DEVELOPING DIVISITE (DISCOVERY LISTENING WEBSITE) TO FACILITATE STUDENTS’ LEARNING IN LISTENING SUBJECT

The aim of this research is for developing DIVISITE (Discovery Listening Website) to facilitate students learning in listening subject. The design of this research is educational R&D. The subjects of this study were second-semester students of the English Department for the 2020/2021 academic year STKIP PGRI Trenggalek. The research procedure includes need analysis, studying theories of educational, developing the educational product, validating product to expert, and field-testing the product. By using the website and combined with the three stages in the Discovery Listening technique, it can increase students' learning motivation and comprehension toward listening material. This can be seen from the results of pre-motivation getting a score of 1051 (almost disagree). This means that respondents rarely plan listening learning activities. Then, the results of the post-motivation questionnaire obtained a score of 1810 (almost agree). That is, there is an increase related to students' learning motivation in learning listening by using the Discovery Listening Website. In conclusion, based on the research findings described above. This research has been able to develop DIVISITE (Discovery Listening Website) and facilitate student learning in listening. Furthermore, this research was able to achieve the research objectives, namely DIVISITE (Discovery Listening Website) to facilitate students learning in listening subject.

eduCAPES and the scientific dissemination of educational products/processes of a professional graduate program in the state of Pará in the quadrennium 2017/2020

The elaboration of educational products/processes as a result of the dissertation of a Post-Graduation Program (professional modality) is primordial for the improvement of Brazilian education, bringing academic knowledge closer to the needs of society. Therefore, the present research investigates how the knowledge generated by a professional Post-Graduate Program (PGP) in the Teaching Area of a public University in Pará has been disseminated, identifying which regions of Brazil and the world are interested in these educational products/processes. For this, a documentary research was conducted with the analysis of these educational products/processes produced in the quadrennium 2017/2020, made available on the PGP website and on the eduCAPES Platform. Data collected: the type of educational product/process; number of downloads, viewing ranking by country and city (further arranged in geographic regions). It was found that the analyzed production was visualized in the European, American and Asian continents; and in the countries Brazil, United States and Ukraine; in Brazil the largest number of accesses is from the Southeast region. The most viewed products were educational games. In this context, the dissemination of academic production is vital to meet the demands of society and of teachers/researchers, helping in the solution of everyday problems and professional practice. So, making the products/processes accessible by making them available not only in open access platforms but also in other social media. Present the products in other languages for greater global reach.

Bridging the Gaps Between Higher Education, Industry, and the Learner

The gap between higher education and industry is often discussed, but mitigating solutions lag behind and contribute to its widening. This chapter explores the root causes of this gap and examines the establishment of common frameworks based on skills and approaches to assessing those skills as the path forward. The perspective and needs of the industry, the learners, and higher education are discussed. Data silos to inform the educational product on skills in need by industry exist. Tools to support communicating skills in various technology solutions in the spirit of a holistic learning and employment record are emerging. Skills and competencies that populate those records must be relevant, appropriately validated, and communicated using an agreed-upon language. Selected examples of current and emerging approaches in the skills-first approach to establishing common frameworks for communication and assessment are provided to illustrate possibilities.

Improvement of Educational Products Validation form in professional postgraduate programs

ABSTRACT Educational Product and Technical-Technological Product constitute a specificity of postgraduate programs in the professional modality, a product that must be carefully evaluated by the programs and recorded on platforms of evaluating bodies. In 2019, a working group from the teaching area was assembled to create a Validation Form for these products. Thus, this article aims to present a proposal for improving this Validation Form for Educational/Technical-Technological Products, based on reflections treated in scientific articles and scientific events from the area, focusing on the relevance and need for this type of evaluation in a standardized way. It is intended to collaborate with the improvement of the evaluation processes and procedures of Educational/Technical-Technological Products for the necessary accuracy, representativeness, and homogeneity, which will allow the real dimensioning of the contributions of these products. This involves not only training qualified professionals, but also transforming practices in the Sistema Único de Saúde (SUS) [Brazil's Unified Health System], promoting advances in science and in its fields of application.

PROFESSIONALLY ORIENTED TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES IN A NON-LINGUISTIC UNIVERSITY

This article examines the trends and conditions for the effective implementation of professionally-oriented technologies for teaching foreign languages in the system of higher technical education. Currently, the most well-known and promising professionally-oriented technologies of teaching foreign languages are communicative, contextual learning, modular, and information technologies. Distance education is designed to meet the individual educational needs of each student, to provide an opportunity for students to use cyber-libraries, to solve special tasks related to the development of the creative component of education. Information professionally-oriented technology is aimed at creating a personalized educational product, has an interactive character and involves all the curricula of educational activity in the process of learning and using a foreign language. Advantages of distance learning are lack of geographical restrictions, adaptability, ability to access various sources of information, ability to obtain information of various volumes and contents. It saves time and material costs.

The method of pedagogical silence in teaching Russian as a foreign language: theoretical foundations and practical application

The relevance of the work is due to changes in the understanding of the goals of education, according to which learning should not be limited to the communication of knowledge, but should develop the necessary competencies in the field of independent cognitive activity and reveal the creative potential of students. In this work silence is considered as having a dialogical nature not expressed in a sign form a communicatively significant process of cognition of the studied object, which allows the student to overcome language and psychological barriers, to engage in independent work to develop the meaning and content of education, and, in the end, create your own educational product. In accordance with this the essence and content of the method of pedagogical silence are revealed, and also the author's typology of silence is given. On the example of a fragment of a lesson on the discipline "Russian as a foreign language" the features of the use of the method of pedagogical silence in teaching foreign languages are shown. The research materials can be used in organizing the educational process for the study of foreign languages, for methodological work in an educational institution, as well as in self-educational pedagogical activity.

‘POLYLINGUAL METHODOLOGICAL RESOURCE’ FEDERAL INNOVATION PLATFORM

Исследование проводилось в рамках федеральной инновационной площадки, статус которой НГЛУ получил в 2020 г. с проектом разработки полилингвального методического ресурса - хранилища текстовых, мультимедийных и интерактивных материалов, совмещенного с онлайн-конструктором, позволяющим подбирать материал для урока в соответствии с этапом обучения, уровнем владения языком обучающихся и целями и задачами урока. Ресурс предназначается прежде всего для использования в средней школе. Постановка задачи. Изложенное в статье исследование было проведено как следствие выявления дефицитов в организации учебного процесса в средней школе и апробации инновационного образовательного продукта для удовлетворения существующих потребностей. Результаты исследования. Опросы, проведенные в рамках исследования, показали, что основной проблемой в преподавании иностранного языка в школе является нехватка основного и дополнительного материала и времени на поиск материалов. Сто процентов учителей нуждаются в дополнительных современных ресурсах, доступных без затрат времени. Существует особый дефицит мультимедийных материалов. Выводы. Создаваемый ресурс позволяет решить существующие проблемы, т.к. обеспечивает быстрый поиск и сбор цифровых материалов для целей учебных мероприятий, а также конструирование уроков и их фрагментов. В настоящее время начинается апробация ресурса в школах и выявление результатов его применения. В перспективе ресурс может использоваться в образовательных организациях других типов и уровней, в различных регионах России и за рубежом. Дальнейшие исследования будут посвящены количественным и качественным показателям внедрения и применения инновационного ресурса, его влиянию на повышение качества образования. The research was carried out in the framework of the federal innovation platform the status of which LUNN was awarded in 2020 with its project of polylingual methodological resource as a repository of text, multimedia, and interactive materials combined with an online constructor to choose the material according to the grade, level, and teaching goals and objectives. First of all it is aimed at using at school. Statement of the problem. The research was conducted due to identification of deficits in organizing school education process and test runs of the innovative educational product at primary and secondary school to see how it meets the respective needs. Results. The surveys within our research show that deficit of schoolbook materials and additional materials as well as lack of time for search are the main problems. Hundred per cent of teachers need additional modern resources accessible without wasting time. There is a special deficit of multimedia. Conclusion. The resource to be created will solve the problems by allowing to quickly find and collect digital materials for the classes and to construct the classes and their fragments. Now test runs of the resource start at schools to identify its impact. Later the resource may be used at other educational organizations in Russia and abroad. The future research will deal with quantitative and qualitative features of resource implementation and use, its impact on raising the education quality.

CONTEXTUAL TEACHING AND LEARNING DALAM PENDIDIKAN AGAMA ISLAM

This paper aims to pay attention to the development of Islamic education based on Contextual Teaching and Learning (CTL) theory as a solution to the crisis experienced by Islamic education. In fact, Islamic education is sidelined in public schools because it uses conventional learning methods that are boring and do not provide a significant educational product. Previous research found that the accuracy of lecture-based conventional learning only gave 11% level of meaning for students. This fact is in contrast to the theory of CTL or contextual learning and teaching which emphasizes the contextualization of knowledge. In the end, this study found that CTL learning emphasizes the process of involving students in finding the material being studied and connecting it to real-life situations. This learning model encourages students to be able to apply it in everyday life. There are six characteristics of CTL learning, namely: meaningful learning, application of knowledge, higher order thinking, curriculum which is symbolized by standards, responsiveness to culture, and authentic assessment. In addition, CTL has seven principles that underlie the implementation of the learning process using the CTL learning model, namely: constructivism, inquiry, questioning, learning community, modeling, reflection, and real assessment. CTL learning is very necessary, especially in efforts to develop Islamic education, because it invites students to be more active in learning. ABSTRAKMakalah ini bertujuan memberi perhatian kepada pengembangan Pendidikan Agama Islam berbasis teori Contextual Teaching and Learning (CTL) sebagai solusi dari krisis yang dialami Pendidikan Agama Islam. Kenyataannya, Pendidikan Agama Islam dikesampingkan di sekolah umum karena menggunakan metode pembelajaran konvensional yang membosankan dan tidak memberi produk pendidikan yang signifikan. Penelitian sebelumnya menemukan bahwa akurasi pembelajaran konvensional berbasis ceramah hanya memberi 11% tingkat kebermaknaan bagi siswa. Kenyataan ini berbanding terbalik dengan teori CTL atau pembelajaran dan pengajaran kontekstual yang menekankan kontekstualisasi pengetahuan. Pada akhirnya, penelitian ini menemukan pembelajaran CTL menekankan kepada proses keterlibatan peserta didik untuk menemukan materi yang dipelajari dan menghubungkan dengan situasi kehidupan nyata. Model pembelajaran ini mendorong peserta didik untuk dapat menerapkannya dalam kehidupan sehari-sehari. Terdapat enam karakteristik pembelajaran CTL, yaitu: pembelajaran bermakna, penerapan pengetahuan, berpikir tingkat tinggi, kurikulum yang dilambangkan berdasarkan standar, reponsif terhadap kebudayaan, dan penilaian autentik. Selain itu, CTL memiliki tujuh asas yang melandasi pelaksanaan proses pembelajaran menggunakan model pembelajaran CTL, yaitu: konstruktivisisme, inquiry, bertanya, masyarakat belajar, modelling, refleksi, dan penilaian nyata. Pembelajaran CTL sangat diperlukan terutama dalam upaya pengembangan pendidikan agama Islam, karena bersifat mengajak peserta didik lebih aktif dalam pembelajaran.

FOCUS ON ARTIFICIAL INTELLIGENCE FOR PREDICTING THE OUTFLOW OF CLIENTS FROM ON-LINE EDUCATION SITES

The article examines the process of forecasting customer outflows, which is especially important for companies that use a business model based on subscription. It was found that the outflow rate is extremely important for companies with a subscription and transactional business model, which implies regular payments to the company (banks, telecom operators, SaaS-services, etc.). For this purpose, the types, the main reasons for the outflow of customers and the parameters defined to build a predictive model using machine learning algorithms were considered. The result was the hypothesis of the reasons for the outflow of customers from sites that provide training services based on courses that are presented on-line in the Internet space. To build a model of outflow forecasting, the behavioral characteristics of students, their motivation and the structure of the courses themselves were studied. Based on the collected large array of data, their change was analyzed by a large number of parameters and the relationships between the behavioral characteristics of students, course structures and their passage were identified. A variant of the forecasting model was built, for which the accuracy of its operation was increased and the results were integrated into the customer outflow prediction module. The final list of features included more than 100 parameters, which were divided into 6 blocks. As a result, a predictive model was created using the Weibull distribution, as client behavior can be considered as a kind of survival model. To estimate the probability of customer outflow, based on the considered hypotheses, a recurrent neural network with an LSTM layer was developed, where a negative logarithmic likelihood function was used as a loss function for the Weibull distribution. As a conclusion, it was proposed to introduce a stable proactive educational business, when decisions are made not only on the basis of feelings, but also on the basis of data, comes a clearer and more sound understanding of how to improve the educational product.

ON THE IMPLEMENTATION OF CERTAIN DIDACTIC PRINCIPLES IN THE ELECTRONIC INFORMATION AND EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

The article defines the role of the electronic information and educational environment (EIEE) of the university in modern education. The advantages of the implementation of didactic principles in modern university training using integrative and competent approaches are considered. It is indicated that the electronic information and educational environment provides access to high-quality educational e-resources that have passed scientific and methodological expertise and creates conditions for solving the problem of searching for reliable educational data. ICT included in the electronic information and educational environment allow conducting all types of tutorials and attestations using remote educational technologies and e-learning. The content of the digital educational product, which is determined by pedagogical goals and didactic principles of higher professional training is discussed. The educational process in the EIEE should be carefully planned and provided with methodically proved educational content and contain a valid complex of methodological and assessment materials. It is underlined that the effectiveness of the EIEE application in the educational process depends on the quality of the electronic educational and methodological complex. The article deals with the didactic principles of training, which realization is facilitated by using electronic information and educational environment. It is noted that the most significant digital technologies for studying at the university are: virtual and augmented reality, artificial intelligence and the technology of electronic identification of the trainee. It is indicated that chat bots are effective to provide feedback and assistance in mastering the content of educational disciplines. Advantages of the visibility principle implementation in digital education with the use of means of virtual and augmented reality, as well as the principle of individualization of training using programs for determination of cognitive abilities level of trainees are described. It is noted that the EIEE allows the use of the educational technology of “flipped classroom or flipped learning”.