scholarly journals Digitalization of language teaching of bilingual children: Practices in Russia and abroad

2021 ◽  
Author(s):  
Г.В. Садыкова ◽  
А.Р. Каюмова
Keyword(s):  
Online Survey ◽  
Preschool Education ◽  
Digital Technologies ◽  
Learning Objects ◽  
Speech Development ◽  
Educational Process ◽  
Digital Learning ◽  
Development Programs ◽  
Digital Resources ◽  
Digital Learning Objects

Цифровизация образовательного процесса, получившая ускорение в эпоху пандемии, диктует необходимость изучения эффективных моделей взаимодействия обучающего с цифровыми технологиями, что обусловило актуальность данного исследования. В целях выделения ключевых принципов применения цифровых ресурсов в билингвальном (мультилингвальном) дошкольном образовании авторы провели онлайн-опрос, позволивший исследовать мнения и образовательные практики родителей и педагогов, работающих с детьми-билингвами 3 - 8 лет и применяющих компьютерные, мобильные и другие цифровые технологии в программах развития русской речи в России и за ее пределами. Результаты свидетельствуют о растущей востребованности мультимодальных цифровых обучающих объектов, ориентированных на детей дошкольного возраста, и необходимости развития профессиональных компетенций педагогов как медиаторов знаний. Полученные в ходе эмпирического исследования данные позволили авторам сформулировать важные принципы интеграции цифровых обучающих объектов, которые могут быть рекомендованы для рассмотрения родителями и педагогами, участвующими в развитии речи детей дошкольного и раннего школьного возраста. The digitalization of the educational process accelerated in the era of the pandemic calls for the study of effective interactional models between the learner and digital technologies, which explains the significance of this study. In order to highlight the key principles of the application of digital resources in bilingual (multilingual) preschool education, the authors conducted an online survey on the views and educational practices of parents and educators working with 3 - 8 years old bilinguals using computer, mobile and other digital technologies in Russian speech development programs in Russia and abroad. The results demonstrate the growing demand for multimodal digital learning objects aimed at preschool children and the need to develop the professional competences of educators as mediators of knowledge. The findings from the empirical study allowed the authors to formulate important principles for the integration of digital technologies, which could be recommended for consideration by parents and educators involved in speech development of early childhood and primary education.

Pedagogical design in teaching future bachelors of preschool education in the field of organization of artistic and aesthetic development of children

2020 ◽  
pp. 35-43
Author(s):  
Anastasia A. Druzhinina
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Learning Objects ◽  
Learning Goals ◽  
Digital Learning ◽  
Face To Face ◽  
Aesthetic Development ◽  
Pedagogical Design ◽  
Digital Learning Objects

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

COLLABORATION WHEN ADAPTING DIGITAL LEARNING OBJECTS IN THE EDUCATIONAL PROCESS

2020 ◽  
Vol 1 ◽  
Author(s):  
Gintarė Milčė
Keyword(s):  
Process Improvement ◽  
Teaching Methods ◽  
Learning Objects ◽  
Educational Process ◽  
Learning Object ◽  
Digital Learning ◽  
Reform Teaching ◽  
Teachers And Students ◽  
Process Collaboration ◽  
Digital Learning Objects

Teachers who seek for continuous education (learning) process improvement, not only reform teaching methods, but also use a variety of digital innovations, including the digital learning objects. Usually, a teacher becomes responsible for the introduction of innovations and a student for the mastering them. In many cases, the teacher's qualities determine whether innovation will be accepted or rejected, but in order to incorporate digital learning objects into the educational process, collaboration between a teacher and a student becomes an important element. The teacher decides which digital learning object to use when at this point student can evaluate, test and discuss with the teacher how much it benefits. Thus, the object of this presentation–collaboration when adapting digital learning objects in the educational process. The analysis has revealed that the adaptation of digital learning objects requires collaboration, and in the process of adapting the digital learning object, there is collaboration that ensures a smooth adaptation process: discussions, sharing knowledge and ideas. All this helps to make targeted use of the digital learning object in the process of education, according to the different needs of teachers and students.

scholarly journals Measurement of Resources and Investments to Develop Digital Learning Objects

10.28945/3286 ◽  
2008 ◽  
Author(s):  
Mariana Machado ◽  
Luiz Augusto Marcelino ◽  
Pollyana Mustaro
Keyword(s):  
Software Engineering ◽  
Web Application ◽  
Online Survey ◽  
Learning Objects ◽  
Learning Object ◽  
Digital Learning ◽  
Theoretical Approaches ◽  
Design Software ◽  
Definition Of ◽  
Digital Learning Objects

The present research aims to evaluate digital learning objects architecture and build metrics -based on analyze of the financial, administrative and software engineering aspects - to define a prevision of the necessary investment to develop digital learning object. To develop some metrics it was necessary an online survey research with professionals that works with digital learning objects development. The study of the answers and some theoretical approaches of instructional design, software engineering, and learning objects characteristics turned possible create a Web application in Java that provides a prevision of the initial investment for the development of digital learning object. This program is based on the definition of a methodology that considers activities and professionals involved in the process and the execution time of each stage of digital learning object development in a dynamic way.

Implementation of Digital Learning Objects as Innovation in the Classroom Activities

2021 ◽  
pp. 119-133
Author(s):  
Jolita Horbacauskiene ◽  
Brigita Janiunaite
Keyword(s):  
Research Question ◽  
Learning Objects ◽  
Technology Enhanced Learning ◽  
Digital Learning ◽  
Technological Advancement ◽  
Main Research ◽  
Classroom Activities ◽  
Use Of Technology ◽  
Teacher Training Programs ◽  
Digital Learning Objects

Recent and ongoing technological advancement has resulted in omnipresence of technology everywhere. More importantly, the use of technology has become characteristic of today's education. Pedagogy as it is traditionally understood is now changing more swiftly than ever before. Scholars suggest that such shift is natural and needed because Industry 4.0 requires the type of education that anticipates and meets its demands or helps to solve its challenges. Even though technology-enhanced learning (TEL) promises positive changes, the lifetime of the smaller TEL units, namely digital learning objects (DLOs), is not necessarily a long one. In scientific discourse, there is considerable criticism towards unsustainable use of technology and innovative teachers' practices. The main research question focuses on what peculiarities and, especially barriers, occur when teachers implement DLOs and what aspects should be highlighted in teacher training programs for the adaptation to be implemented successfully.

Building Interactive and Immersive Imagery

2010 ◽  
pp. 169-200
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
Virtual Spaces ◽  
E Learning ◽  
Digital Learning Objects

The influence of immersive gaming and simulations on e-learning cannot be understated. While there has been some successful harnessing of interactivity and immersive spaces for e-learning, more awareness of related fundamentals may enhance e-learning. This chapter discusses the role of graphics in interactivity (live and automated) and immersion and strategies for creating effective interfaces, virtual spaces, contexts, agents, and 3D digital learning objects.

Open Social-Shared Animated GIFs for Peer-to-Peer Teaching and Learning

2022 ◽  
pp. 194-228
Keyword(s):  
User Interfaces ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Graphical User Interfaces ◽  
Peer Teaching ◽  
Digital Learning ◽  
Learning Space ◽  
Shared Learning ◽  
Digital Learning Objects ◽  
Motion Images

In the open-shared teaching and learning space, the complexity of the shared learning contents vary. These range from stand-alone items and digital learning objects to full learning sequences and sets of resources. One humble object is the animated GIF, lightweight motion images used in graphical user interfaces (GUIs), expressive memes and commentary, emoticons, and other applications. Animated GIFs are fairly easy to create; they may be integrated into learning documents (handouts, slideshows, articles) and other objects, and it plays offline (and without the need for any downloadable player). This work involves an analysis of some available animated GIFs for education in social imagery collections. Based on findings, this work explores the viability of animated GIFs for various open-shared learning applications globally and some potential strategies and tactics, given real-world limits.

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