scholarly journals GAMES DYNAMICS: CHARACTERISTIC OF COMPONENTS AND PECULIARITIES OF THEIR USE IN THE PROCESS OF THE CREATION OF DIGITAL GAMES BY THE TUTOR AND STUDENTS

InterConf ◽  
2021 ◽  
pp. 35-40
Author(s):  
Оksana Zhukova
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Digital Technologies ◽  
Digital Games ◽  
Game Dynamics ◽  
Teachers And Students ◽  
The Creation ◽  
Dynamics Characteristic

The paper presents gamification of the learning process in higher education as a means of forming various competencies in students through the possibilities open by digital technologies. It also contains a brief description of the components of game dynamics as part of their outline created by teachers and students.

scholarly journals Virtual Saviours: Digital games and anti-trafficking awareness-raising

2019 ◽  
pp. 82-99 ◽  
Author(s):  
Erin O’Brien ◽  
Helen Berents
Keyword(s):  
Human Trafficking ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Games ◽  
Online Games ◽  
Raising Awareness ◽  
Awareness Raising ◽  
The Creation

In recent years, digital games have emerged as a new tool in human trafficking awareness-raising. These games reflect a trend towards ‘virtual humanitarianism’, utilising digital technologies to convey narratives of suffering with the aim of raising awareness about humanitarian issues. The creation of these games raises questions about whether new technologies will depict humanitarian problems in new ways, or simply perpetuate problematic stereotypes. This article examines three online games released in the last five years for the purpose of raising awareness about human trafficking. In analysing these games, we argue that the persistent tropes of ideal victims lacking in agency continue to dominate the narrative, with a focus on individualised problems rather than structural causes of human trafficking. However, the differing approaches taken by the games demonstrate the potential for complexity and nuance in storytelling through digital games.

Socio-Economic Aspects of Digital Transformation of Higher Education

2021 ◽  
Vol 26 (11) ◽  
pp. 1258-1262
Author(s):  
V. Ya. Dmitriev
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Systems Approach ◽  
Digital Technologies ◽  
Economic Aspects ◽  
New Paradigm ◽  
Digital Inequality ◽  
Teachers And Students ◽  
Theoretical Generalization ◽  
Higher Education Transformation

Aim. The presented study aims to assess the socio-economic aspects of higher education transformation based on the widespread use of digital technologies.Tasks. The author describes the essence of digital inequality (digital divide), determines the place and role of teachers and students in the transformation of education driven by digital technologies, and highlights the specific features of virtual reality.Methods. This study uses the methods of the systems approach, comparative and structural analysis, analytical and theoretical generalization.Results. The author outlines the concept of a new paradigm of education based on the widespread use of digital technologies and transformed roles of teachers and students.Conclusions. Digitalization of education has made it possible to form an individual educational trajectory based on different forms of presentation of educational content and its communication from the teacher to the student, including using such technologies as virtual reality and artificial intelligence.

scholarly journals Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process

2018 ◽  
Vol 6 (2) ◽  
pp. 120
Author(s):  
Carlos Miguel Ferreira ◽  
Ana Isabel Santos ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Focus Attention ◽  
Timely Manner ◽  
Quality Class ◽  
Pedagogical Quality ◽  
Teachers And Students ◽  
The Subject ◽  
The One

The use of electronic slide presentations (ESP), usually through PowerPoint or Prezi software, has become widespread in higher education and is part of the expectations and perceptions of both teachers and students of how a successful and quality class should be. Is this dissemination of ESP use justified by the pedagogical quality fostered in learning? While its use can help focus attention on the content of the subject during classes, there are also limitations in this process, both in the dimension of teaching, by the teacher, and in the dimension of learning, by the student. This paper seeks to provide a contribution to the debate on this topic, and the advantages and limitations in using ESP. It is concluded that there is a need, on the one hand, to define the use of ESP, by assaying their application, as well as, on the other hand, to simultaneously develop other pedagogical ways of teaching, whose articulation can make the student’s role more active and pertinent, and enable the feedback to the student on the part of the teacher, so that it may be possible to regulate the teaching and learning process in a timely manner.

scholarly journals Current issues of digital legal education in the context of the Сovid-19 pandemic

2021 ◽  
Vol 109 ◽  
pp. 01034
Author(s):  
Anatoliy Ryzhenkov ◽  
Buinta Inzhieva
Keyword(s):  
Higher Education ◽  
Social Life ◽  
Digital Technologies ◽  
Educational Process ◽  
Higher Education System ◽  
Existing Problems ◽  
Teachers And Students ◽  
The Russian Federation ◽  
Systemic Nature ◽  
Positive Results

The main areas of digitalization of higher education, including legal one, have been actively discussed by representatives of authorities and the educational community over the past few years. The COVID-19 pandemic summed up these discussions in a certain way, making teachers and students shift to the practice of introducing digital technologies into the educational process without proper preparation and prior training for them. The article discusses the problems of digitalization of the higher education system of the Russian Federation faced by law faculties after the beginning of the pandemic in the spring of 2020. The authors state the positive results of the transition to digital technologies as well as the existing problems, many of which are of a systemic nature and are still to be resolved. At the same time, they point out that the requirements for the competencies of law graduates change in the context of the mass digitalization of all sectors of social life. Along with the knowledge, abilities and skills that are commonly recognized for lawyers, they must have the competencies to interact with authorities that have also shifted to a digital mode for communication with citizens and legal entities.

scholarly journals Teaching of Portuguese to the deaf: an integrative literature review

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Michele Elias de Carvalho ◽  
Wanilda Maria Alves Cavalcanti ◽  
Josiane Almeida da Silva
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Digital Technologies ◽  
Deaf Students ◽  
Exclusion Criteria ◽  
Policy Review ◽  
Early Acquisition

ABSTRACT Purpose: to identify the contributions of scientific research with a view to overcoming the barriers in the teaching and learning process of the written Portuguese Language for deaf students. Methods: an integrative literature review of the articles published between 2012 and 2017 available in the electronic databases: Capes and Scielo, was conducted. To select the articles, descriptors were combined: Teaching, "Portuguese Language", Portuguese, deaf and deafness. Articles present in both databases, research whose focus was the teaching of Portuguese to higher education deaf students, articles that did not deal with Portuguese language teaching to the deaf, articles unavailable in Portuguese, were the exclusion criteria. Articles that addressed, somehow, Portuguese language teaching to the deaf, complete and published between the years of 2012 and 2017 were included. Results: 133 articles were found, 16 being selected after applying the inclusion and exclusion criteria. These studies, for the purpose of analysis, were categorized into types, being: experimental, bibliographic, documentary, ethnographic, action research, among others. Conclusion: the deaf still face several barriers for acquiring the written Portuguese language, however, the scholars, from their field of action, propose some strategies which can contribute to overcome them, such as: policy review, early acquisition of Libras, use of digital technologies in the classroom.

scholarly journals THE USE OF DIGITAL TECHNOLOGIES IN AN ENGLISH-MEDIUM INSTRUCTION CONTEXT: A case study of Vietnamese higher education teachers and students

2021 ◽  
Author(s):  
Tho Vo
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Digital Age ◽  
Digital Resources ◽  
Vietnamese Higher Education ◽  
Teachers And Students ◽  
English Medium Instruction

<b>English-medium instruction (EMI) is a global trend in higher education which coincides with the digital age. This thesis examines the uses of digital technologies in an EMI context in Vietnamese higher education. It explores how teachers and students used digital technologies and how they perceived the development of students’ learning through digital technologies in the EMI environment.</b><div><b><br></b><p>The methodological approach taken was a qualitative multiple case study underpinned by an interpretive paradigm. Each case included one subject teacher and a class of 40 to 50 students in an undergraduate economics-related courses taught in English. Data from the four cases were collected during the first year of EMI implementation, from August to December 2017 from three sources of information: teacher semi-structured interviews, classroom observations, and student focus-group discussions. The data were abductively analysed following the process of constructing themes suggested by Vaismoradi et al. (2016) and adapted from the thematic analysis method of Braun and Clarke (2012). </p><p><br></p> Within this context, the teachers and students used a range of digital technologies for teaching and learning activities. The technologies included digital devices (e.g. computers, laptops, smartphones, and tablets), search engines (Google, and Wikipedia), presentation tools (PowerPoint, and Prezi), organisation tools (Google drive, and Dropbox), social networks (YouTube, and Facebook), and the learning management system (LMS). The teachers used technology to address challenges they faced through EMI teaching. Their practice with technology included curating and developing materials with digital resources, presenting subject matter with multimedia and organising classes with cloud storage and the LMS for uploading materials or communicating with the students. They believed that using technology improved their students’ understanding of content knowledge, learning of English vocabulary, engagement and motivation. The students expressed confidence in using digital technologies for learning within and beyond the classroom. They reported deploying technology to search for materials, upload and download information and resources, and to organise lesson content. They proactively used technology to personalise their learning by accessing informal online activities and engaging with collective learning networks, which enabled them to collaborate and gain support for learning. The students believed that digital technologies played an integral part in enhancing their understanding of subject matter and improving their English vocabulary and skills.<div><br> <p>Teachers and students became agentic as they adapted to the new EMI context. The teachers endeavoured to adjust their teaching in response to changes including the neoliberal system in HE, the rapid technological development and practices demanded by the change of instruction language. Access to digital resources appeared to enable them to independently make pedagogical decisions and take a proactive role in EMI programmes. However, there were few substantive changes in pedagogical practice. Different influences which possibly reduced the teachers’ professional agency in completely changing pedagogy with technology included their technological, content, and pedagogical knowledge and beliefs, or conflicting influences from Confucian educational practices, belief in a teacher-centred and content-driven approach, and the exam-oriented system. The students had a strong sense of agency as proactive learners in the digital age. They were autonomous in their learning with innovative uses of technology in the EMI environment. Those uses of technology offered them collective support and facilitated them to independently cope with many changes in the EMI learning context. This raises some implications not only for institutional policy for professional development which encourages teachers’ collaboration but also for the learning support scheme and teaching practices which offer students opportunities to access collaborative support and tasks. </p><p><br></p> <p>The ROAD-MAPPING framework (Dafouz & Smit, 2020) shed light on the multifaceted nature of EMI programmes in the Vietnamese context. It highlighted the impact of glocalisation in shaping EMI policies in Vietnamese HE institutions. The introduction of EMI at the participating university was the policy makers’ response to internationalisation where global academic programmes were imported into this local context. A number of contextual factors influenced the process of EMI implementation such as the predominant role of Vietnamese as language of instruction in most academic programmes, the lack of focus on English development and requirement in EMI curriculum and language policy, the textbook-based system, and inadequate preparation for both subject teachers and students. These characteristics in the Vietnamese education context shaped EMI teaching practices in which the teachers and students focussed on disciplinary knowledge and expected English skills to follow. This suggests the synergy of ‘global’ and ‘local’ factors needs careful attention if EMI is to work in practice.</p></div></div>

scholarly journals USE OF DIGITAL TECHNOLOGIES IN THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION: OFFLINE AND ONLINE LEARNING

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 219-221
Author(s):  
Iryna Potiuk
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Positive Impact ◽  
Dynamic Environment ◽  
Digital Technologies ◽  
Practical Training ◽  
Digital Information ◽  
Educational Training ◽  
Digital Competence ◽  
Remote Communication

The article is devoted to the up-to-date problem of introduction of digital technologies by their integration in higher education teaching and learning for the purpose of formation of the independent, responsible, socially active personality. The specifics of mastering digital competence, which today is an integral component of students’ training, and due to the use of digital technologies provides future professionals with relevant knowledge, forms their ability to adequately use digital information and work in a dynamic environment. The features of the use of digital technologies in the professional offline/online activities of future specialists are discussed; the overall positive impact of use of technologies in students learning process and outcomes aimed to promote students’ active engagement and participation in the learning process inside and outside the classroom id admitted. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning. The potential benefits of digital technologies in the classroom are revealed and can be taken to mean digital processing systems that encourage active learning, knowledge construction, inquiry, and exploration, and which also allow for remote communication as well as data sharing to take place between teachers and/or learners in different physical classroom locations. Theoretical aspects of the research are substantiated; the main intensifiers of transformation processes in education are determined; six levels of digital competence development are characterized in accordance with the specifics of professional tasks, type and level of educational training. The concepts of "digital competence", "digital technologies", "digitalization" are disclosed. The effectiveness of using digital technologies in order to increase the efficiency of practical training of future professionals in higher education institutions is substantiated. The most widespread digital technologies are singled out and systematized into taxonomy in the context of formation of digital competence of future specialists.

scholarly journals Student-centered learning: concepts, requirements, ways of implementation

2021 ◽  
Vol 10 ◽  
pp. 55-63
Author(s):  
Liliia RIABOVOL ◽  
Keyword(s):  
Higher Education ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Legislation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers And Students ◽  
Innovative Learning ◽  
The Creation

The article establishes that the student-centered approach is a requirement of time, a response to the educational needs of higher education seekers, as well as employers. The purpose of the article is to generalize the concepts, determine the basic properties and requirements of student-centered education on the basis of the analysis of the national legislation and scientific works of domestic scientists. It was found that the essence of the corresponding paradigm is that the applicant for higher education is a conscious, active, full-fledged, responsible subject of his studies and his own life. It is revealed that the main requirements of the student-centered approach are the creation of an educational environment that takes into account the needs, interests, abilities, general characteristics of applicants, focused on them, as well as establishing between teachers and students as the main subjects of the educational process. mutual respect and trust. It is stated that the full implementation of the student-centered approach is possible only by providing a set of organizational and normative (relevant provisions of educational legislation and local regulations) and psychological and pedagogical, including methodological, (forms, methods and technologies of teaching) to enhance cognitive activity VO, therefore, should provide for solving problems, discussing them in a group, forming and justifying their position) conditions. Emphasis is placed on the fact that student-centered learning is learning that requires the creation of opportunities for higher education to build an individual educational trajectory. As a result of the analysis of the domestic educational legislation it is revealed that ways of realization of an individual educational trajectory are a choice by applicants of educational disciplines of not less than 25% of volume of ECTS credits on OP, and also a possibility of a choice of forms, methods, technologies of training. research, etc. Key words: human-centeredness, academic freedom, higher education, educational program, subject of study, innovative learning technologies, individual educational trajectory.

scholarly journals Pembuatan Stik Pelangi untuk pembelajaran bangun datar dan warna pada TK Pertiwi Bungu Kecamatan Mayong Kabupaten Jepara

2019 ◽  
Vol 1 (2) ◽  
pp. 194
Author(s):  
Eka Setya Budi ◽  
Alex Yusron Al Mufti ◽  
Haryanto Haryanto
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Learning Process ◽  
Learning Objectives ◽  
Kindergarten Teacher ◽  
Service Program ◽  
Effective Learning ◽  
Teachers And Students ◽  
The Creation ◽  
The Village

AbstrakMedia pembelajaran yang tepat, sangat mendukung keberhasilan pembelajaran baik dari segi kualitas maupun kuantitas. Oleh karenanya, pemilihan dan penggunaan media pembelajaran harus disesuaikan dengan kebutuhan dan kesesuaian materi.� Mengenalkan pesrta didik� bentuk bangun datar dan warna kebanyakan menggunakan gambar atau alat peraga� dalam jumlah banyak. Hal ini menjadikan pengajaran di sekolah terkesan ribet, guru terkesan kurang kreatif dan inovatif dalam proses pembelajaran di TK Pertiwi desa Bungu. Solusi yang ditawarkan pada program pengabdian kepada masyarakat ini adalah pembuatan �stik pelangi� bagi guru TK Pertiwi Desa Bungu sebagai media pembelajaran bangun datar dan warna. ini diharapkan akan membentuk komunikasi pembelajaran yang efektif di antara guru dan peserta didik, karena proses pembelajaran akan lebih menarik dan mengesankan. Permasalahan yang dihadapi mitra TK Pertiwi Desa Bungu yaitu (1) hasil pembelajaran materi bangun datar dan warna belum optimal. (2) guru TK Pertiwi Desa Bungu belum profesional dalam membuat media pembelajaran.� Stik Pelangia dalah program membuat media pembelajaran yang simple kreatif dan inovatif serta tidak membutukan biaya yang signifikan. Media ini dirancang dengan sedemikian rupa agar tujuan pembelajara dapat tercapai. Dengan adanya pembuatan �Stik pelangi� bagi guru TK Pertiwi Desa Bungu hasil pembelajaran materi bangun datar dan warna peserta didik dapat tercapai secara maksimal.�Keywords: Stik pelangi; bangun datar; TK Pertiwi Bungu��AbstractAppropriate learning media greatly support the success of learning both in terms of quality and quantity. Therefore, the selection and use of learning media must be adjusted to the needs and suitability of the material. Introducing students form flat shapes and colors mostly using pictures or props in large quantities. This makes teaching in schools seem complicated, teachers seem less creative and innovative in the learning process in Pertiwi Kindergarten in the village of Bungu. The solution offered in this community service program is the creation of a "rainbow stick" for the Pertiwi TK Kindergarten teacher as a medium of learning to build flat and color. This is expected to form effective learning communication between teachers and students, because the learning process will be more interesting and impressive. The problems faced by TK Pertiwi Kindergarten partner are (1) the learning outcomes of flat and color material are not optimal. (2) TK Pertiwi kindergarten teacher is not yet professional in making learning media. Rainbow-Stick is a program that makes learning media that is simple, creative and innovative and does not require significant costs. This media is designed so that learning objectives can be achieved. With the creation of "Rainbow Sticks" for kindergarten teachers in Pertiwi Bungu Village, the learning outcomes of the material in the shape of the flat and the colors of students can be achieved optimally.Keywords: Rainbow Stick, two-dimentional figure, TK Pertiwi Bungu

scholarly journals THE USE OF DIGITAL TECHNOLOGIES IN AN ENGLISH-MEDIUM INSTRUCTION CONTEXT: A case study of Vietnamese higher education teachers and students

2021 ◽  
Author(s):  
Tho Vo
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Digital Age ◽  
Digital Resources ◽  
Vietnamese Higher Education ◽  
Teachers And Students ◽  
English Medium Instruction

<b>English-medium instruction (EMI) is a global trend in higher education which coincides with the digital age. This thesis examines the uses of digital technologies in an EMI context in Vietnamese higher education. It explores how teachers and students used digital technologies and how they perceived the development of students’ learning through digital technologies in the EMI environment.</b><div><b><br></b><p>The methodological approach taken was a qualitative multiple case study underpinned by an interpretive paradigm. Each case included one subject teacher and a class of 40 to 50 students in an undergraduate economics-related courses taught in English. Data from the four cases were collected during the first year of EMI implementation, from August to December 2017 from three sources of information: teacher semi-structured interviews, classroom observations, and student focus-group discussions. The data were abductively analysed following the process of constructing themes suggested by Vaismoradi et al. (2016) and adapted from the thematic analysis method of Braun and Clarke (2012). </p><p><br></p> Within this context, the teachers and students used a range of digital technologies for teaching and learning activities. The technologies included digital devices (e.g. computers, laptops, smartphones, and tablets), search engines (Google, and Wikipedia), presentation tools (PowerPoint, and Prezi), organisation tools (Google drive, and Dropbox), social networks (YouTube, and Facebook), and the learning management system (LMS). The teachers used technology to address challenges they faced through EMI teaching. Their practice with technology included curating and developing materials with digital resources, presenting subject matter with multimedia and organising classes with cloud storage and the LMS for uploading materials or communicating with the students. They believed that using technology improved their students’ understanding of content knowledge, learning of English vocabulary, engagement and motivation. The students expressed confidence in using digital technologies for learning within and beyond the classroom. They reported deploying technology to search for materials, upload and download information and resources, and to organise lesson content. They proactively used technology to personalise their learning by accessing informal online activities and engaging with collective learning networks, which enabled them to collaborate and gain support for learning. The students believed that digital technologies played an integral part in enhancing their understanding of subject matter and improving their English vocabulary and skills.<div><br> <p>Teachers and students became agentic as they adapted to the new EMI context. The teachers endeavoured to adjust their teaching in response to changes including the neoliberal system in HE, the rapid technological development and practices demanded by the change of instruction language. Access to digital resources appeared to enable them to independently make pedagogical decisions and take a proactive role in EMI programmes. However, there were few substantive changes in pedagogical practice. Different influences which possibly reduced the teachers’ professional agency in completely changing pedagogy with technology included their technological, content, and pedagogical knowledge and beliefs, or conflicting influences from Confucian educational practices, belief in a teacher-centred and content-driven approach, and the exam-oriented system. The students had a strong sense of agency as proactive learners in the digital age. They were autonomous in their learning with innovative uses of technology in the EMI environment. Those uses of technology offered them collective support and facilitated them to independently cope with many changes in the EMI learning context. This raises some implications not only for institutional policy for professional development which encourages teachers’ collaboration but also for the learning support scheme and teaching practices which offer students opportunities to access collaborative support and tasks. </p><p><br></p> <p>The ROAD-MAPPING framework (Dafouz & Smit, 2020) shed light on the multifaceted nature of EMI programmes in the Vietnamese context. It highlighted the impact of glocalisation in shaping EMI policies in Vietnamese HE institutions. The introduction of EMI at the participating university was the policy makers’ response to internationalisation where global academic programmes were imported into this local context. A number of contextual factors influenced the process of EMI implementation such as the predominant role of Vietnamese as language of instruction in most academic programmes, the lack of focus on English development and requirement in EMI curriculum and language policy, the textbook-based system, and inadequate preparation for both subject teachers and students. These characteristics in the Vietnamese education context shaped EMI teaching practices in which the teachers and students focussed on disciplinary knowledge and expected English skills to follow. This suggests the synergy of ‘global’ and ‘local’ factors needs careful attention if EMI is to work in practice.</p></div></div>

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