professional Development Program

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch029 ◽

2016 ◽

pp. 589-605

Author(s):

Denis Rudd ◽

Carianne Bernadowski

Keyword(s):

Professional Development ◽

Distance Learning ◽

Development Program ◽

Computer Training ◽

Valuable Insight ◽

Development Programs ◽

Business Training ◽

Learning Platform ◽

Learning Software ◽

Education Business

The purpose of the study was to determine if the Training Partner Program was successful in preparing trainers to use a new distance learning platform. Results indicate the program was a success in improving self-efficacy, engagement, and collaboration among trainers. Additionally, characteristics of online trainers are identified. Online learning in higher education, business training, and elementary/secondary schools is increasing exponentially and developing effective professional development programs to prepare instructors is of paramount importance. The current study provides valuable insight for any training managers or educators developing activities and exercises to train their faculty on distance learning software and systems.

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A national network for the tele-education of canadian residents in pediatric cardiology

Cardiology in the Young ◽

10.1017/s1047951101000762 ◽

2001 ◽

Vol 11 (5) ◽

pp. 526-531 ◽

Cited By ~ 12

Author(s):

J. P. Finley ◽

M. J. Beland ◽

C. Boutin ◽

W. J. Duncan ◽

J. D. Dyck ◽

...

Keyword(s):

Pediatric Cardiology ◽

Training Programs ◽

Sound Quality ◽

Careful Attention ◽

Picture Quality ◽

Visual Aids ◽

Resonance Imaging ◽

Cardiac Pathology ◽

National Network ◽

Fetal Physiology

A trial of 11 video-conferenced teaching sessions for residents in pediatric cardiology was performed by the 7 training programs in Canada in order to share expertise in specialized areas, to expose trainees to educational telemedicine, and to acquaint residents with other programs and personnel. Topics included cardiac pathology, arrhythmias, magnetic resonance imaging, fetal physiology, pulmonary hypertension, and cardiomyopathy. The sessions were evaluated by 93 residents by questionnaire for content and technology. Session content was highly rated. Videoconference picture quality was highly rated, but sound quality and visual aids were rated as neutral or unsatisfactory by a significant minority,related to problems with several early sessions, subsequently corrected. 60% of respondents rated the videoconferences as good as live presentations. Presenters were generally satisfied although they required some adjustments to videoconferencing. The average cost per session was $700 Canadian. Videoconferencing of resident educational sessions was generally well accepted by most presenters and residents, and the trial has formed the basis for a national network. Adequate organizational time, and careful attention to audiovisual needs, are most important. Videoconference guidelines are suggested for presenters based on this experience.

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Computer Training Programs for Health Center Personnel: A Program that Works

Journal of American College Health ◽

10.1080/07448481.1986.9939630 ◽

1986 ◽

Vol 34 (4) ◽

pp. 161-164

Author(s):

Janis J. Borski

Keyword(s):

Health Center ◽

Training Programs ◽

Computer Training

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USE OF MODERN INFORMATION TECHNOLOGIES IN THE DISTANCE LEARNING

Collection of scholarly papers of Dniprovsk State Technical University (Technical Sciences) ◽

10.31319/2519-2884.38.2021.20 ◽

2021 ◽

Vol 1 (38) ◽

pp. 166-171

Author(s):

V. Shevchenko ◽

K. Levchuk

Keyword(s):

Distance Learning ◽

Learning Process ◽

Information Technologies ◽

User Authentication ◽

Computer Training ◽

Learning Technologies ◽

Active Involvement ◽

Advantages And Disadvantages ◽

Teaching Aids ◽

New Information

Currently, the number of applicants who prefer distance education is growing every year. This form of learning reflects all the inherent components of the learning process such as goals, content, methods, organizational forms and means of learning. The widespread demands for this form of education and the modern realities caused by the COVID-19 pandemic have created the need the development and implementation of distance learning technologies. Ensuring educational dialogue in distance learning is done with the help of telecommunication technologies. The main technologies most widely used in this form of education include a variety of video lectures, electronic multimedia textbooks, computer training and testing systems, and other. In this article the new information technologies used in the process of distance learning discussed in detail. Although we discussed advantages and disadvantages of the new information technologies. In addition, distance learning using Internet technologies is gaining more and more popularity. The Internet has a number of specific features (openness, accessibility, variability, interactivity) that must be considered when designing, creating and conducting distance learning courses. The main strengths of this form of learning, in our opinion, are flexibility, modularity, accessibility, cost-effectiveness, mobility and manufacturability. Weaknesses include the lack of direct face-to-face communication, the mandatory availability of a personal computer and access to Internet resources, the problem of user authentication when testing knowledge, the high complexity of developing distance learning courses and others. Also considered are the main models the organization of distance learning, which are used in the leading universities in the world. These include: consortium, franchising, validation, distance audiences, projects, and open learning. Thus, despite the weaknesses, modern computer telecommunications is able to provide knowledge transfer and access to various educational information equally, and sometimes much more effectively than traditional teaching aids. A variety of educational technologies can not only ensure the active involvement of students in the learning process, but also allow you to manage this process, unlike most traditional learning environments.

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