scholarly journals LongForm or Microcontent? An analysis of supports for digital content courseware

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Nicole Santana Gomes ◽  
Ronei Ximenes Martins ◽  
Daniela Azevedo
Keyword(s):  
Minas Gerais ◽  
Educational Material ◽  
Educational Process ◽  
Virtual Space ◽  
Educational Activity ◽  
Digital Content ◽  
Face To Face ◽  
Student Activity ◽  
Multimedia Resources ◽  
Minas Gerais State

Este artículo compara el formato de Microcontenido (MC), de unidades de información, pequeñas y fragmentadas, con el formato LongForm (LF) con contenido profundo y extenso, como soporte para materiales didácticos para cursos presenciales o no. El objetivo es encontrar alternativas que no simplifiquen el contenido o generen daños al proceso educativo. Se aplicó una actividad en ambos formatos a 67 estudiantes de una Universidad de Minas Gerais, que reveló las preferencias de los participantes: el MC demostró ser bueno para la construcción de materiales didácticos de menor tamaño y baja densidad de contenido. El formato LF es apropiado para contenido complejo. Éste se presenta como una alternativa viable para cursos en línea ya que está constituido por un único espacio virtual donde se pueden introducir textos más grandes y diversos recursos multimedia para facilitar la comprensión y enriquecer el contenido. Por otro lado, el formato MC está indicado para situaciones que ofrecen materiales didácticos en línea para hacer revisiones, presentación inicial y temas poco densos en extensión y en profundidad conceptual. The article compares the Microcontent format (MC), with their small and fragmented information units, and LongForm format (LF) with in-depth and extensive content; when use as digital content for distance or face-to-face education. The research seeks alternatives that do not simplify the contents, nor they harm the educational process. An educational activity, elaborated in both formats, was applied to 67 students from a university of Minas Gerais state, in Brazil. Observation of student activity revealed their preferences: MC has been shown to be good for building learning with smaller materials in both size and content density, but LF has been appropriate when dealing with complex, dense, multimedia-requiring contents to facilitate understanding. It was confirmed that the LF presents itself as a viable alternative for online studying because it is constituted by a single virtual space where larger texts and varied multimedia resources can be inserted to enrich the educational material and to offer the full content for students. On the other hand, the use of the MC is indicated to offer online learning materials intended for revision, the initial presentation and for materials use in minor subjects, both in extension and conceptual deepening.

scholarly journals PEDAGOGICAL COMPETENCES OF A TEACHER: THE PROBLEM OF CONTENT IN EDUCATIONAL TECHNOLOGIES OF THE FUTURE

2020 ◽  
pp. 102-117
Author(s):  
Василий Константинович Баринов ◽  
Юрий Анатольевич Самоненко
Keyword(s):  
Educational Material ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Technologies ◽  
Educational Systems ◽  
Theoretical Thinking ◽  
Methodological Component ◽  
Financing Education ◽  
Structure Of Education ◽  
Selection Of

Обсуждаются концептуальные вопросы содержания образования в аспекте достижения основной цели образования - овладения школьником умением учиться самостоятельно. Предложено структуру содержания образования представить в виде модели «древа целей образования», которое даст ориентировку участникам образовательного процесса, а главное - учащемуся как субъекту учебной деятельности - при отборе учебного материала для реализации личностного образовательного проекта. Определено содержание методологического компонента знаний как важной составляющей общеучебных умений, рефлексивных способностей и теоретического мышления учащихся. Результаты работы могут быть использованы для совершенствования образовательных систем среднего общего и среднего профессионального образования. The article discusses the conceptual issues of the content of education in the aspect of achieving the main goal of education - mastering the ability of a student to learn independently. Proposed structure of education content represented in the form of the model - «financing education», which will offer guidance to participants in the educational process, and most importantly, the student as a subject of educational activity selection of educational material for the implementation of personal educational project. The content of the methodological component of knowledge as an important component of General educational skills, reflexive abilities and theoretical thinking of students is determined. The results of the work can be used to improve the educational systems of secondary General and secondary vocational education.

scholarly journals Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages

2019 ◽  
Vol 11 (1) ◽  
pp. 312
Author(s):  
Yulya Zhurat ◽  
Natalya Davydzuc ◽  
Maria Oliynyk
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Material ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Educational Activity ◽  
Social Nature ◽  
Effective Components

Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.

scholarly journals VISUALIZATION AS AN EFFECTIVE METHOD OF STUDYING PEDAGOGY STUDENTS

2020 ◽  
Vol 8 (15) ◽  
Author(s):  
Oksana Bartkiv ◽  
Evheniya Durmanenko ◽  
Oksana Smalko
Keyword(s):  
Visual Culture ◽  
Cognitive Activity ◽  
Educational Material ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Activity ◽  
Verbal Information ◽  
Logical Circuit ◽  
Project Learning ◽  
Process Formation

Abstract. In the article reveals the effectiveness of using the method of visualization of the content of educational material in pedagogy. The aim of this article is an analysis of methods of visualizing the content of educational information in pedagogical classes during the study of the topic “Project Learning Technologies”. During a scientific search the methods of analysis, synthesis, generalization, systematization, modeling are used. It is emphasized, that one of the effective ways of activating students' educational activity is visualization of educational material, the active use of which in the educational process allows to move away from the passive perception of the content by the future specialists to the active mastery of it; visualization provides intensification of the educational process, formation and development of students' critical and visual thinking. Visualization is defined as ways of clearly covering the content of educational material in a structured form by means of diagrams, tables, graphs, frames, etc., which will contribute to the effective acquisition of the system of competences by the acquirers of education. In the process of teaching of course "Pedagogy" students are best developed active creativity, critical thinking, when using traditional ways of visualizing the content of educational material (flowchart, graph diagram, logical circuit (sequence of processes), table, etc.) and the newest (denotation) graph, frame, intellectual and strategic maps, cluster, etc.). The ways of visualization of the content of educational material on pedagogy (denotation graph, frame, intellectual maps) in the course of studying the topic "Technology of project training" are revealed. The variants of visualization of the content of the educational material on the project technology of training with the help of a frame, a denotation graph, and intellectual maps are offered. Summed up, that visualization of the content of educational material on pedagogy allows to solve a number of pedagogical tasks, namely: to promote intensification of learning; to activate educational and cognitive activity of students; to develop critical, creative and radiant thinking; duplicate verbal information in a figurative way, establishing causality between pedagogical concepts and phenomena; to shape visual literacy and visual culture.

scholarly journals PARTICIPATIVE DIGITAL CULTURE OF THE FUTURE TEACHER: THE POSSIBILITIES OF EDMODO EDUCATIONAL PLATFORM

PRIMO ASPECTU ◽  
2021 ◽  
pp. 80-85
Author(s):  
Victoria V. BEZHINA ◽  
Natalya V. UVARINA
Keyword(s):  
Educational Process ◽  
Future Teacher ◽  
Educational Activity ◽  
Digital Culture ◽  
Digital Content ◽  
Mediated Communication ◽  
Digital Tool ◽  
Personal Qualities ◽  
Professional Guidelines

This article reveals the features of using the Edmodo educational platform as one of the tools for the formation of a participatory digital culture of a future teacher. The authors present the stages of work on this platform, describe the current results of a pedagogical experiment on the implementation of a system for the formation of a participatory digital culture of a future teacher. The article contains an overview of the multidimensional implementation of educational tools, ways of combining and complementing them, elements of the analysis of reviews of types of users' involvement in the process of participation. The authors emphasize the active position of the personality of participants in the educational process in a participatory aspect when changing and sharing educational digital content. The article defines the role of participation as a key link in the tandem of mediated communication between subjects of educational activity in the digital space. The authors present the results of an experiment in which 125 students of the "Foreign language: two foreign languages" major were trained to use the Edmodo platform as part of the "Teacher's professional guidelines" discipline. The training in the use of this digital tool was based on a participatory approach, which implies taking into account the personal qualities of users in the process of joint creation, implementation, analysis and interpretation of the current and final results of digital content.

scholarly journals Psychological features of the interaction of students in information educational space

2014 ◽  
pp. 170-180
Author(s):  
Nina SUNGUROVA ◽  
Nataliya KARABUSCHENKO
Keyword(s):  
Information Technologies ◽  
Educational Institution ◽  
Educational Process ◽  
Virtual Space ◽  
Psychological Characteristics ◽  
Educational Activity ◽  
The Internet ◽  
Network Interaction ◽  
Special Information ◽  
Psychological Features

The problem of psychological features of the interaction between students in the information educational environment is analyzed in this article. Information technologies are considered as special qualitatively new means of a mediation of educational activity. Authors allocate positive and negative sides of realization of the learning process which uses information computer technologies. Information technologies create essentially new opportunities for the organization of educational process, promote the formation of special information environment in an educational institution, intensify communicative communications of subjects of the educational process, supplement direct communication by the mediated interaction by means of the Internet. The purpose of the empirical study reveals psychological characteristics of student personality in network interaction, the variability of behavior in the virtual space, attitude toward the Internet.

scholarly journals ОСОБЛИВОСТІ ВИВЧЕННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІМИ ВЧИТЕЛЯМИ МАТЕМАТИКИ В УМОВАХ ЗМІШАНОГО НАВЧАННЯ

2021 ◽  
pp. 257-260
Author(s):  
О. Д. Чібісов ◽  
Ю. С. Простакова ◽  
О. Г. Штонда
Keyword(s):  
Visual Perception ◽  
Cognitive Activity ◽  
Educational Material ◽  
Educational Process ◽  
Educational Activity ◽  
Future Teachers ◽  
Online Services ◽  
Interactive Exercises

The authors noted that to organize the educational process of future teachers of mathematics in a blended environment, it is advisable to use online services to create interactive exercises that allow: individualize the educational process according to the characteristics and needs of students; to organize educational material taking into account various ways of educational activity; to strengthen the visual perception and facilitate the assimilation of educational material; to intensify the cognitive activity of students.

Triangle of Knowledge “Extra-Day Educational Activity and Conditions of Its Realization in Education

2020 ◽  
Vol 8 (4) ◽  
pp. 24-33
Author(s):  
T. Nazarova
Keyword(s):  
Extracurricular Activities ◽  
Influence Factors ◽  
Negative Influence ◽  
Educational Material ◽  
Educational Process ◽  
Educational Activity ◽  
Technological Innovations ◽  
Knowledge Triangle ◽  
Real Process ◽  
New Vision

The article shows the methodological problems of the organization of extracurricular activities of schoolchildren in the context of the “knowledge triangle” concept, which includes interconnections in the triad “education - science - innovation” in order to systemically transform the school of a new generation in the conditions of information postmodernism. The homework of schoolchildren is presented as an extracurricular independent activity of a schoolchild, undergoing significant changes due to a breakthrough in the educational process of technical and technological innovations. The prerequisites of a new vision of the problems of organization and management of educational activity (cognition) of schoolchildren and their consideration in the conditions of developing innovations are shown. Technological innovations in the form of new electronic equipment and interdisciplinary humanitarian technologies affect the updating of the content of subject courses, which, when introduced into the context of educational activity, change the forms of information transmission, the structure of its activity organization and assimilation. Understanding this problem implies the knowledge of the researcher about the features of the content, self-organization operations, the resulting communicative relationships and the features of the translation of educational material. An analysis of educational development trends shows the desire of world communities to integrate and form a new global information society based on fundamental knowledge, science, technology, high technology, allowing to achieve an increase in the pace of economic development and favorable social transformations. The factors of influence on the state of extracurricular work of schoolchildren, emerging didactic barriers in the real process of completing homework are considered. The views of domestic and foreign scientists on the problem of necessity and the abolition of homework are presented. The strategic guidelines of the organization of extracurricular activities are shown, designed to ensure the overcoming of negative influence factors through the development of instrumental-activity platforms, including digital ones, which provide rational forms of translation, perception, understanding and application of educational material.

scholarly journals Uma educação popular e identitária se distancia do campo

2020 ◽  
Vol 10 (2) ◽  
pp. 157
Author(s):  
Eloy Alves Filho ◽  
Osvaldo Freitas de Jesus
Keyword(s):  
Rural Education ◽  
Basic Education ◽  
Popular Education ◽  
Minas Gerais ◽  
Educational Process ◽  
Rural Space ◽  
Human Formation ◽  
Minas Gerais State ◽  
Current Characteristics ◽  
The University

Este artigo é resultado de uma pesquisa, desenvolvida junto ao Programa Mestrado Profissional em Educação: Formação Docente para a Educação Básica da Universidade de Uberaba, Campus de Uberlândia, Minas Gerais. Objetivou-se compreender como a educação do campo, por meio de sua proposta pedagógica, relaciona-se com os princípios da educação popular, visando a uma formação humana que valorize e respeite os saberes e cultura do campo. O procedimento metodológico adotado foi a pesquisa bibliográfica, documental, observacional e entrevista com profissionais da educação, em cinco escolas rurais, fundamentando-se nos princípios da educação popular apregoados por Freire (2016, 2011), Brandão (2012), Arroyo (2012, 2004), Caldart (1997), que nos auxiliaram para uma reflexão crítica sobre a educação do campo no município de Uberlândia. Os resultados encontrados, analisados por meio da análise de conteúdo e dos dados coletados, levaram-nos a crer que, tanto teoricamente como na prática, a educação do campo e a educação popular se complementam, bem como permitem a formulação de práticas educativas inovadoras, que reconheçam e valorizem os saberes de todos os sujeitos envolvidos no processo educativo. Percebeu-se que a participação da comunidade escolar na elaboração de um Projeto Político Pedagógico mais democrático e inclusivo não tem ocorrido no município. Encontrou-se também, ao contrário do que prevê todo o marco regulatório, desde a União, Estado e Município, a aplicação da mesma grade curricular tanto nas escolas urbanas como nas localizadas no meio rural. As principais justificativas foram relacionadas às características atuais do espaço rural que se assemelham ao meio urbano.Palavras-chave: Educação do campo; Educação popular; Formação humana. ABSTRACT: This article is the result of a research, developed in the Professional Master Degree in Education: Teacher Training for Basic Education of the University of Uberaba, Campus of Uberlândia, Minas Gerais State. The objective was to understand how the education of the rural area, through its pedagogical proposal, is related to the principles of popular education, aiming at a human formation which values and respects the knowledge and culture of the peasants. The methodological procedure adopted was the bibliographical, documentary, observational and interview research, based on the principles of popular education preached by Freire (2016, 2011), Brandão (2012), Arroyo (2012, 2004), Caldart (1997), who helped us for a critical reflection on rural education in the city of Uberlândia. The results were analyzed through content analysis and the collected data led us to believe that, both theoretically and in practice, rural education and popular education complement each other, as well as allowing the formulation of innovative educational practices that recognize and value the knowledge of all the subjects involved in the educational process. It was noticed the participation of the school community in the elaboration of a more democratic, inclusive Pedagogical Political Project has not occurred in the municipality. Contrary to what the entire Union, State and Municipality had foreseen, it was verified that all of them used the same curriculum in both urban and rural schools. The main justifications were related to the current characteristics of the rural space that resemble the urban environment.Keywords: Rural education; Popular education; Human formation.

scholarly journals Nonlinear educational process

2021 ◽  
Vol 295 ◽  
pp. 05018
Author(s):  
Evgeny Grigoriev ◽  
Azat Valeev ◽  
Shagit Musin
Keyword(s):  
Graduate Students ◽  
Educational Environment ◽  
Educational Material ◽  
Educational Process ◽  
Educational Organizations ◽  
Electronic Information ◽  
Education Development ◽  
Face To Face ◽  
New Directions ◽  
The University

The article describes the features of organizing a competently oriented educational process of the university, showing its strengths and weaknesses. The features of nonlinear management of educational organizations and nonlinear construction of the educational process are described. Higher education development in Russia is proposed. The importance of the personality of students, the importance of the formation of professionally significant personality traits is indicated. The data of the survey (attitude of students to the existing educational process) of graduate students and their analysis are presented. New directions and conditions for the organization of a nonlinear educational process at the university are considered - blended learning using the traditional form of work (face to face), electronic and distance technologies, electronic information educational environment, modular structuring of educational material, etc.

scholarly journals Peculiarities of professional tarining of higher education seekers of pedagogical specialties in conditions of emergency remote teaching (on the example of classical and technical universities)

2020 ◽  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Empirical Research ◽  
Mobile Learning ◽  
Professional Training ◽  
Educational Material ◽  
Educational Process ◽  
Educational Activity ◽  
Individual Work ◽  
Virtual Interaction

The article considers the problem of organization of professional training of higher education seekers of pedagogical profile in conditions of emergency remote teaching on the example of classical and technical universities. The authors clarified the essence of the terminological field of research «online education», «mobile learning», «emergency remote teaching», and characterized their features. Based on scientific generalizations and results of empirical research, essential features of organization of professional training of higher education seekers of pedagogical specialties in terms of classical and technical universities were determined, the algorithm of certain actions, which will lead to achieving success in educational activity, and its components were named. The necessity of establishing contact between all participants of educational process; the necessity of setting priorities in determining the workload of students with educational material; the necessity of implementing a competence building approach in the organization of individual work of students; the necessity of using cooperation technology; the necessity of choosing and implementing cloud tools of virtual interaction of participants of the educational process were characterized. In the course of questioning higher education seekers of pedagogical specialties in terms of classical and technical universities, the peculiarities of organization of professional training of future higher education teachers in conditions of emergency remote teaching, their influence on the success of higher education seekers in professional training and motivation to study were established.

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