scholarly journals Future agro-industrial technologies and food security in advanced engineering education

2021 ◽  
Vol 83 (2) ◽  
pp. 23-28
Author(s):  
S. T. Antipov ◽  
V. A. Panfilov
Keyword(s):  
Food Security ◽  
Engineering Education ◽  
Scientific Activity ◽  
Educational Process ◽  
Industrial Complex ◽  
New Paradigm ◽  
Advanced Education ◽  
The Future ◽  
Close Relationship ◽  
Teachers And Students

The article is devoted to some aspects of creating technologies and equipment for the future agro-industrial complex of Russia. The focus is on the dependence of the solution to the issues of the accelerated development of the agro-industrial complex on the intellectualization of the educational process in higher education. The range of issues discussed includes: the role of fundamental science in the development of the country's agro-industrial complex; a new paradigm of scientific activity; close relationship of agricultural scientists and scientists of the food and processing sectors of the agro-industrial complex; quality of engineering education; the concept of advanced education and its fundamental orientation towards the future; the transition from the sum of scattered special knowledge to a system of knowledge in the form of a set of textbooks in special disciplines; description of a set of 19 books "Engineering of food technology". Particular attention is paid to the relationship between the future of the agro-industrial complex and the system of advanced engineering education. What does it take to achieve the goals of advanced engineering education? First, to expand the vector of work of professors, teachers and students from the transfer and assimilation of pragmatic knowledge to the formulation and solution of the problems of the agro-industrial complex. Secondly, to widely introduce methods of self-education based on information and telecommunication technologies, which is especially important for Russia, which has a huge territory. Third, to implement the ideas of advanced education in order to prepare students for the perception of the agro-industrial complex of the future. Therefore, the intellectualization of the educational process should be considered as a problem of today and a key to the country's food security.

scholarly journals Features of students ’ vision of teachers

2019 ◽  
Vol 70 ◽  
pp. 08012
Author(s):  
Gokkajan Chomaeva ◽  
Marina Kubanova
Keyword(s):  
Positive Emotions ◽  
Positive Attitude ◽  
Cognitive Activity ◽  
Educational Process ◽  
The Real ◽  
Projective Techniques ◽  
Communication Partner ◽  
The Future ◽  
Teachers And Students ◽  
The Ideal

The article is devoted to the analysis of an important aspect of pedagogical interaction between teachers and students as the idea/vision of each other, in particular the image of the teacher through the eyes of the student. The vision of a communication partner is the basis for the formation of an attitude towards him and the activities performed by him. A positive attitude to the teacher motivates cognitive activity of students, stimulates interest in the future profession, i.e. is a factor of productive interaction in the educational process. The study is based on the use of projective techniques, which revealed the differences in students ’ ideas about the ideal and the real teacher. Assessing the overall results of the study, we can say that there is a clear difference in the assessments of teachers in comparison with the student’s ideas about the ideal teachers. Students negatively characterize the real pedagogical interaction and want more softness, joy, positive emotions from interesting teachers. Taking into account the data obtained will help to improve the efficiency of the pedagogical process.

scholarly journals Ontology of designing of a contemporary field-specific university museum

2021 ◽  
Vol 11 (3) ◽  
pp. 320-338
Author(s):  
N.V. Bogdanova ◽  
◽  
N.M. Borgest ◽  
S.A. Vlasov ◽  
D.S Glibotsky ◽  
...  
Keyword(s):  
Information Technologies ◽  
Research University ◽  
Rapid Development ◽  
Legal Framework ◽  
Scientific Activity ◽  
Educational Process ◽  
Ontological Approach ◽  
The Future ◽  
History Of ◽  
The University

The work is devoted to the development of the concept of a contemporary field-specific museum on the example of the Museum of Aviation and Cosmonautics of Samara University. The rapid development of the Kuibyshev Aviation Insti-tute, and later the Samara National Research University named after academician S.P.Korolev identified the need to improve not only the expositions of the museum, but also to propose a new concept of the museum, to greatly expand its role and significance in external relations, in education and in scientific activity. The design of the museum concept was based on the ontological approach. The analysis of the legal framework of museum activities in the Russian Federa-tion is carried out, the views of philosophers and historians on the concept of the museum are presented, the practice of designing modern museums, and the features of specialized, and in particular, university museums are considered. The authors propose to include a virtual tour of the locations that previously independently existed at the university, and are used in the educational process. These are: a training aerodrome where the samples of aviation equipment are presented; Europe's largest Center for the History of Aircraft Engines, aircraft class and equipment class; Museum of the history of KuAI-SSAU. On the one hand, it is important to maintain continuity in the museum's expositions, and on the other hand, it is significant to offer innovative solutions that will be in demand by a potential consumer and the target audi-ence. It is proposed to focus on the museum of the future, on the widespread use of information technologies, the presentation of new and future projects, on the expansion of the volume of thematic material through QR codes, which allow visitors to supplement audio and video materials. Equipping the museum with bilingual audio guides and basic inscriptions is an indisputable requirement for a modern museum. Cool and original lighting, moving models and exhib-its, flying drones and flies, the use of virtual and augmented reality technologies, as well as a relaxation zone in the form of an aircraft cabin will make it possible to achieve the desired impression among visitors about the university of the future.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals About a New Model of Engineering Training

2019 ◽  
Vol 28 (7) ◽  
pp. 94-101 ◽  
Author(s):  
A. A. Sysoev ◽  
E. B. Vesna ◽  
Yu. I. Aleksandrov
Keyword(s):  
Engineering Education ◽  
Educational Process ◽  
Innovative Technology ◽  
Learning Technology ◽  
Engineering Process ◽  
New Paradigm ◽  
New Model ◽  
Proposed Model ◽  
Engineering Activity ◽  
Engineering Training

The aim of the article is to present a model of training engineers based on new approaches to engineering education, taking into account the modern achievements of psychology. The authors believe that the main reason for the insufficient level of engineering training is the discrepancy between the essence of the knowledge transferred to students (both form and content) to the specifics of engineering activity. Therefore, the most important task is to eliminate this contradiction. The basis of the proposed model of engineering training is the design of the educational process in the logic of engineering process in the development of innovative technology. This learning technology called “Simulation-Activity Technology of Engineering Training” (SATET) has been developed and tested at the National Research Nuclear University MEPhI in training engineersdevelopers of innovative technology. The foundations laid in the proposed technology of engineering training, and the mechanisms for its implementation can be considered as a start for the development of a new paradigm of training engineers. 

scholarly journals Training of the future vocational education teachers in the conditions of student-centred learning and teaching

2019 ◽  
pp. 143-157
Author(s):  
Taras Melnyk ◽  
Iryna Dobroskok
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Positive Impact ◽  
Training System ◽  
Educational Process ◽  
Learning And Teaching ◽  
The Future ◽  
Teachers And Students ◽  
Student Centred Learning ◽  
Teachers Training

The article reveals the theoretical aspects of the future vocational education teachers' training in the conditions of student-centred learning and teaching, which is based on the principles of the flexibility of individual educational trajectories and different methods usage, students' autonomy support, mutual respect of teachers and students and the respect to the diversity of students and their needs. The purpose of the article is to highlight and analyze the peculiarities of preparation of future vocational education teachers in the conditions of student-centred learning and teaching. In accordance with the purpose and the set objectives, such theoretical methods of research were applied as an analysis, a synthesis and the generalization of scientific-pedagogical literature and normative-legal documents. The author believes that the future vocational education teachers’ training in a student-centred setting is a complex task according to the ESG recommendations. The study identifies the positive features of a student-centred approach, as well as the possible risks; characterizes and analyzes the key principles of the European Standards and Guidelines (ESG) on Quality Assurance in the European Higher Education Area (EHEA) in terms of the specificities of the training system for future vocational education teachers. Moreover, it defines that providing sufficient feedback from students, forming assessment criteria based on the creative display of acquired knowledge and skills, rational lesson planning, adherence to the “lifelong learning” principle, and promoting self-examination among teachers and students are the key components of implementing the student-centred learning and teaching principles. The author made a conclusion that student-centred learning and teaching contributes to the realization of intellectual, cultural and emotional potential, creates the conditions for students’ self-expression and self-identification, promotes the democratic and humanistic values of institutions of higher education (IHE) as important public institutions and, having a positive impact on the quality of training, creates a springboard for realizing the educational process participants’ potential on the basis of proactivity and common opinion.

scholarly journals Implementation, Effectiveness and Experience With Remote Laboratory in Engineering Education

Organizacija ◽  
2009 ◽  
Vol 42 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Andreja Rojko ◽  
Matjaž Debevc ◽  
Darko Hercog
Keyword(s):  
Engineering Education ◽  
Technical Aspect ◽  
Educational Process ◽  
Point Of View ◽  
Successful Implementation ◽  
Remote Laboratory ◽  
Technical Problems ◽  
Implementation Effectiveness ◽  
Teachers And Students ◽  
User Friendly

Implementation, Effectiveness and Experience With Remote Laboratory in Engineering EducationModern educational methods bring many new challenges from the pedagogical, as well as from the technical aspect. One of the more significant is the integration of information and communication technology into the educational process. These is particularly noticeable in the engineering education where the requests of the industry for a faster and more efficient acquisition of knowledge and practical skills lead to a constant search for new solutions in the learning process which would attract and motivate students, as well as be user friendly. This is especially difficult to be reached with the practical education which is usually composed of laboratory exercises that are bound to a specific time and place. One of the possible solutions are the remote laboratories which offer the possibility of the implementation of real remote laboratory experiments in the educational institutions' laboratories and, therefore, enhance the students' knowledge and capability for dealing with some technical problems without the need for their physical presence in the laboratory. In the article, the example of a successful implementation of the remote laboratory in the field of engineering, developed and operating in the Moodle environment, is presented. The laboratory does not only represent the framework for the experiment implementation, but it also offers courses with complete documentation, therefore courses can be performed on distance. As an example, the case of the most widely used course from remote laboratory is presented, i.e., the "Control of nonlinear mechanism" course. Special attention is given to the description of the booking process for remote experiments, the execution of remote experiments and the applied user interface. The evaluation of the interface usability from the point of view of end users was performed via the acknowledged SUMI method. Additionally, another questionnaire was prepared in order to investigate the students' opinion about working in the remote laboratory. The results have shown that the presented remote laboratory is user friendly and accepted by both teachers and students as a suitable and interesting supplement to the conventional laboratory exercises.

scholarly journals University IT infrastructure in the context of evolutionary transformations of the digital economy

2020 ◽  
Vol 1 (1) ◽  
pp. 12-19
Author(s):  
Kantemir V. Kaziev ◽  
Anna A. Sherstobitova ◽  
Bella V. Kazieva
Keyword(s):  
Self Regulation ◽  
Professional Community ◽  
Adaptive Strategy ◽  
Educational Environment ◽  
Educational Process ◽  
It Infrastructure ◽  
Systematic Analysis ◽  
Self Development ◽  
The Future ◽  
Teachers And Students

Education faces a new barrier - digital, which needs to be taken that to continue its evolutionary path of qualitative changes in the system and the entire educational environment. Universities solve problems of IT infrastructure renewal, educational technologies, integration of all components of infrastructure. For a knowledge-based society, motivation of students and employees of companies, employees of organizations to professional self-development is important. There is a need to build the evolutionary capacity of universities, teachers and students. Self-development of the future specialist is the base, the way of its self-regulation in the future professional community, the possibility to reveal the personal and creative potential, both in team and autonomous work. The information and educational infrastructure of the university forms competences, personal qualities of the student. It's necessary to carry out a systematic analysis of the goals, opportunities, ways of updating the information and educational environment as an innovative environment, combining resources, tools, methodologies of solving problems, in particular, and the management of the educational process. The trained, creative, creative and competent experts who will be able to realize the personal adaptive strategy of creative activity are needed. The article contains a systematic analysis, describes system-synergistic goals and approaches for the development of university infrastructure, strategic and tactical goals of universities, one of the main participants of digital transformations of the modern economy. Most attention is paid to scientific-methodological, information-logical support of the training process, situational modeling and decision-making.

scholarly journals Engineering Education: Problems of Modernization in the Context of a Competence Approach

2020 ◽  
Vol 10 (6) ◽  
pp. 7
Author(s):  
Negmatzhan Almetov ◽  
Ainur Zhorabekova ◽  
Ibragim Sagdullayev ◽  
Zhanar Abilhairova ◽  
Kholidin Tulenova
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Educational Process ◽  
Professional Competencies ◽  
State University ◽  
Academic Planning ◽  
The Future ◽  
Study Programs ◽  
Scientific Technical ◽  
Competency Based

The complex issues of engineering education in a modern university are highlighted in this study from the perspective of the implementation of a competence-based approach. It is worth noting that the development of future basic professional competencies for engineers within a university context requires updating the content of higher education in transition areas with emphasis on results. There is also an opinion that today many characteristics of engineering education need to be improved. However, education in engineering, despite many developments, still falls short of the level of economic, scientific, technical, social, and cultural targets that are required for it to be effective. A defined set of problems for training future engineers in the context of the competency approach are therefore identified here: fundamentalization of the content of engineering education and improving its intellectualization; the formation and development of student engineering creativity; the development of ecological thinking; a humanization of the content of engineering education, and; professional skills and personal self-development for future engineers. These related problems require innovative approaches and solutions to the development of the content and organization of educational process in the preparation of the future engineers at university. The aim of the study is to determine the basic professional competencies of the future engineer and, on this basis, to identify and characterize the fundamental directions and ways of modernizing the content of engineering and technical education in higher education. The research is based on a survey of students and teachers of engineering specialties of M. Auezov South Kazakhstan State University, analysis of study programs and academic planning documentation of universities, theoretical analysis of references on the issues of engineering education, pedagogical modeling of the content of engineering education based on a competency-based approach.

The future dental educational process

1996 ◽  
Vol 60 (9) ◽  
pp. 778-782 ◽  
Author(s):  
E Hjorting-Hansen ◽  
D Dent
Keyword(s):  
Educational Process ◽  
The Future

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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