scholarly journals A modern method of diagnosing the interaction of the university complex with the institution of additional education for school students

2021 ◽  
pp. 232-239
Author(s):  
К.С. Попко ◽  
Т.Л. Шапошникова
Keyword(s):  
Continuing Education ◽  
Children And Adolescents ◽  
Modern Method ◽  
Educational Environment ◽  
School Students ◽  
Educational Environments ◽  
The University ◽  
Additional Education ◽  
Independent Institutions

В статье представлен метод диагностики взаимодействия между университетским комплексом и учреждением дополнительного образования школьников, являющегося частью такого комплекса. Известно, что университетский комплекс – образовательная метасреда, включающая образовательные среды различных типов и интегрирующая различные уровни (ступени) системы непрерывного образования; такие метасреды нередко включают и относительно самостоятельные учреждения для дополнительного образования детей и подростков. Эффективность функционирования отдельной образовательной среды в составе университетского комплекса детерминирована многими факторами, прежде всего – ее взаимодействием с социально-педагогической метасистемой. Опираясь на современные модели образовательных сред, авторы настоящей статьи разработали первичные модели взаимодействия между университетским комплексом и его составляющими (структурами для дополнительного образования детей и подростков), обосновали критерии указанного взаимодействия. The article presents a method for diagnosing the interaction between the university complex and the institution of additional education of schoolchildren, which is part of such a complex. It is known that the university complex is an educational meta-environment that includes educational environments of various types and integrates various levels (stages) of the system of continuing education; such meta-environments often include relatively independent institutions for additional education of children and adolescents. The effectiveness of the functioning of a separate educational environment within the university complex is determined by many factors, primarily its interaction with the socio-pedagogical metasystem. Based on modern models of educational environments, the authors of this article have developed primary models of interaction between the university complex and its components (structures for additional education of children and adolescents), and have justified the criteria for this interaction.

scholarly journals MEANING-CENTERED MANAGEMENT OF THE VIRTUAL EDUCATIONAL ENVIRONMENT IN THE ACADEMIC TRAINING OF PEDAGOGICAL SPECIALISTS

2020 ◽  
Vol 1 ◽  
pp. 73-80
Author(s):  
Sofia Dermendjieva
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Educational Environment ◽  
Academic Preparation ◽  
Face To Face ◽  
Educational Environments ◽  
Teachers And Students ◽  
Information And Communication ◽  
Face To Face Learning ◽  
The University

As the last institution at the end of the education system, the university is committed to preparing competent professionals for each field of expertise, including future teachers. An essential goal in the training of pedagogical specialists is to get to know the potential of the personality and to enhance its development at all key levels. The situation with Covid-19 has highlighted its growing importance, given the urgent need to transition from face-to-face learning to distance education. In the course of the rapidly spreading epidemic, the role of ICT in education became clear. It has been proven that in the conditions of global crisis it is the information and communication technologies that successfully mediate the learning process. It was found that digital competencies are vital for the subjects in the pedagogical interaction, because they ensure the dialogue in the virtual educational environment. Undoubtedly, the foundation of its qualitative implementation affects the motivation for selfactualization of interacting between teachers and students. After identifying the need to improve the quality of distance education, this article presents the advantages of meaning-centered management of virtual educational environments in the academic preparation of pedagogical specialists. The following questions become relevant: (1) What is the meaning?; (2) What will develop?; (3) How will it be formed?, which respectively constitute the conceptual, personal and activity aspect of the pedagogical interaction from a distance.

scholarly journals Professional self-development of the educator in pedagogical university in the conditions of transformation of educational environment

2020 ◽  
pp. 106-121
Author(s):  
Lidiya Vasilievna Kozilova
Keyword(s):  
Goal Setting ◽  
Educational Environment ◽  
Structural Components ◽  
Educational Environments ◽  
Key Characteristics ◽  
Self Development ◽  
Professional Self ◽  
The Subject ◽  
The University

This article examines the problems faced by the educators in the conditions of transformation of modern educational environments, which are associated with the need for identification of factors that contribute or impede professional self-realization. The transformation of educational environment of a university mainstreams the processes of goal-setting and possibility of personal becoming of an educator. The object of this research is the process of professional self-development of the educator in pedagogical university in the context of transformation of educational environment. The subject of this research is the key characteristics of goal-setting within the structure of planning professional future of the educator in the conditions of transformation of educational environment. The author defines the valuation levels (low, middle, high) of goal-setting for the professional pedagogical self-development of the educator in pedagogical university with consideration of its structural components, i.e. indicators (realization of the need for professional pedagogical self-improvement, strategic planning, precision of goal-setting, etc.). Assessment of the levels was conducted taking into account the indicators within its structure (dyads), which are logically interrelated and reflect the professional pedagogical self-development of the university educator. The overall potential of self-development of the educators in pedagogical university is enhanced by such semantic modalities as flexibility in achieving the set goals and creativity of planning professional future. The scientific novelty consists in the need for determination of fundamental characteristics of goal-setting within the structure of planning of professional future of the educator considering the requirement for their professional pedagogical self-improvement and transformation of modern educational environment. It was established that among the educators in pedagogical universities with regards to activation of development of potential of the pedagogue 65% of respondents noted that the professional pedagogical self-improvement is attended only if required by the university administration; 35% of respondents stated their willingness for self-improvement in the sphere of pedagogical professional, as well as outside it.

scholarly journals Definition of approaches to complex research of information educational environment in general, professional and additional education systems

2019 ◽  
Vol 16 (1) ◽  
pp. 12-21
Author(s):  
Vadim Valeryevich Grinshkun
Keyword(s):  
National Level ◽  
Statistical Processing ◽  
Educational Environment ◽  
The State ◽  
Telecommunication Networks ◽  
Actual Problem ◽  
Stage Of Development ◽  
Educational Environments ◽  
Definition Of ◽  
Additional Education

Introduction and goal. The article deals with the actual problem of the lack of assessment of the current state and effectiveness of the functioning of the information educational environment of individual educational organizations, at the regional and national level. The purpose of the described research was to determine the approaches to assessing the state of such an environment in the systems of general, vocational and additional education. Materials and methods. The definition of approaches to the assessment of the modern stage of the formation and development of information educational media has been carried out on the basis of the method of modeling, analytical activity, the use of elements of graph theory, and the analysis of scientific literature. Provides for the use of telecommunication technologies to collect the necessary information. Results. The stages and technologies for carrying out a comprehensive study of the state of the information educational environment in systems of general, vocational and additional education have been developed and described. Such stages include the preliminary construction of a scientifically based model, the development of computer tools, including questionnaire templates for surveys of workers and students of educational institutions, the collection and statistical processing of data, a comparative analysis of the existing stage of development of the information educational environment and the results of previous studies, the publication of analysis results and developed recommendations in telecommunication networks. The proposed technology provides for the possibility of a unified collection and publication of information on examples of the most effective practical experience in the formation and use of information educational environments. Conclusions. The developed approaches application will make it possible to identify measures aimed at improving the efficiency of projects for the formation and development of information educational environments and will contribute to a more accurate forecasting of the prospects for informatization of education.

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.

scholarly journals Students evaluation of interaction with the components of the educational environment of the university in the pre-pandemic and pandemic periods

2021 ◽  
Vol 54 (6) ◽  
pp. 389-399
Author(s):  
Victor I. Panov ◽  
◽  
Alexander V. Kaptsov ◽  
Ekaterina I. Kolesnikova ◽  
◽  
...  
Keyword(s):  
Qualitative Change ◽  
Reproductive Technologies ◽  
Educational Environment ◽  
Educational Activity ◽  
Psychological Types ◽  
Educational Environments ◽  
Environmental Interactions ◽  
Proportional Relationship ◽  
Student Subject ◽  
The University

The forced transition to distance learning due to the pandemic led to a qualitative change in the components of the educational environment of the university The purpose of article is a comparative analysis of students' evaluation of the educational environment (spatial-subject, communicative and technological components) in regular education before the pandemic and during the transition to distance forms of education during the pandemic. Based on this, a hypothesis was put forward about the correlation between the stage of a student’s subjecthood and the eco-psychological type of his interactions with each of the components of the educational environment in the regular (traditional) and distance (virtual) learning modes. The test subjects were students of the second and fifth years of engineering specialties (N = 159; M = 20.3; SD = 1.5; 68 per cent of girls). To diagnose the evaluation of the interaction of the components of the educational environment, we used the questionnaire, which allows us to evaluate the correlation of each component of the environment with the Eco-psychological types of subject-environmental interactions on an interval scale (from object-object to subject-subject). To assess the stages of the formation of a student’s subjecthood in educational activity, the author modified G. Kelly’s grid, with the help of which the ideographic research method was implemented. The influence of the components of the educational environment on students was determined by stepwise regression analysis. The study identified the stages of the formation of a student’s subjecthood "journeyman" (subject-object and object-subject type), "student" (subject-joint type), "critic" and "creator" (generative subject type) of traditional and digital educational environments. In particular, the increased frequency of the “apprentice” stage of a student’s subjecthood testifies to the dominance of reproductive technologies in teaching both in the traditional (33%) and in the “digital” (22%) environment. In the technological component of the traditional educational environment in the pre-pandemic period, a correlation was revealed with a number of stages of the formation of a student’s subjecthood "observer" (0,20), "journeyman" (0,21), "student" (0,20), "master" (0,17) and "creator" (0,22). Whereas in regard to the “digital” environment, only one inversely proportional relationship with the severity of the “creator” stage (-0,19) in the object-object type of interaction was revealed.

THE CONTENT OF THE PROCESS FRAMEWORK FOR THE SOCIAL COMPETENCE FORMATION IN SENIOR SCHOOL STUDENTS

2020 ◽  
Vol 4 (97) ◽  
pp. 202-210
Author(s):  
Natalia V. Bushnaya
Keyword(s):  
Social Competence ◽  
Social Problems ◽  
Educational Environment ◽  
School Students ◽  
The Social ◽  
Process Framework ◽  
Senior Students

Social competence of senior school students serves as their integrative characteristic and acts as the result of education. The formation of social competence in senior students is realized in the school educational environment by means of solving social problems of personal, public and life-futurological content. School educational environment incorporates definite zones which act as incentives to motivate and involve students into the activity of formulating and solving social problems.

UNIVERSITY DEVELOPMENT STRATEGIES: COMMERCIALIZATION AND RESPONSES TO NEW CHALLENGES

2020 ◽  
Vol 1 (10) ◽  
pp. 155-162
Author(s):  
Z. F. MAMEDOV ◽  
◽  
Kh. BAYRAMOVA ◽  
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Educational Environment ◽  
Global Market ◽  
Educational Process ◽  
Social Progress ◽  
State University ◽  
The University ◽  
Education Science

Education like others spheres of life of modern society is in the state of dynamic changes. New formats of universities as well as their missions and roles in the social and economic development are actively discussed by professional environment. A number of external and internal factors that determine the depth and scale of transformation have effects on the development of the system of higher education. The system of higher education is under the influence of the system and institutional dynamics, which dictate the need for changes. The activity of universities as centers of education, science and culture is one of the most important bases of social progress. This role becomes especially important in XXI century, which is based on new knowledge and principles of technological development. First of all a university takes new features in the current conditions of globalization. The fundamental task that needs to be solved in order to achieve the goals of a modern University is the change of meanings, goals and content of education by active participation in the internationalization processes of the system of higher education and by introducing reforms in educational process. Of course new economic conditions (global market and information technologies) require modifications. It was stated that the commercialization of University innovations in Azerbaijan is a relatively new direction, since the country is just adopts the path of an innovative economy. In this regard the transformation of a scientific idea to a product or a service faces a number of difficulties. It was investigated the problem of commercialization of the results of scientific activities of higher educational institutions in Azerbaijan. For the first time Azerbaijan State University of Economics has implemented its rebranding in the educational system of the country in order to strengthen the market position of the educational institution and realization of innovative marketing strategies. The University’s strategic goals were defined under the UNEC brand, and the brand development was successfully continued with the support of the scientific and expert community. An integrative educational environment is created in Azerbaijan State University of Economics and such environment ensures the unity of the “education – science – innovation – commercialization – production system”. It is important to note that UNEC strategy also provides for clustering of economical education and so that it provides for increasing the integration pace of the University into the world scientific and educational space. The article presents the innovative infrastructure of Azerbaijan State University of Economics connected with its integration into the global scientific and educational environment. The paper studies the matters of the international cooperation issues of the University with universities of such countries as USA, EU, Russia, Turkey, which expands the academic potential of the University and increases its competitiveness. The article substantiates the conclusion that the globalization of higher education increases the importance of commercialization of higher education institutions in the field of education and science. The article reveals the successful experience of UNEC University in the creation and implementation of joint educational programs, expanding academic mobility, attracting foreign applicants, conducting joint researches and international scientific events in partnership with universities in the EU, Russia and Turkey.

AUTOMATION OF THE DEAN'S OFFICE FUNCTIONS IN ELECTRONIC INFORMATION-EDUCATIONAL ENVIRONMENT OF THE SOUTHWEST STATE UNIVERSITY

2017 ◽  
Vol 21 (6) ◽  
pp. 44-50 ◽  
Author(s):  
E. I. Anikina ◽  
A. S. Babkov ◽  
A. V. Malyshev
Keyword(s):  
Educational Environment ◽  
Federal State ◽  
Educational Standards ◽  
State University ◽  
Web Portal ◽  
Training Process ◽  
Electronic Information ◽  
State Educational ◽  
The University ◽  
And Training

Russian Federal State Educational Standards of 3+ generation impose serious requirements to resource support of educational and training process, including electronic information-educational environment of the University. In the Southwest State University (SWSU), a unified multimedia information and educational environment based on Internet-broadband access technologies was created; it successfully operates and keeps developing. The main concept of this environment construction is the idea of integrating data, applications, and business processes. SWSU Electronic information-educational environment (EIEE) is designed to provide information transparency of the University activities in accordance with the requirements of the current legislation of the Russian Federation in the sphere of education, to organize educational activities of the University and to ensure access of students and research and academic-staff of the University to information and educational resources. The main components of SWSU EIEE are: the actors of the education and training process (teachers, students, etc.), external digital library systems, internal automated information library system, “SWSU academic courses” subsystem, “Southwest State University Web portal” subsystem, and the official web site of the Southwest State University. “Southwest State University Web portal" subsystem makes it possible to automate traditional basic functions of Dean's office of the University, such as managing student conduct systems for students of Bachelor and Master Degree Programs of full-time and correspondence forms of training; recording and statistical processing of the data on students’ progress; recording students’ achievements; managing Dean's office workflow. As prescribed in Federal State Educational Standards of 3+ generation, Portal Modules are used to record the results of formative and summative assessment of students in accordance with SWSU current score rating system for learning outcomes.

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