scholarly journals DIGITAL GRADIENTS AS KEY ATTRIBUTES OF EDUCATION 5.0 AND INDUSTRY X.0

2021 ◽  
Author(s):  
Nataliia Kraus ◽  
◽  
Kateryna Kraus ◽  
Oleksandr Marchenko ◽  
◽  
...  
Keyword(s):  
Value Chain ◽  
Educational Process ◽  
Educational Technologies ◽  
Educational Goals ◽  
Digital Information ◽  
Ability To Work ◽  
Cultural Changes ◽  
Technical Problems ◽  
Digital Competencies ◽  
Digital Entrepreneurship

The article substantiates digital competencies produced by Education 5.0 in order to form Industry X.0 in all sectors of the economy. Among digital competencies are the ability to work with digital content, communications, quality interaction, digital information literacy and the ability to work with data, digital security, the ability to solve technical problems independently. The peculiarities of the institutionalization of the Institute of Education 5.0, which takes place during the study of digital entrepreneurship, are indicated. A number of obstacles that slow down the implementation of quality training in digital entrepreneurship within the existing institute of education are considered, including the low level of inter-country cooperation of mentors-innovators, digital researchers and teachers involved in the implementation of training in digital entrepreneurship education with R&D departments of large corporations. 4.0 and Industry X.0. Author’s definite content of the categories “Industry X.0”, “attributes of Education 5.0”, “digital educational technologies”, “digital gradients”, “Institute of Education 5.0” is proposed. Authors consider Industry X.0 as a new approach to the organization of production, in conditions of institutional turbulence and economic shocks, based on highly intelligent integrated new products and digital ecosystems that form a fully innovative digital value chain, add new competencies and implement deep cultural changes in the direction of becoming a new virtual reality. The Institute of Education 5.0 recognizes, on the one hand, a system of ideas, rules, norms, standards of behavior of participants in educational activities in terms of teaching digital entrepreneurship, and on the other – a set of certain institutions, individuals provided with certain materials and attributes and perform relevant social functions during the implementation of teaching digital entrepreneurship. Attributes of Education 5.0 are considered as an integral property necessary to ensure the integrity of the object (subject) or subject (person), its part, application, ie we mean various digital educational technologies, tools, digital applications in terms of implementation educational process in digital entrepreneurship. Digital educational technologies/solutions at the Institute of Education 5.0 are proposed to be considered as various digital educational programs, applications, content (including video lectures, e-books), which are designed to achieve ambitious educational goals in terms of digital entrepreneurship or those that can used for these purposes.

scholarly journals ANALYSIS OF THE READINESS OF GENERAL SECONDARY EDUCATION INSTITUTIONS TO INTRODUCE DIGITAL EDUCATION

2019 ◽  
pp. 51-65
Author(s):  
Viktoriia Miziuk
Keyword(s):  
Secondary Education ◽  
Educational Process ◽  
Digital Information ◽  
Digital Education ◽  
Digital Space ◽  
Information Competencies ◽  
Training Courses ◽  
The Subject ◽  
Digital Competencies ◽  
Technological Means

The influence of digital technologies on the educational sector, the requirements of educational reform in the direction of introducing digital education in the educational process of institutions of general secondary education are examined. It is established that the basis of the digital space is the information and educational environment, which consists of information resources, pedagogical technologies, technological means and means of maintaining the system’s performance. It turned out that a modern teacher, regardless of the subject he teaches, should have informational and digital competencies. The article presents the results of a study of the existing conditions for the introduction of digital education in institutions of general secondary education at the regional level. An insufficient level of resource provision of institutions, a low level of teachers' knowledge of digital information competencies was found, problems were formulated that needed to be solved. An adaptive approach to the organization of teacher training courses on the formation of information and digital competencies is proposed.

scholarly journals Educational technologies as a means of developing students' independence

2020 ◽  
Vol 9 (27) ◽  
pp. 485-492
Author(s):  
Olga I. Vaganova ◽  
Elena S. Pavlova ◽  
Olga A. Petrova ◽  
Anna V. Lapshova ◽  
Marina N. Bulaeva
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Technologies ◽  
Federal State ◽  
Educational Goals ◽  
The Past ◽  
Stage Of Development ◽  
State Educational ◽  
Independent Work

The current stage of development of society is characterized by the development of scientific and technological progress, the emergence of various innovative processes that affect the course of development of all spheres of life, including higher education. With the emergence of a competency-based approach and a corresponding change in educational goals, higher education institutions, fulfilling the requirements of the Federal state educational standards, should use innovative educational technologies in the preparation of students to form their professional competence. The purpose of the article is to consider the experience of implementing educational technologies as a tool for developing students' independence. The independence of the student is an integral part of the development of his competence. The article presents an examination of the concepts of “independence” and “educational technology” from various points of view. The dependence of independence on the use of innovative educational technologies in the educational process is traced. The stages of the process of organizing students' independent work using innovative educational technologies are highlighted. The presented study on identifying students' level of independence when studying the discipline “Teaching Technologies of the Teachers of the Past” allows us to conclude that students are more successful with the active implementation of educational technologies, since they make the process more active and creative, make the interaction process more efficient. The study was conducted over two years (in 2018 and 2019). We checked the level of independence of students before the introduction of innovative technologies in the study of the discipline "Technology of teaching teachers of the past" and after. The more often educational technologies are used in the educational process, the more students get used to independent work, the better it becomes. The use of educational technologies allows the formation of a highly educated competent specialist who independently and creatively solves professional problems.

scholarly journals Digital literacy of modern higher education teachers

2021 ◽  
Vol 273 ◽  
pp. 12035
Author(s):  
Maksim Vaskov ◽  
Artur Isakov ◽  
Vyacheslav Bilovus ◽  
Alexander Bulavkin ◽  
Natalya Mikhaylenko
Keyword(s):  
Higher Education ◽  
Psychological Health ◽  
Digital Literacy ◽  
Information Technologies ◽  
Human Life ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Technical Problems ◽  
Digital Competencies

The expansion of digital technologies in all spheres of human life determines the digital transformation of education. This is due to the fact that the digital transformation of education brings the educational system itself in line with the requirements of the technological revolution and allows students to obtain relevant digital competencies in order to be qualified personnel for the economic sector. In connection with the digitalization of education and the active use of information technologies in the educational process, the requirements to the faculty of higher education are also changing. This became especially noticeable over the past year, when universities worked in a remote format. Therefore, the authors of the article turn to the issue of digital literacy of modern higher education teachers. Based on the structurally functional theory of T. Parsons, the modernist concept of E. Giddens and the theory of determination of human behavior by A. Maslow, it is shown what competencies a modern higher education teacher has in the context of the digital transformation of education. Based on the analysis, it should be noted that digital competencies include competencies related to information literacy, skills for interaction in an electronic environment; the ability to generate digital content; ensuring the safety of the physical and psychological health of users; the ability to identify and eliminate technical problems when working with digital devices. Digital literacy of teachers is the mastery of a set of the listed competencies. In general, the digital literacy index of university teachers is quite high, but unlike young people, teachers trust technological innovations to a lesser extent, which reduces their willingness to actively work with the digital educational environment. In our opinion, modern teachers need to transform their attitude to digitalization with the help of high-quality training in working with a digital educational environment.

scholarly journals Methods and means of realization of interaction technologies in the university

2020 ◽  
Vol 9 (26) ◽  
pp. 383-390
Author(s):  
Olga I. Vaganova ◽  
Nikolay P. Bakharev ◽  
Marina N. Bulaeva ◽  
Anna V. Lapshova ◽  
Maxim M. Kutepov
Keyword(s):  
Professional Competence ◽  
Effective Interaction ◽  
Round Table ◽  
Educational Process ◽  
Educational Technologies ◽  
Professional Activity ◽  
Educational Goals ◽  
Leading Role ◽  
The University

The article discusses the process of organizing the educational process with the use of various educational technologies that contribute to the achievement of effective interaction between students and between students and the teacher. The purpose of the article is to present the experience of using methods and means of implementing interaction technologies in higher education. The goal implies that educational technologies are one of the key elements in the preparation of students of higher schools. They allow forming professional competence of students, emphasizing the leading role of their independence, activity in the consulting role of the teacher. The analysis of the educational process with the application of modern educational technologies given in the article allowed to reveal some features in which appearance is caused by the specificity of the realization of technologies. Modern methods and means of their implementation contribute to the guaranteed achievement of educational goals, the interaction of students becomes more coherent and acquires a new, productive character. Of particular importance are educational technologies for students of pedagogical universities, as their future professional activity is directly related to the use of methods and means of their implementation. The article presents the experience of implementing interaction technologies at the University of Minin in the discipline "Pedagogical technologies". As practice shows, such methods as brainstorming, a round table, a case method allow you to teach students how to conduct a dialogue, develop students' interest and motivation to study the discipline, and thereby allow them to form their competence. The results of the implementation of methods and means of implementing interaction technologies showed that having an understanding of educational technologies at the initial stages of training and forming the skill of interaction under their influence throughout the training period, students have the opportunity to form professional competence and organize their professional activities at a high level.

scholarly journals Digital competences in the aspect of sociocultural education

2021 ◽  
Vol 98 ◽  
pp. 05027
Author(s):  
Madina Zhardemova ◽  
Tatyana Khristidis ◽  
Natalya Karmazina ◽  
Svetlana Fedorova ◽  
Ekaterina Yakovleva
Keyword(s):  
Educational Process ◽  
Digital Culture ◽  
Educational Technologies ◽  
State University ◽  
Academic Activities ◽  
Arts And Culture ◽  
Digital Competencies ◽  
Multi Level ◽  
Effective Development ◽  
Moscow State University

The purpose of this paper is to examine different social and academic activities related to the development of a digital culture of bachelors and masters of culture and arts. It analyses the achieved results of the research project aimed at the study of educational and pedagogical opportunities and resources for the more effective development of digital competencies of students and graduates in the life-long system of sociocultural education and realized in the Moscow State University of Culture (Khimki, Moscow region), the Petrozavodsk State University (Petrozavods, Republic of Karelia) and in the Ulyanovsk State Agrarian University named after P.A. Stolypin (Ulyanovsk) in 2010-2019. The authors consider digital competences as a core of a digital culture of graduated in arts and culture is a multi-level, complex, interdisciplinary phenomenon, and therefore it needs a comprehensive analysis from the standpoint of several sciences (philosophy, sociology, psychology and pedagogy, etc.). The results of the implementation of educational technologies orientated to values and competences of a digital culture are discussed. The paper focuses on the importance of the educational process orientated on creation of values of digital culture which are significant for the organization of social and cultural activities in the frame of the state policy on digitalization of education and culture.

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.

konsep dasar, proses dan ruang lingkup administrasi pendidikan

2020 ◽  
Author(s):  
Tri Lestari Agus Murianti
Keyword(s):  
Human Resources ◽  
Learning Process ◽  
Educational Administration ◽  
Educational Process ◽  
Education Administration ◽  
Educational Goals ◽  
Educational Goal ◽  
Knowledge And Skills ◽  
Joint Activities ◽  
Broad Scope

Education is a process of learning and learning both in terms of knowledge and skills. From a number of sources that researchers studied, researchers can deduce from education and education administration with a broad scope. Education and education administration have the same goals and functions, namely achieving an educational goal that can benefit society and the nation. This education also serves to create intelligent students, noble character, good personality and skills that can be useful to help other communities. Educational administration and education are very related, because they are very dependent. Educational administration is all processes and joint activities that must be carried out by someone related to educational tasks. If an education without education administration is accompanied by it will not be achieved an educational goal that is good for the welfare of society. From every educational process there is a need for educational administration. The purpose of both is very clear. With this education, can improve human resources for the progress of a nation. As we know now there are still many obstacles that occur in some areas for the implementation of a learning process and learning, this is influenced by several factors. With these obstacles, a teacher must be able to provide education and education administration to all students. The science of education administration is very useful for the community and students. Administration is not only about finance but also about skills and bookkeeping and has goals in accordance with educational goals.

Descriptive Geometry Problems Visualization by Wolfram Mathematica

2021 ◽  
Vol 8 (4) ◽  
pp. 74-84
Author(s):  
S. Ignat'ev ◽  
A. Folomkin ◽  
E. Muratbakeev
Keyword(s):  
Teaching Practice ◽  
Educational Process ◽  
Ability To Work ◽  
Source Codes ◽  
Traditional Course ◽  
Wolfram Mathematica ◽  
Educational Institute ◽  
Software Product ◽  
Space Construction ◽  
High Educational

The possibilities of Wolfram Mathematica (WM), which is a package of symbolic mathematics, are endless. In this paper are investigated the possibilities of WM software product contextualization in the process of geometric-graphic teaching of students; is considered the experience for using a set of WM computational algorithms in teaching practice. The source codes and output data of our own WOLFRAM projects are offered, which are illustrative, in the form of interactive graphs, visualization of the solution for one of DG course’s basic problems on construction of points A, B, C and D, given by coordinates in space; construction a plane of general position passing through points A, B and C; determining positions of these points and the constructed plane in space; and also on determining the point D belonging to this plane. Have been presented examples of several of the existing WOLFRAM projects in the form of interactive graphs used in teaching. The study of applied issues and the ability to translate a professional problem into mathematical language, working in WM, provides a student with an opportunity to assimilate the necessary competencies. Interactive visualization of solving DG problems, which can be carried out using WM, together with traditional problem solving, enriches the content of geometric education, introduces new opportunities in organization of the educational process, allows stimulate, maintain and increase students' interest in studying the discipline and further research in the area of DG. However, the ability to work in WM cannot replace the fundamental knowledge obtained by students of a technical high educational institute from the traditional course, but only complements the DG course by WM acquaintance.

DIDACTIC POTENTIAL OF MOBILE LEARNING IN HIGHER EDUCATION

2021 ◽  
Vol 1 (3) ◽  
pp. 22-27
Author(s):  
N. G. Bondarenko ◽  
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Educational Goals ◽  
Training Methods ◽  
Technological Feature ◽  
Higher Education System ◽  
System A ◽  
Student Training

The growing availability of modern mobile smartphones and tablet computers is leading to an increase in the volume of content users consumed, including educational content. The development of mobile technologies opens up many opportunities for learning in higher education institutions. However, the use of mobile learning in student training should not be a spontaneous process, it is necessary to create pedagogically substantiate approaches and training methods. This article analyzes and interprets the results of existing research in pedagogy regarding the didactic potential of mobile learning in higher education system. A classification of didactic properties and functions of mobile learning is developed and proposed. The main didactic properties of mobile learning include: by the didactic feature of mobile learning — ten properties; by the technological feature of mobile learning — eleven properties. The main didactic functions of mobile learning are: by the didactic feature of mobile learning — eleven functions; by the technological feature of mobile learning — five functions. The didactic potential of mobile learning, due to its inherent didactic properties and functions, makes the educational process more effective, as well as contributes to the guaranteed achievement of students’ educational goals and planned learning outcomes.

The use of visualization technologies in the engineering training of vocational education teachers

2021 ◽  
pp. 49-59
Author(s):  
Б.Н. Гузанов ◽  
К.А. Федулова
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Technologies ◽  
Professional Activity ◽  
Theoretical Significance ◽  
Visual Frame ◽  
Complex Engineering ◽  
Engineering Training

В статье рассматриваются вопросы повышения эффективности изучения сложных технических дисциплин путем совершенствования образовательных технологий через использование инновационных цифровых средств и ресурсов, основанных на визуализации учебных элементов. Цель статьи — рассмотреть сущность визуализации учебной информации, которая направлена не только на демонстрацию инженерных процессов и систем, но и на активизацию познавательной деятельности обучающихся и стимулирование мотивации к изучению специальных дисциплин будущей профессиональной деятельности. Теоретическая значимость статьи заключается в обосновании необходимости использования цифровых технологий визуализации для обеспечения эффективности изучения сложных инженерных дисциплин. С помощью созданного визуального фрейма работа позволяет обучать на практике будущих педагогов профессионального образования разрабатывать, модифицировать и использовать в дальнейшем компьютерные модели для подготовки инженеров. В статье по-новому на трех уровнях рассматривается сущность визуализации учебных элементов, что важно при использовании данной технологии в образовательном процессе. The article deals with the issues of increasing the efficiency of studying complex technical disciplines by improving educational technologies through the use of innovative digital tools and resources based on the visualization of educational elements. The purpose of the article is to consider the essence of visualization of educational information, which is aimed not only at demonstrating engineering processes and systems but also at activating students’ cognitive activity and motivating them to study special disciplines of future professional activity. The theoretical significance of the article lies in the justification of the necessity of using digital visualization technologies to ensure the effectiveness of studying complex engineering disciplines. The practical significance is presented through the created visual frame, which enables high-quality training of vocational training teachers in the development, modification and further use of computer models for engineering training. The article considers the essence of educational elements visualization in a new way at three levels, which is important when using this technology in the educational process.

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