Training projects on robotics as a way of organization of practical activities and interpersonal interaction of schoolchildren in the pandemic period

2021 ◽  
pp. 27-34
Author(s):  
D. M. Grebneva ◽  
E. S. Vaseva ◽  
N. V. Buzhinskaya
Keyword(s):  
Interpersonal Communication ◽  
Practical Experience ◽  
Interpersonal Interaction ◽  
Joint Work ◽  
Educational Project ◽  
Tenth Graders ◽  
Virtual Tools ◽  
Organize Work ◽  
Elective Course ◽  
Approach To Teaching

The article discusses an approach to teaching robotics in high school in the context of distance learning. It is proposed to organize work within the framework of an educational project under the conditions of dividing schoolchildren into teams, building a tree of project goals, determining a specific result at each stage, constant interaction of participants using virtual tools to regulate the workflow, using a service for simulating electronic devices in real time. The indicated conditions were formulated on the basis of the experience of organizing the project activities of tenth graders in the framework of teaching the elective course "Robotics" at the Lyceum 39, Nizhny Tagil. It is concluded that the joint work of schoolchildren on an educational project is a solution to compensate for the lack of interpersonal communication, gaining practical experience in a situation of forced self-isolation.

scholarly journals A Progressively Advancing Curriculum for Robotics Education – The Case of Toin University of Yokohama –

2006 ◽  
Vol 18 (2) ◽  
pp. 215-221
Author(s):  
Yasuo Hayashibara ◽  
◽  
Takeshi Agui ◽  
Takahiro Ito ◽  
Motoyoshi Ohaba ◽  
...  
Keyword(s):  
Practical Experience ◽  
First Year ◽  
Trial And Error ◽  
First Year Students ◽  
Robotics Education ◽  
Hands On ◽  
Elective Course ◽  
Second Year ◽  
Real World Problems ◽  
Mobile Machine

We detail an educational program implemented at Toin University of Yokohama in which lab and workshop courses on automated mechanics, from basics to applications, are offered consecutively during the first three undergraduate years. Engineering is a discipline concerned with practical real-world problems, but students rarely have the chance to gain enough practical experience to effectively understanding engineering. At our department, first- to third-year students may take several hands-on courses for fabricating machines – first-year students build an automatic mobile machine, second-year students write computer programs to control the position of a robot, and some third-year students design and fabricate an entire robot from the bottom up. An elective course on robot fabrication enables students to choose individual theme. Students experience failures and discover better ways by trial and error through these processes.

Experimental Studio 2019. Drawing – a Tactile Approaches

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Atanas Totlyakov ◽  
◽  
◽  
Keyword(s):  
Creative Process ◽  
Practical Experience ◽  
Active Touch ◽  
The Body ◽  
Working Environment ◽  
Interpersonal Interaction ◽  
Mental Images ◽  
Visual Contact ◽  
Sensory Field ◽  
Current Article

The current article are discussed the problem of significant importance of the tactile feelings in the context of the ways in which they are used in drawing creation.The basis of the study is the theoretical and practical experience gained in the conditions of creative experimentation, derived as a specific artistic practice.The relationship between visual and mental images and their comparison with the sensory field of the active touch is analyzed.There are summarized a four experimental plans: Mastering practical tactil experience and its creativity interpretation; Comparison of the tactil execution of a creative act and optical perception of drawings obtained without visual contact; Reflection of a participation of the body in the creative process; Focusing attention on feeling and their emotional coloring as interpersonal interaction in the frame of the working environment.

Differentiated Approach to Teaching Children with Special Educational Needs

2020 ◽  
Vol 8 (3) ◽  
pp. 30-36
Author(s):  
R. Markitanova
Keyword(s):  
Practical Experience ◽  
Educational Needs ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
School Of Education ◽  
Modern Education ◽  
Home Based ◽  
Approach To Teaching ◽  
Limited Health ◽  
Mixed Groups

The article discusses the urgent problem for the modern education system of conducting correctional and pedagogical work with different groups of students with limited health opportunities, which arose in connection with the implementation of adapted educational programs in educational institutions of the usual type. The models of correctional pedagogy, its content, methods and forms are analyzed, the practical experience of using a differentiated approach to organizing integrated correctional and developing classes in mixed groups of children with special educational needs is revealed. Based on a study conducted on the basis of the Home-Based School of Education № 381 in Moscow, the specific difficulties encountered by schoolchildren of the first and second grades with various health problems during training are described, and in accordance with this, the principles of their distribution into groups are determined.

scholarly journals SOCIOMETRIC CHARACTERISTICS OF THE EFFECTIVENESS OF TEAM INTERACTION OF INDIVIDUALS WITH DIFFERENT EXPRESSION OF A FIELD-DEPENDENT COGNITIVE STYLE

2020 ◽  
Vol 13 (3) ◽  
pp. 71-79
Author(s):  
Irina Ivanovna Shoshina ◽  
Elena Evgenievna Chauzova
Keyword(s):  
Cognitive Style ◽  
Interpersonal Communication ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Polar Field ◽  
Interpersonal Interaction ◽  
Field Independence ◽  
Intellectual Activity ◽  
Team Interaction ◽  
Field Dependent

Background: The effectiveness of team interaction is often assessed through sociometric indicators, namely sociometric status and emotional reciprocity. At the same time, interpersonal interaction is a cognitive process, since it includes such mental processes as perception, categorization, thinking, speech, etc., which serve for information processing. These individual differences in the way information is processed underlie the concept of cognitive styles. Therefore, cognitive styles can hypothetically be considered as characteristics of interpersonal interaction and a predictor of its effectiveness. Aim: The paper aims to determine the sociometric characteristics of the effectiveness of team interaction of persons with different degree of the field-dependent cognitive style. Materials and methods. To assess field-dependence/field-independence, the Gottschaldt Embedded Figures method was used. The effectiveness of team interaction was assessed using the Moreno small group study method. Statistical analysis was performed with the Mann-Whitney test using IBM SPSS Statistics 23. Results. It was found that persons with a mobile field-dependent cognitive style had a significantly higher hierarchical position and a stable position in the system of nterpersonal relations compared with persons with a polar field-dependent cognitive style. Evidence was obtained on the splitting of field dependence into polar field-dependent and mobile field-dependent styles. Conclusion. Field-dependence/field-independence can be considered as one of the basic inner qualities of a person's intellectual activity, which influences his/her behavior and interpersonal communication.

scholarly journals Features of project activity of schoolchildren with severe and multiple disabilities

2020 ◽  
pp. 191-197
Author(s):  
Irina A. Katkova
Keyword(s):  
Intellectual Disabilities ◽  
Multiple Disabilities ◽  
Practical Experience ◽  
Educational Process ◽  
Point Of View ◽  
Effective Learning ◽  
Educational Project ◽  
Project Activity ◽  
Severe And Multiple Disabilities

The relevance of the article is due to the need for practice in using various methods, forms and types of education to organize the most effective learning for children with intellectual disabilities. The characteristics of the educational project from the point of view of the student and teacher are given; the stages of organization and possible types of project activities and the basic educational actions formed by it are described; options for involving parents in the educational process are defined. The presented recommendations, based on many years of practical experience, can be successfully used in the correctional and educational process.

Participatory Democracy and Struggling Schools: Making Space for Youth in School Turnarounds

2015 ◽  
Vol 117 (6) ◽  
pp. 1-26
Author(s):  
Ben Kirshner ◽  
Antwan Jefferson
Keyword(s):  
Decision Making ◽  
Young People ◽  
Participatory Democracy ◽  
Practical Experience ◽  
School Intervention ◽  
Border Crossing ◽  
Empirical Literature ◽  
Joint Work ◽  
Discourse Practices ◽  
Widespread Agreement

Background/Context Federal policy, as codified in Race to the Top (RTT) funding guidelines, outlines four types of intervention: turnaround, restart, closure, and transformation. RTT has embraced a technocratic paradigm for school reform that frames choice less as the opportunity for the public to deliberate about what it wants from its schools and more in terms of the freedom of individual families to choose, as customers, from a diverse array of school options. This market-based system has eroded substantive opportunities for parents and students to participate in decisions about their schools. Although scholars have developed compelling arguments about the need to involve parents and teachers in a more deliberative and democratic approach to intervening in low-performing schools, there is little scholarship focused on the role of young people in school intervention processes. Purpose There is widespread agreement among progressive critics that RTT interventions are not sufficiently democratic. More work is needed to develop participatory approaches. In some cases this may require departing from a strict “evidence-based” framework and imagining new alternatives consistent with values of social justice and educational equity. It also requires expanding existing treatments of deliberative democracy theory to include young people. Research Design & Findings: This article makes a conceptual argument rooted in theory, empirical literature, and practical experience in schools. After explaining theories of participatory democracy, youth–adult partnerships, and thirdspace, we propose five practices that should guide a deliberative, participatory approach to public decision-making about schools. These are: border-crossing facilitation, participatory research, multilingual and multicultural discourse practices, authentic decision-making, and joint work and distributed expertise. Conclusions/Recommendations The current school turnaround paradigm, embodied by closures, conversion to charters, and teacher reassignments, has left a great deal of collateral damage in its wake. Teachers work under threat of firing. We propose an alternative approach to improve struggling public neighborhood schools—not just another option in a menu of turnaround strategies, but an alternative frame and set of practices that expands the conversation about intervention. This approach encourages deliberation and communication among diverse networks of students, teachers, and families.

Teaching communication strategies for the workplace: a multimodal framework

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sharon Hartle ◽  
Roberta Facchinetti ◽  
Valeria Franceschi
Keyword(s):  
New York ◽  
Interpersonal Communication ◽  
Analytical Study ◽  
Information And Communications Technology ◽  
Intercultural Awareness ◽  
Multimodal Analysis ◽  
Multimodal Discourse ◽  
Approach To Teaching ◽  
Multimodal Methods ◽  
The University

Abstract Recent changes in Higher Education (HE) approaches to content delivery, coupled with breakthroughs in the Information and Communications Technology field, have led to a whole new multimodal approach to teaching (Jewitt, C. 2009). In: Jewitt, C. (Ed.), The Routledge handbook of multimodal analysis. Routledge, London & New York; Jewitt, C. (2013). Multimodal methods for researching digital technologies. In: Jewitt, C. and Brown, B. (Eds.), The SAGE handbook of digital technology research. Sage, London, pp. 250–265; Kress, G. and van Leeuwen, T. (2001). Multimodal discourse. Bloomsbury Academic, London). Multimodality in language teaching increasingly draws on multiple channels of communication and not simply text on a page. Multimodal awareness and competence are also paramount in intercultural and interpersonal communication, which has become increasingly common in today’s global workplace. Through the description of the activities implemented in the English for Professional Purposes (EPP) course entitled English for the World of Work, held at the University of Verona, we will illustrate our multimodal, EPP framework based on Littlewood’s learning continuum, which ranges from analytical study to experiential practice (2014). Our principal aim, however, is to highlight ways in which the didactic framework fosters an awareness of and competence in key areas such as multimodal competence and intercultural awareness as skills required for effective communication in today’s world of work.

Roles of Interpersonal Contact and Verbal Content in Abstract Thinking Deficits of Schizophrenics

1973 ◽  
Vol 32 (3_suppl) ◽  
pp. 1023-1032 ◽  
Author(s):  
Charles G. Watson
Keyword(s):  
Interpersonal Communication ◽  
Block Design ◽  
Interpersonal Interaction ◽  
Abstract Thinking ◽  
Interpersonal Contact ◽  
Verbal Stimuli ◽  
Design Object ◽  
Verbal Content ◽  
Per Se ◽  
Category Tests

Previous research has suggested that the well-publicized loss of abstract ability by schizophrenics may reflect their difficulties with interpersonal communication rather than abstraction deficits per se. To test this hypothesis, the performance of process schizophrenics, reactive schizophrenics, and normals were compared on four Proverbs tests which varied in the amount of interpersonal communication they entailed. Also, to test the hypothesis that the abstraction deficits reflect only difficulties with verbal stimuli, the performance of the three groups was compared on abstraction tests composed of nonverbal stimuli (the Block Design, Object Assembly, and Category tests) and verbal symbols (the Proverbs tests). The results suggest that abstract thinking deficits in schizophrenics are more prominent in tasks composed of verbal stimuli. However, the results did not support the view that either autism or loss of ability to abstract in adult schizophrenics increases peculiarly with the amount of interpersonal interaction built into the task.

scholarly journals PSYCHOLOGICAL FEATURES OF INTERPERSONAL COMMUNICATION OF PRECINCT OFFICERS OF THE NATIONAL POLICE OF UKRAINE

2021 ◽  
Vol 7 (7) ◽  
pp. 7-15
Author(s):  
Dmytro Shvets ◽  
◽  
Vadym Barko ◽  
Yuliia Boiko-Buzyl ◽  
◽  
...  
Keyword(s):  
Police Officer ◽  
Interpersonal Communication ◽  
Police Officers ◽  
Close Contact ◽  
Interpersonal Interaction ◽  
Professional Activity ◽  
Public Confidence ◽  
Psychological Features ◽  
National Police

The article highlights the results of the study of psychological features of interpersonal interaction of district officers of the National Police of Ukraine. A district police officer, like every police officer, in the process of professional activity performs important law enforcement functions to ensure security, respect for rights and freedoms, on the basis of partnership and police care, so close contact with citizens and colleagues, so his communicative potential depends on the success of official tasks. The ability to communicate with people, establish psychological contact, overcome barriers to communication, listen, listen and hear, answer questions, influence, provide and obtain the necessary information, etc., determine not only the quality of work of a police officer in general, but also efficiency activities of the National Police of Ukraine in general. The presented study of interpersonal communication of police officers is based on the use of two recognized psychodiagnostic methods, namely the interrogation questionnaire for interpersonal interaction T. Leary and the abbreviated version of the questionnaire of the Big Five in the adaptation of O. John, L. Naumann, S. Soto. In general, the selected questionnaires allowed to determine the professional features of communication of district police officers in the vectors of extroversion and introversion, friendliness and aggression, dominance and dependence. The profile of a district police officer has been found to combine wall and hyposthenic characteristics, allowing them to combine stern, masculine traits and patterns of behavior in interpersonal relationships with milder, emotionally benevolent manifestations. Personal characteristics such as honesty, extroversion, moderate flexibility, openness to new experiences, low levels of neuroticism indicate that district police officers tend to have a mixed type of response in the process of interpersonal interaction. It has been proven that the use of questionnaires provides an objective and comprehensive description of the style of interpersonal behavior of police officers, which will improve the quality of professional selection of police officers, increase the efficiency of teamwork and increase public confidence in the police.

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