FOREIGN EXPERIENCE OF IMPLEMENTATION OF 3D MODELING AND RAPID PROTOTYPING FOR FORMING DIGITAL COMPETENCIES

2020 ◽  
Vol 1 (7) ◽  
pp. 18-20
Author(s):  
E. A. Mamaeva ◽  
T. N. Suvorova
Keyword(s):  
Rapid Prototyping ◽  
3D Modeling ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Education Development ◽  
Foreign Experience ◽  
The Usa ◽  
Digital Competencies ◽  
Object Of Study ◽  
The Uk

The article is devoted to the use of 3D modeling and rapid prototyping in the process of teaching schoolchildren abroad. The relevance of this approach is shown on the example of the UK, Singapore, Japan and the USA, where the implementation of additive technologies is becoming one of the priority areas of education development. Various formats of using 3D modeling in the educational process are considered. The potential of 3D modeling and prototyping as an object of study and a teaching tool, as a tool to increase the involvement of schoolchildren and their motivation is analyzed. The methodological techniques used in foreign pedagogical practice of using 3D technologies are considered. Difficulties arising in the implementation of 3D modeling and prototyping in the educational process are indicated. The prospects for further research in this direction are shown. They are associated with the need for a more detailed study, understanding and systematization of foreign experience in order to further adapt to the conditions of the Russian school and develop, on its basis, original author's methods that are most effective for the formation of digital competencies of students.

scholarly journals PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD

2020 ◽  
pp. 56-71
Author(s):  
Valentyna Benera ◽  
Tsisaruk
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Professional Preparation ◽  
Educational Process ◽  
Future Teachers ◽  
Labor Studies ◽  
Foreign Experience ◽  
Systemic Analysis ◽  
The Usa ◽  
High Level

Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience

scholarly journals MONITORING OF GRADUATES` EMPLOYMENT IN THE CONTEXT OF DIAGNOSTICS OF THEIR PROFESSIONAL ADAPTATION (INTERNATIONAL EXPERIENCE)

2020 ◽  
pp. 42-48
Author(s):  
Оксана Замятна
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Current System ◽  
International Experience ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Higher Education System ◽  
Foreign Countries ◽  
The Usa ◽  
The Uk

The article reveals the problem of employment in the speciality of future primary school teachers. Through the research of the level of graduatesʼ employment in the speciality, it is possible to determine the formation of young professionalsʼ professional adaptation, including of future primary school teachersʼ professional adaptation, in the process of pedagogical practice. The current state of monitoring of the graduatesʼ employment at the legislative level in Ukraine is described. The analysis of the international experience of monitoring the employment of higher education institutionsʼ graduates has been carried out. In particular, the system of monitoring of the employment of collegesʼ and universitiesʼ graduates in the United Kingdom has been described in detail. The article compares the current system of graduatesʼ surveys of educational institutions in the UK, which is called “Graduate Outcomes”, with the previous one, which was called “Destination of Leavers from Higher Education”.The systems of research of higher educational institutionsʼ graduatesʼ employment in Australia, the USA, Poland and Russia have been also considered. The introductionʼs expediency of mechanisms of graduatesʼ employment monitoring of foreign countries to the Ukrainian higher education system, including monitoring of young specialistsʼ professional adaptation for the purpose of establishment of its level, has been substantiated.Following the example of a modern survey of graduates in the UK, it has been proposed to improve the system of questions regarding the employment of graduates of educational institutions in Ukraine to verify the formation of the motivational component of professional adaptation.

scholarly journals Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine

2021 ◽  
pp. 53-61
Author(s):  
Nataliya Horuk ◽  
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Community Education ◽  
Change Agents ◽  
Educational Process ◽  
Theory And Practice ◽  
Adult Educators ◽  
Adult Educator ◽  
The Usa ◽  
The Uk

The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.

scholarly journals Coverage of the primary education development in 1941–1943 by local press of the Military Command Zone

2021 ◽  
Author(s):  
V.O. Olitskyi
Keyword(s):  
Primary Education ◽  
Educational Process ◽  
Education Development ◽  
Local Newspapers ◽  
Occupied Territories ◽  
Military Command ◽  
General Scientific ◽  
Administrative Units ◽  
Object Of Study ◽  
The Military

The aim of the study is to reveal the coverage of forming and developing of primary education in the zone of military command by the local press. The methodology is based on the use of general scientific and special-historical research methods, including problem and chronological, comparative-historical, typological, etc. Scientific novelty. For the first time in modern Ukrainian historiography, the local press of the military command zone of the Nazi occupation period became the object of study with the focus on primary education. The classification of local press publications on establishing and developing primary education in the military command zone was proposed. Conclusions. Materials of the local press are an important source for researching the restoration and development of primary education in the zone of military command. Functioning the local newspapers was due to the support of the occupying power, the press was seen as one of the elements of propaganda. This affected the content of periodicals and the way of presenting information. Due to a number of reasons, including low circulation and delivery problems, propaganda through local periodicals had certain effect only in some regions. A number of newspaper publications revealed the peculiarities of everyday life in the occupied territories, including the re-establishment and development of primary education. Such materials can be divided into several groups: coverage of organizing and features of the educational process; statistic al data, didactic materials; characteristic s of pedagogical staff and their professional development. They were the least exposed to propaganda, their authors were mostly members of local authorities. Publications on primary education concerned the administrative units where newspapers were published, and they did not contain general materials. Some of the publications dealt with specific tasks related to restoring and developing educational institutions, the educational process and the results of their implementation. There is a significant segment of material of the critical nature, mainly in relation to teachers: their appearance, behavior, teaching methods. Such notes were mostly impersonal, while praising information was always personal. Articles on the educational process were more influenced by propaganda and were placed on the front pages.

scholarly journals FEATURES OF THE INCLUSIVE EDUCATION SYSTEM IN RUSSIA, THE USA AND THE UK

2018 ◽  
pp. 158-164
Author(s):  
Надежда Сябрюк ◽  
Nadezhda Syabryuk
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Modern Society ◽  
The United States ◽  
Educational Process ◽  
Disabled People ◽  
The Social ◽  
The Usa ◽  
The Russian Federation ◽  
The Uk

In the article the features of the educational process construction in the United States, Great Britain and the Russian Federation are analyzed, considering the principles of inclusion. The relevance of socialization problems for disabled people and children with disabilities in modern society is evaluated in accordance with the possibility of self-realization. This article contains information about the main legal and regulatory acts governing the social, economic and educational policies of the countries in inclusion sphere. The attitude of citizens to the socialization problem of disabled people is analyzed, as well as the main problems faced by the education system on the way to the implementation of the processes of inclusion

An early mainstream economist from Hungary: István Varga (1897–1962)

2003 ◽  
Vol 53 (2) ◽  
pp. 195-213 ◽  
Author(s):  
K. Majoros
Keyword(s):  
Austrian Economic ◽  
National Income ◽  
Anglo Saxon ◽  
Turbulent Times ◽  
The Usa ◽  
New Ideas ◽  
Modern Economic ◽  
The Uk ◽  
Economic Thinking ◽  
Lasting Influence

The study introduces a Hungarian economic thinker, István Varga*, whose valuable activity has remained unexplored up to now. He became an economic thinker during the 1920s, in a country that had not long before become independent of Austria. The role played by Austria in the modern economic thinking of that time was a form of competition with the thought adhered to by the UK and the USA. Hungarian economists mainly interpreted and commented on German and Austrian theories, reasons for this being that, for example, the majority of Hungarian economists had studied at German and Austrian universities, while at Hungarian universities principally German and Austrian economic theories were taught. István Varga was familiar not only with contemporary German economics but with the new ideas of Anglo-Saxon economics as well — and he introduced these ideas into Hungarian economic thinking. He lived and worked in turbulent times, and historians have only been able to appreciate his activity in a limited manner. The work of this excellent economist has all but been forgotten, although he was of international stature. After a brief summary of Varga’s profile the study will demonstrate the lasting influence he has had in four areas — namely, business cycle research and national income estimations, the 1946 Hungarian stabilisation program, corporate profit, and consumption economics — and will go on to summarise his most important achievements.

Neurosurgical activity during COVID-19 pandemic: an experts' opinion from China, South Korea, Italy, the USA, Colombia, and the UK

2020 ◽  
Vol 64 (4) ◽  
Author(s):  
Marco M. Fontanella ◽  
Giorgio Saraceno ◽  
Ting Lei ◽  
Joshua B. Bederson ◽  
Namkyu You ◽  
...  
Keyword(s):  
South Korea ◽  
The Usa ◽  
The Uk

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

Sign in / Sign up

Export Citation Format

Share Document