List of abstracts, 2016 all issues
|From the Editors
|Bermous A. G.
Key words: project management, innovative processes, modernization of education, education project, paradigm.
|Towards a new paradigm of the educational projects management
The article discusses the complex issues arising from the exhaustion of the existing paradigm of innovation in education. The ongoing crisis in innovation policy has many dimensions, such as: value, conceptual, organizational, administrative, financial. Each of them has accumulated a critical level of internal contradictions. They include: an excessive number of uncoordinated regulations; no significant dynamics of the share of budgetary expenditure on education in the years of 1990−2000-ies; the emergence of new categorical values and concepts of education, not institutionalized in adequate organizational forms. Important aspects of changing attitudes to innovation in education have become qualitative changes in the economic model (reduction of energy consumption, the emergence and a widespread of integrative technologies, etc..), As well as the emergence of new models of management, including methods of strategic management, CDIO-standardization, implementing Agile-management. The new paradigm of management of innovative processes in education is determined by the seven main aspects: strategic (transition from complex conceptual documents − a brief SWOT-descriptions); conceptual (dynamic conceptualization of the space between synergistic and systemic approaches); projective (creation of innovative conveyor), praxeological (the implementation of Agile-management principles and operational management); semantic (reduction of project documentation and the intensification of the internal dialogue); security setting (environmental engineering) and setting social responsibility (ensuring information transparency and communication in the process of decision-making).
|Pecheransky I. P.
Key words: lifelong learning, work skills, the future, social intelligence, cross-cultural competency, transdisciplinarity.
|Report «FUTURE WORK SKILLS 2020» lifelong education goals (philosophical-pedagogical notes)
The goal of the article is to debate the main future skills in the lifelong learning context published earlier in the report «Future work skill 2020». The report was issued in 2011 by the independent non-commercial research group «Institute of the Future» (IFTF) which has been busy with future studies for more than 40 years. These skills include sense-making, social intelligence, novel and adaptive thinking, cross-cultural competency, computational thinking, new media literacy, trans-disciplinarily, design mindset, cognitive load management, and virtual collaboration. The report argues that without possessing the above-mentioned skills it would be impossible to have become a successful and competitive professional by 2020. The listed above skills formation and development are presented in the article in correlation with lifelong learning goals. The author highlights the fact that the referred skills will produce the maximum effect under consideration within the post-non-classical educational context as it makes possible profound personal fulfillment and broad use of student’s creative potential on all educational levels during life span. The theory of continuous-oriented education, based on the trans-disciplinary philosophy, theory of information and learned society, and also on the idea of paradigmatic pluralism facilitates the development of future work skills and presents the strategic resource of the third millennium educational civilization. The proposed statements and conclusions are of a prognostic character, and might be of interest for researches in the area of pedagogical philosophy and lifelong learning; for designers of innovation project conception; for managers of professional education and training systems.
|Robotova A. S.
Key words: everyday life, self-learning, a higher school educator.
|Everyday self-learning of university teachers at the stage of professional maturity
The goal of the article is to prove that self-learning of an educator at the stage of professional maturity is a substantial vital value and high spiritual need. The author presents self-education not as a discreet process, but as a continuing and everyday phenomenon, activating for a person a free choice of the problems, themes, trends, research areas, art for her/his profound comprehension. In the article a number of advantages of self-learning in comparison with periodical professional training are shown. The absence of compulsion and the lack of impact of borrowed choice in the area of self-learning for an educator with many years of experience is becoming the requirement for motivational sphere enrichment of a person. In the course of this free process a person acquires spiritual life, life as Being. Self-learning is interpreted as a special way of humanitarian practice, in which the higher school educator exercises her/himself in independent comprehension, dialogue, reflection, learning new phenomena, which makes her/his professional activities more creative, and ergo, more attractive. In the article an educator motivation of an everyday self-learning is considered, and the specificity of self-learning of an educator-humanitarian, helping her/him to keep in line with humanitarian ways of cognition is presented. The main methods used are theoretical analysis, self-observation, and self-analysis. The author gives as an example her own long-lasted experience of research used in self learning, which includes the event initiated by the development and introduction of a new electronic course. The main conclusion of the article is that self-learning becomes a necessary component of an everyday life and a condition for continuous knowledge renewal and new inspiration professional search for a higher school educator.
|Gosudarev I. B.
Key words: competence, electronic information-educational environment, semiotics, inter-paradigmatic-semiotic approach.
|Formation the competence model of electronic information-educational environment
The article substantiates the actuality of forming up the competence model of electronic information-educational environments (EIEE) on base of conflict resolution between the current requirements of educational standards and the real conditions and outcomes of educational process. The comparative analysis of various representations of the EIEE concept in normative documents including educational standards, professional standard, federal legislation are presented in the article. The article describes a special approach to building up the EIEE model on the basis of gen-eral idea of professional ICT competence (consisting of common user ICT competency, general pedagogical ICT competency and subject-pedagogical ICT competency) and presents trans-paradigm-semiotic concept of EIEE. Within the frames of a given concept the electronic infor-mation-educational environments are rendered as a paradigm context of interacting subject. The ap-proach suggested by the author is a frame one and is revealed via introduction of the following competency classes: design-organizational, reflexive-monitoring, subject-content-methodological, and semiotic-communicational. The EIEE analysis is made on the semiotic level of the sign interac-tions and designated subjects, and also on the formal-constructive level of the alphabet, words, and language. The EIEE includes various interactions of semiotic level such as stigmergic interactions, reflecting feedback connections, emerging as the side-effect of communicative processes in elec-tronic information-educational environments. The article will be of interest for the educational methodologists, specialists in the field of electronic learning and designing the information-educational environments, and for teachers of computer science.
|Volkov V. N.
Key words: the quality of life of the population, ratings of cities and regions of Russia, development of education.
|Life quality ratings of the Russian cities as a reflection of the educational system efficiency
The study of the regional educational systems appears to be very crucial given the territorial disproportions development in the Russian Federation. The balanced social-economic region evolution is an important requirement of sustainable development of Russia. The analysis held by the open sources (2010) of the city ratings of life quality is presented in the article. Taking these data into account, the leading city positions were highlighted and the impact of the status of educa-tional system on the population life quality was studied. The presented analysis has been made on the basis of the rating choice of the indicators and criteria characteristic for the educational system of the given region. It was found that to assess the life quality of the region the indicators reflecting the priorities of the governmental educational policy and the data obtained in the course of socio-logical studies are used. However, the indicators of the educational system as the indicators of the quality of the urban environment were considered not in all the ratings. The leading ratings of the cities assessed by the Ministry of Education and Science of the Russian Federation based on indus-trial criteria were compared. Then all the three main ratings − city life quality, industrial ratings, and quality assessment of Ministry of Education and Science of the Russian Federation were correlated. The article is to attract the attention of the scholars and governmental officials in the area of educa-tion in order to choose the appropriate development strategy for local educational systems and de-signing the suitable development programs, external factors considering.
|Gormin A. S.
Key words: advanced training, pedagogue, reflection, motivation, systematic-activity paradigm.
|Management of personal motivation in the system of teachers training: experience of novgorod institute of education development
The problem of how to motivate the school teachers to increase their professional qualification with introduction of new state standards is discussed in the article. The foundation of the suggested conclusions serves the experience of the Novgorod Institute of Educational Development. The author analyses in dynamics the school teachers motivation in the process of course studying. The methods and technologies to strengthen the teachers motivation for professional growth, such as: problem lectures, problem discussions, and case-studies are presented. The author describes the context technology of pedagogues' teaching including three stages: academic learning activities, quasi-professional activities, and professional activities. The recommendations how to conduct a lesson using the systematic-activity approach are given. It doesn't only keep the teachers motivation on a high level, but also increases the motivation for professional growth. The author draws attention to the following teaching techniques: replacement of complicated scientific terminology by the comprehensible one, especially for the practicing pedagogues; the demo-versions of lessons, built in systematic-activity paradigm using creative approach. It is recommended to highlight hew concepts and to correlate them with already known ones, to accentuate the role of the main didactic requirements in the content of activity based approach and to provide the conscientious acquisition of the afore mentioned requirements. Special attention is given to (self)reflection teaching. The article argues 10 didactic requirements necessary to increase the teaching process efficiency and to reach the goals set by the Federal State Educational Standard. The presented conclusions may be used in the teachers advanced training system.
|Raevskaya E. A., Denisenko V. V.
Key words: Reflexive-innovation methods, pedagogical college, management, development program, co-creativity.
|Rеflеxivе-innovation mеthods in managеmеnt of dеvеlopmеnt of еducation institution (thе еxamplе of thе Реtrozavodsk pеdagogical collеgе)
The efficiency of reflexive-innovation methods in the management of educational institution based on the example of "Petrozavodsk Pedagogical College" is shown in the article. The given methods are considered as specific forms of group work directed to cultivate the reflexive environment in order to obtain the innovation product. The presented study is based on psychological and managerial analysis of actual trends of the institution development with gradual engagement of pedagogical college educators and managers using the "pyramid principle". The efficiency of psychological diagnostics at the moment of making decision with the possibility of creating innovations in the institution is shown. The reflexive event is presented through conducting the scenario - intermediate creating product. The scenario contains the questions, describes the selected forms of work, necessary equipment, room distribution, and time-study. The description of the three sequentially held seminars under conditional titles "Making decision", "Search for Perspectives", and "Development Program" is given in the article as an example. The content innovation results are described on the level of perspective trends of institution development. The risks, connected with reflexive-innovation methods introduction to the development management are found. They are: the break of the collegially accepted development priorities which can lead to decreased motivation and the loss of personal meanings, the change of objective managerial analysis by the group reflection; the risk of engagement of too many people in the process of innovation changes with the lack of highly professional managerial team. In general, reflexive-innovation methods are presented as an effective means of competitive ability of educational institution. The article may be helpful for educational studies, innovation projects, educational management.
|Klarin M. V.
Key words: innovative education, Organizing-Action Education, didactics, Systemic Thinking Activity (STA) Methodology, meta-subjects, developmental education, «extreme education», adult and continuing education
|A tool for innovative education: organizational-activity pedagogy
Innovative education is a key factor of the transformational potential of social development. The author presents a logical-historical analysis of the Organizational-Activity Pedagogy (OAP), derived from the Systemic-Thought-Activity (STA) methodology, as well as its «toolbox» for innovative education, in which new cultural experience generation is produced. The article reviews development of OAP in the USSR / Russia throughout half a century, and traces its influence on the educational mindset, and practice of educational experiments. The author claims that STA methodology has shaped a unique combination of educational thinking traits: problematizing (setting cognitive «gaps»); reflective learning (priority of understanding over knowledge); reflective self-positioning; schematization; activity-learning type of content. These components of OAP mentality influenced many teachers working at all levels of the educational ladder, and are reflected in the experimental teaching practices and projects. Examples of the OAP implementation include: Developmental education, Thought-Activity pedagogy, practices of the New Humanitarian School, and «Extreme education». The article is addressed to managers of education, developers of educational practices (from primary and secondary schools to adult and continuing education), readers interested in in understanding innovative educational phenomena, and exploring innovative developments of education in Russia, and the world.
|Titova I. V.
Key words: personal choice, professional position of an educator, the theory of personal choice, factors and mechanisms of personal choice.
|The theory of personal choice in pedagogical activity
The purpose of the article is to present in general a new pedagogical theory named "the theory of personal choice in pedagogical activities" ("the theory of personal choice") being developed by the author of the article. The following statements serve as a starting point for the theory. The possibility of solving any pedagogical problem is determined by the quality of pedagogical activities. The quality, efficiency, and effectiveness of pedagogical activities depend on his/her personal choices. The pedagogical activity is an endless chain of interconnected and interdependent choices necessary to be done by an educator, both consciously and unconsciously. The typological characteristics of the personal choices of an educator might be described by different parameters-foundations (awareness, rational degree, the measure of implementation, regulation compliance, attitude to experience, etc.) The complex of such descriptions makes it possible to present relatively full picture of professional personality of an educator in any sphere of pedagogical activities. To characterize the theory of personal choice the author describes not only theoretical provisions, but also methodological substantiations: praxeology, professiology, the theory of making decisions, the risk theory, scholarly papers, appealing to philosophic and general scientific notions such as freedom, creativity, possibility and necessity, and others. The following functions of the theory such as explanatory, synthetic, methodological, prognostic, practical ones are revealed. Some of the working theories and problems to explore and the primary results of the search for typological parameters of personal choices of educators are presented. This article offers an invitation for researchers to start discussions and cooperation work in further development of the theory.
Key words: learning, mathetics, digital networks, open distance learning, trans-disciplinarity.
|Mathetics: transdisciplinary concept of learning in digital networks
The article presents the theoretical foundation of net learning mathetics being considered on trandisciplinary base and argues the instruments, guaranteeing success in distance learning comparable with that of full-time learning. Mathetics as a science about knowledge (self-directed knowledge) is contradicted to classic didactics as a science of teaching. Developing the ideas expressed by T. Gilbert, V. Colberg, E. Morin, B. Nicolescu, S. Papert, the author analyzes and specificates a set of key concepts and principles for trancdisciplinary comprehension for the nature both of general and special mathetics, specified for learning in digital networks. Among them are the following: complexity, effectiveness, principles of complex thinking, technology of human efficiency. The conclusions were based on the outcomes presented in thesis written by the author. The outcomes were obtained on a sample selection of 620 people; all of them have successfully completed distance learning course with minimum grades 12 out of 20; the outcomes also include new data on cohorts of learners 400 people in total. The author outlined the indicators studied by way of testing. The indicators were correlated with appropriate structural elements of science learning in digital network. The article reveals and consequently describes eight elements, forming mathetics, they are: neuro-pedagogy, meta-cognition/reflection, styles of teaching, self-learning, motivation, attention span, efficiency, pleasure of learning. The statements and conclusions presented in the article may be of interest for educational methodologists, researches in the domain of educational philosophy and innovation in the field of educational sciences.
|From the Editors
Key words: lifelong learning, noosphere, ecology, control, science, revolution, evolution, paradigm, foundation, public intelligence, mind.
|Noosphere foundations of lifelong learning in xxi century
The foundations of the lifelong learning definition and noospheric bases of its new image development are revealed. The author gives his own interpretation of the lifelong learning concept, carrying it out off the limits of the market fundamentalism and designating the two dimensions – both institutional and personality-centered. The inadequacy of modern science and education to the imperatives of Nature is emphasized and as that calls for noospheric quality formation in science and education. It is shown that lifelong learning should become a leading mechanism for society and mankind in genera transition to a new paradigm not only of sustainable development but also of History itself. This refers to the noospheric paradigm in the form of controllable socio-natural evolution on the basis of societal intellect and scientific-educational society. The author stresses the point that scientific-educational society as a category is much richer that «the knowledge society». In the knowledge society in the course of pragmatic approach to education, the quality of education is deteriorated and the fundamental and humanistic components are reduced. The author concludes that the fundamentalization of lifelong learning as an imperative, addressed to the Russian system of education in XXI century, destined to keep on the process of noospherization for science and philosophy. As that, the noospheric lifelong learning system should start up from training teachers and educators of higher educational institutions as bearers of noospheric ideology, resting upon the foundations of nooshperic moral-ethical system. Philosophic-pedagogical statements suggested by the author are of methodological character, opening the perspectives of lifelong learning theory and practice development built on the new, noospheric foundations.
Key words: meta-disciplinary content, higher pedagogical education, pedagogical projecting, technology, quality pedagogic system control, personal-professional self-development.
|Metadisciplinary modul «Pedagogical projecting» as an invariant component of pedagogical lifelong learning education
In the article the V. V. Serikov idea about the meta-disciplinary integration of the content of the higher pedagogical education and structuring the educational standards on the basis of meta-disciplinary modules is elaborated on the content-technological level. The author's variant of meta-disciplinary module «Pedagogical Projecting» is considered. The module goal is to create conditions for the would be teachers to design the authorial pedagogical systems on the systematic inter-disciplinary and trance-disciplinary basis. The pedagogical projecting is interpreted in three aspects − as creative-innovation-expert activities, technology of pedagogical system development, and technology of personal-professional self-development of a teacher. The package of theoretical disciplines such as philosophy, psychology, pedagogy, and others are integrated in the module structure. This package is being worked out by the teachers' team on the basis of the following principles: fundamentality, inter-disciplinarily, multi-culturality, poly-conceptuality and complementarity. The pragmatic-oriented module package is built upon such psychological processes as reflection, authorial concept projecting, quality expertise method, projecting of diagnostic instrumentarium, goal-setting, module projecting, carrying out a micro-investigation, educational situations projecting and quality prognosis and targeted on problem solutions. The module structure is offered to include the «windows» of mobility and practices to approbate experimentally of the authorial pedagogical projects in various contexts. The suggested approach might be used for meta-disciplinary module projecting as a methodological and instructional guide.
|Babakova T., Levina O.
Key words: lifelong learning, adult education, non-formal education, open university.
|Open university at petrozavodsk state unuversity as a phenomenon of adult education
The article attempts a pedagogical evaluation of Open University at Petrozavodsk State University specific activities for the period 2010−2015. The Open University (OU) is presented as non-traditional type of non-formal adult education after analyzing such concepts as lifelong, formal, non-formal, informal, additional types of education, and professional development. The efficiency of the OU is estimated on data obtained in the course of analysis through interviews and questionnaires of teachers and most active learners. The pedagogical principles of organizing the OU activities are formulated, namely: consistency, pragmatic approach, democratic management and self-management style, and interconnection between education and enlightenment, general and regional component, non-formal and formal education. The fact that adults including seniors are interested in increasing their educational and cultural level on the one hand, and the instructors rea-son for their participation in teaching at the OU as deep understanding of the importance of enlight-enment for the population on the other hand, is proved via concrete cases. The authors conclude that the above described form facilitate the university to be the pillar of education, science, and culture in the region. The statements and conclusions presented in the article are of interest for investigators in the field of adult education and for the organizers of such structural divisions at the universities as multi-profile educational institutions
Key words: autobiographical method, lifelong learning, educational experience.
|Lifelong learning autobiography
The article presents the description of educational experience of an ordinary person, the Netherlands citizen. The author lays emphasis on the successive stages of his personal and professional development, related to the necessity of making the individual choice of the ways to continue his education. In this connection the author considers the multiple changes of one form of learning (self study) by another as the manifestation of educational continuity. Traveling down the memory line the author traces the circumstances of transition from one type of learning to another and gives the retrospective emotional evaluation of external and internal causes, principal motives and consequences of his choices, and the quality of acquired education. Presented in the form of autobiographical essay the factual material is personalized, real and interesting by its commonness, behind which one may see a concrete person realization of the objective need for the continuation of education at any age. The accumulation and systematization of similar humanitarian descriptions might serve as a basis for further scientific generalizations in the sphere of studying the phenomenon of educational continuity. The information offered by the author allows getting an idea about historically developed variability of the forms of main and professional education in Holland.
Key words: centralized Testing, teaching writing, assessment criteria of written papers, types of writing.
|Сontinuity in Teaching Writing in English to Secondary School Graduates and University Students of Non-linguistic Faculties
The article looks at the problem of continuity in teaching writing in English to secondary school graduates and university students of non-linguistic faculties. Based on the analysis of the results of the Federal English exam (part «Writing») for the period from 2011 to 2015 the author identifies students’ typical mistakes in writing discursive essays. The article outlines the requirements and describes assessment criteria for the written statement of this type. To ascertain the purposes of the use of writing in English and Russian in everyday life the author conducted a survey of the first year students of Petrozavodsk State University, the results of the survey are presented in the article. The author reveals the opportunities of the module «Foreign language for academic written communication», developed by teachers of the Department of foreign languages for Humanities of Petrozavodsk State University as a means of solving problems in teaching writing in English to uni-versity students. The module takes into consideration different teaching practices at non-linguistic faculties. It is concluded that the development of students’ written skills is an essential tool of de-veloping their communicative competence, improving language skills and professional knowhow in general. Students should be taught how to create written texts that can function as a means of their professional communication.
Key words: labor education and upbringing, rural school, federal state educational standard, succession.
|Succession problems of labor education in a modern rural school
The problems of the labor education succession in a rural school in Russia are considered in the article. The author presents the main stages of formation and development for the national labor education system and rural school student upbringing and underlines the importance and relevance of labor education in rural (non-urban) school. In the article the situation with current labor education and upbringing of rural children and teenagers is revealed, the succession failure in labor education is stated, the objective and subjective reasons for the situation are named. The new generation educational standards for different general education levels in the context of labor education and upbringing requirements in a modern Russian school are analyzed. The ambivalent analysis results of general statements reflecting the situation with labor education in rural educational institutions are introduced and the conclusion about the necessity of dynamic alternation of the given situation is presented. The findings of social-pedagogical investigation «Rural Karelian School Pedagogical Staff on the Social-cultural Stage of Educational Modernization» serve as the empirical basis for suggested solutions. The investigation has been conducted in the Laboratory of Theory and Practice for Rural School Development at the Institute of Pedagogy and Psychology of Petrozavodsk State University (2014−2015) and the analysis of the work of the regional pedagogical competition participants of the Republic of Karelia (2015). The discovered labor education succession failures provide evidence for urgent necessity of immediate measures and actions on the part of pedagogical science, educational management, rural school as specific educational system.
Key words: academic mobility, intellectual internship, post-Soviet countries, world educational space.
|«The Baltic vector» for academic mobility: innovation discourse for the Russian-speaking professorate and young researchers intellectual internship of post-Soviet countries in Scandinavia
The article deals with the innovation practice analysis and description of organizing foreign internship in the context of transition to post-classic educational model. The author considers the academic mobility phenomenon both in classic and innovation forms, analyzes the terms of access to the forms of international academic mobility for young researchers and professorate in post-Soviet countries. The author focuses on the phenomenon of «foreign internship» as a special form of the academic activities, research work, and professional development. The language barrier is underlined as a segregation construct in the international academic mobility development for professorate of post-Soviet countries. The connotations of meaningful and technological rapport and interaction in professorate visits are analyzed. The professorate academic mobility is estimated as an indicator of the higher education reform successfulness for the post-Soviet countries. The author highlights the importance of building up the targeted use of knowledge, information, and experience received in the course of International internship in the motherland of an intern. The researchers of the International educational space and managers of the further training system will get interested in comparative analysis of institutional practice for academic mobility under conditions of post-Soviet country integration into the world educational space. They also might be interested in innovation forms realization for foreign internship programs at the Scandinavian Institute for Academic Mobility, based on the techniques of post-classic educational model.
|Selivanov V., Selivanova L.
Key words: virtual reality, VR-technologies, personality development, psycho-therapeutic programs, lifelong learning, consciousness, phobias, overcoming educational anxiety.
|The influence of virtual reality means on personality formation
The article deals with the influence of virtual reality means on personality formation. By means we imply the high-technological program products, characterized by the three-dimensional object images, possibility for animation and interactivity, and the effect of presence without alternation of consciousness of a user. The authors refer to the research data on the influence of educational and correctional virtual reality technologies (VR-technologies) on a function and development of a personality, demonstrate the options of using correctional and developmental VR-programs within the frames of lifelong learning. In the course of the experiment the following approaches were used: Minnesota Multiphase Personality Inventory testing (MMPI), Spielberger-Hanin Anxiety Level test, method of cognitive and behaviorist therapy, virtual anti-phobia trainings, didactic programs in VR format on biology and geometry. It was found that VR correctional and developmental programs in general give positive results for personality functioning and development. The programs influence on a personality was studied in an integrated mode including motives, skills, consciousness, sub-consciousness. The technologies, generated in virtual reality, do not affect basic personal structures, but are able to alter the functional traits of a personality. We mean here a short-term use of VR products, specially directed by their content on progressive personality alternations. The VR programs also might be used to solve the educational goals of lifelong learning. Presented results are of multi-disciplinary character, oriented on perfection of educational process on the basis of current psychological knowledge about the influence of virtual reality on personality formation. The research was performed within the governmental assignments of the Ministry of Education and Science of Russia (2014–2016).
Key words: lifelong learning, moral-ethical upbringing and development, education for sustainable development, moral-ecological upbringing, moral-ecological identity, subject of education.
|The place and role of moral-ecological identity development for a lifelong learning subject
The current documents regulating the content of moral-ethical development and ecological education on different levels of general academic competency are analyzed in the article. The author claims that the development of moral-ecological identity of a lifelong learning subject is a part of educational and developmental components of upbringing for sustainable development and a necessary means for moral-ethical development of a citizen of the Russian Federation. On the basis of theoretical analysis and philosophic-pedagogical reflection, the necessity of personal involvement in moral-ecological education through the identity category is revealed and proved. The terminological comprehension of moral-ecological identity of a lifelong learning subject is presented. The identity of a lifelong learning subject is described through pedagogical concepts, main elements and component composition. The moral-ecological identity of a lifelong learning subject is interpreted as a process and positive result of moral and ecological identity. It is distinguished by the following: a) the need of identification by a personality; b) accumulation of ideas and knowledge of the identification subject; c) acceptance of norms and requirements for a subject as the normative learner centered basis of identification behavior. The structure of moral-ecological identity includes the following components: motivational, cognitive, reflexive, and normative learner centered approach. Presented conclusions are of methodological character and might be used as a guide for the content of ecological education and moral-ethical upbringing in modern Russia.
Key words: education, success, «success pedagogy», moral personality types, successful pupil, successful teacher.
|The notion of success in the context of current education
The article deals with the notion of success. Semantic and culturological analysis enables the author to come to the conclusion that the interpretation of the notion is far from being unambiguous in contemporary society. On the basis of onto-paradigmal approach, suggested by I. A. Kolesnikova, the peculiarities of teachers’ and pupils’ success estimation in technocratic and humanitarian educational space, and in the space of traditions are shown. From the perspective of the Adler personality psychology, the productivity of competitive oriented pedagogy for the competing behavior of a pupil casts into question. The variants for practical application of theoretical ideas of the «success pedagogy» are presented in the article. Starting out from the Zelenkova and Belyaeva ethic-axiological typology, the author emphasizes the success characteristics, connected with moral-ethical personal orientation, and he also brings forward different variants of «success formula», much used by coaches, tutors, and trainers. Relying on the ideas of modern generation theory, the author admits the changes in value orientation for contemporary youth, which is of high priority for building up the strategy and tactics of upbringing youth on different educational levels. Theoretically, the article might stimulate the further «success» and «non-success» notions studies with regard to the lifelong learning system.
|From the Editors
|Pevsner M., Petryakov P.
Key words: diversity, meta-theory of diversity, pedagogy of diversity, diversity management, cultural diversity, inclusive education, tolerance, heterogeneous organization.
|From diversity of pedagogical concepts to pedagogy and management of diversity: formation of meta-theory of diversity in russian educational science
The article is devoted to leading ideas and value-notion guidelines of meta-theory of diversity in educational systems, which is a new direction in Russian and international science. The authors note that at present, the world scientific and educational research concentrates on different ways of interaction with various types of diversity (cultural, ethnic, religious, intellectual, social, etc.). Accordingly, there is a variety of pedagogical concepts corresponding to various types of diversity that objectively exist in society; these concepts are constantly expanding their borderlines as new socio-political and pedagogical realities, as well as new research teams, appear. The article underlines that at the present stage of development of educational science in the post-Soviet countries it is necessary to transfer from separate pedagogical trends, concepts and models to holistic meta-theory of diversity and its management. This meta-theory is currently formed under the influence of the theoretical heritage of US and Western Europe researchers and due to the active involvement of Russia and other Eastern European countries into international projects. The authors suggest the transdisciplinary methodological strategy as the methodological basis of the fundamental pedagogical theory of diversity. In the context of post-nonclassical science, the meta-theory of diversity is characterized by the transition from an interdisciplinary approach to transdisciplinary level of cooperation, covering cooperation not only between the specific disciplines (in this case, pedagogy and management), but also the study of diversity management phenomenon in society, economy, culture, science as a whole, and educational systems in particular. The article reveals the basic ideas of meta-theory of diversity, the most important among them are the broad philosophical and pedagogical understanding of inclusive education, the diversity of institutions offering education and training of representatives of various heterogeneous groups, the formation of a reasonable tolerance among students which is reciprocal to the absolute tolerance.
Key words: lingua-pedagogical approach, scientific method, educational and pedagogic discourse, pedagogic interpretation, translation, pedagogy.
|Lingua-pedagogical approach as a research method of lifelong learning and continuing education issues
The article describes lingua-pedagogical approach as a modern interdisciplinary scientific method. It provides the analysis of preconditions of the approach, which deal, on the one hand, with the range of problems outlined in the conceptual-terminological system of pedagogical science, and, on the other hand, with the objective characteristics of academic pedagogical language, and the development of scientific knowledge about the educational and pedagogical discourse. Scientific bases of the approach found in linguistics and semiotics are described. The author demonstrates the integration of linguistic and pedagogical knowledge in the study of pedagogical objects and defines an integrated linguistic and pedagogic object. It includes units of the lexical-semantic systems, terminology systems, spheres of concepts and their developing internal hierarchical, paradigmatic and syntagmatic relations, which are named and described. The article describes complex lingua-pedagogical methods including pedagogical interpretation, linguistic, quantitative, as well as computer methods. The author shows the integration of lingua-pedagogical methods with systemic, deep, synergetic, cultural approaches. Article provides the prospects for the development of the scientific approach, the connection with lingua-pedagogy as a modern aspect of language pedagogy. The article is based on the examples of terminology and concepts of lifelong learning and continuing education.
|Ignatovich S., Ignatovich V., Galushko I.
Key words: seniors, educational independence, information sources, open.
|Educational independence of modern senior pupils: experience of empirical research
The article is focused on the analysis of modern practice of formation of educational independence of seniors. The general characteristics of various research positions in definition of essence of this phenomenon are given. The leading tendency of the development of scientific ideas of educational independence consisting in its integration into the general problem field of processes of socialization and personal self-determination is designated. The data of the analysis of the sources of information used by modern pupils of the middle and senior classes in the course of their educational activity and the solution of vital tasks are provided in article. The obtained data are compared by results of the similar researches conducted in the 80 – the 90th years of the previous century. The distinctions between the preferred information sources are revealed and described, the generalized image of the senior pupil characterizing features of his/her educational independence is presented. The ideas of teachers on the main components of educational independence of the studying senior classes are analyzed. The conclusions characterizing the situation of educational independence formation of modern senior pupils are drawn, the directions of further researches on this problem are outlined.
Key words: Succession, lifelong learning, preschool education, secondary general education, educational complex, educational interaction
|Succession of pre-school, primary and secondary general education: problems and experience of instructional design
The subject matter of the article reveals the problem of pre-school, primary, and secondary general school education succession. The successfulness of education and socialization of a child at the early development stages depends on content-richness and succession of the process of psychological-pedagogical monitoring. The succession of education declared in conceptual and normative documents often is not practically carried out in the activities of educational institutions. The educational environment and educational practice of the pre-school, primary, and secondary school general educational institutions, as a rule, do not coincide with widely known theoretical theses of succession and continuity of educational process. It is necessary to undertake the integrated efforts of the professionals at the higher educational institutions, secondary schools, and pre-schools in order to organize the monitoring of the process development. The author focuses on the essence of the concept «succession» in the context of lifelong learning for the children of pre-school and primary school age. The foundations, components, and means of monitoring succession for pre-school and primary school education are presented. The necessity of scientific-pedagogical monitoring for the activities of pedagogical staff of educational institutions in order to create the common education space of secondary school and pre-school institutions is proved. The content of the problem is revealed, and the directions of the joint activities of all professionals including higher institutions and secondary schools within the frames of the temporary scientific-research team in order to solve the problems under discussion are outlined. As an example of such an activity the author refers to the instructional design of the succession continuing educational process in a poly-functional multi-profile complex «Pre-school − Secondary School».
Key words: academic group, learning activities, emotional states, freshmen support.
|Special aspects of the adaptation process dynamics for the first year students at the university: first examination session
The results of the social-psychological study held at Petrozavodsk State University in 2015−2016 and aimed at finding the adaptation success and problems for the first year students in the course of their first examination session are presented in the article. The nine characteristics (markers) of the adaptation process were investigated, namely: information activity, adaptation in the academic group and learning activity, self-evaluation of adaptability, evaluation of different forms of taking exams, emotional status, the need for support from the university staff. The questionnaire method (total 265 students at the 14 faculties and chairs with selection more than 15 % of total number of the first year students), and also comparative and correlation analysis were used. The data were processed with the help of the SPSS statistical software. The comparative data for the faculties of arts, technical faculties, and faculties of natural sciences were obtained. The research results showed that after the first semester of studies the students are mostly satisfied with their adaptation process at the university (93 %), only 5,4 % students estimate themselves as non-adaptable, and 14 % students felt the lack of support. According to the marker of emotional status up to 27 % students could be referred to the group of non-adaptable ones. In general, students are adapted in the academic group and in the learning activities. Still, they experience some problems in communica-tion with each other and with the faculty. The information activity is decreased during the first ex-amination session. The study of emotional experience connected with the educational process showed that it is not easy for the most part of the first year students to cope with the stressful situa-tion of the new examination format. The data obtained in the course of the investigation might be taken into account while working with senior pupils and university students within the general and higher systems of education.
|Brühlmann О., Hildebrandt E., Marty A.
Key words: team teaching, co-teaching, cooperation, joint work, teachers' training, professionalization.
|Team teaching: review of international empirical research II
The article contains the review of the international English speaking empirical studies on team teaching. Today the teamwork and team teaching is the inherent part of everyday teachers' activities, for instance, in the case of integrative and inclusive education aimed at supporting the children with special needs. Besides, team teaching and inclusive education are used at the practical stages of pedagogical education more and more often. The obtained results from the point of view of effectiveness and potential application of team teaching and co-teaching are sometimes contradictive, in particular regarding the ambiguous terms application, and because of using different schemes of investigations. In English speaking countries there are long standing traditions of team teaching research and co-teaching in comparison with German speaking countries. That is why it is reasonable to make a review of knowledge obtained empirically in English-speaking countries by the empirical way. In the first article written by the authors and published in the journal «Lifelong Learning: XXI century» the main information on team teaching was presented at the meta-analysis and meta-synthesis levels in the context of inclusive educational methods. The article contains recently obtained data, connected with the studies not only in the field of inclusive education, but also including other aspects, such as: the impact of team teaching on the students, teachers, the educational process development, organizational development, etc. The review offered by the authors might be of interest for the researchers in the field of educational technologies, for methodologists, and may be used in the system of continuous professional-pedagogical education.
Key words: lifelong learning, workers' faculty, higher school, public education
|Workers' faculties in the conext of the paradigm of liflong learning
The experience of the workers' faculties activities from the point of view of lifelong learning is analyzed in the article. The preface part of the article is aimed at general concepts, linked with lifelong learning. The working definition of lifelong learning is given and the characteristic features of the definition important in the context of the following topics: adult education, education in the course of life, self-education, all-round and harmonious development of an individual are highlighted. The significant part of the research describes the functioning of the workers' faculty of the Petrozavodsk State University. The brief characteristics of the peculiarities of the Russian higher school development in the first post-revolution decade is presented, and also the explanation for the reasons of establishing the workers' faculties is given. The analysis of historical sources allow us to conclude that the age range of workers' faculties participants was extremely wide. The upper level exceeded the age of 40. Young and old people studied at the faculty simultaneously, and this fact is one of the characteristic features of lifelong learning. On the basis of scientific sources it was concluded that workers' faculties are the predecessors of the modern preliminary courses at the higher educational institutions which in their turn are a part of the modern lifelong learning system. The other connection between the workers' faculties and lifelong learning is self-education. In the article the author convinces the readers that this form of getting knowledge was characteristic for the workers' faculties. Finally, active cultural and social student life aimed at their all-round development and self-realization is one more link between the workers' faculty and lifelong learning paradigm. The article was written within the frames of the PetrSU Program of Strategic Development for 2012−2016. The article might be interested for the researchers in the field of lifelong learning and the history of the Russian higher school.
Key words: diversity, educational space, tolerance, intercultural education.
|DIversity of educational space: a threat or a chance for us?
The article is of the philosophic-pedagogical character. The author reveals the following key issues: Do we have to view the growing diversity in the sphere of education and science as a threat or benefit encouraging development of people and society in general? Is it possible to teach people to be tolerant? Is education able to help solve the problems connected with the conflicts and social tension, born by the cultural diversity, religions, and social values? The migration out of war zones to the western countries is named as one of the reasons of the educational space diversity. This phenomenon is suggested to be contemplated simultaneously from the point of view of politics, educational policy, and pedagogy. The author reviews different approaches to the problem of education/upbringing of tolerance as a personal quality, necessary for life in diverse society and for successful interaction in the modern educational space. The author reviews different scientific opinions on the levels of personal development, social skills, and personal qualities enabling people to acquire intercultural competency, enumerates different types of tolerance, underlines the significance of reflection concerning conflict situations. The pros and cons of new directions in pedagogy and education, aimed at upbringing of tolerance are analyzed. In particular, the author refers to intercultural education, education of «recognition», multi-perspective and political education. The attention is focused on the specificity and limitations, which are inherent to these types of education and upbringing. The problem of training and professional development of pedagogues of different qualification levels to undertake correct professional actions in multinational educational environment. «Correct» and «incorrect» teachers' behavior in the situations of inter-ethnic communication with the students is shown. The article is interesting as a motive for social-pedagogical and methodological discussions.
Key words: lifelong learning, elderly people, cognitive skills, interactive technology, e-learning.
|Development and retention of cognitive skills for the people of the best age as a goal of lifelong learning
In the publication the problem of retention of cognitive skills as a sign of qualitative life of elderly people is discussed. The author considers that this social problem needs to be solved in a complex way, by means of humanitarian medical and pedagogical technologies under the conditions of the mixed training. The project on creation of the Center of Informal Lifelong Learning for People of the Best Age as means of improvement of the quality of life of elderly people through the development of their cognitive skills on the basis of introduction of technologies of interactive and electronic training is presented in the article. The project is aimed at the development of the syllabus and methods for self-education, organization of the teaching process, and creation of the School of Memory. The web-portal is a modern tool of the project accomplishment in which the ideas of a control panel, the interactive guide, tuning and maintaining a profile of the user, the game field, the world map, community building, and the teleport are embodied. The project will allow us to create the modern comfortable environment for communication and learning for elderly people, introduce innovative forms of social service of the population, and they are: technique of the understanding communication, mobile applications, mobile technologies, therapeutic technologies, interactive technologies, information and communication technologies. The training of special professionals ready to work in the School of Memory with their peers, deprived of the cognitive abilities is being planned. The article might be of interest for professionals working in the area of andragogy, gerontogogy, and social workers.
Key words: concept sphere (sphere of concepts), lifelong learning, linguo-pedagogical approach, chronotope of lifelong learning.
|Oncept sphere of lifelong learning: logic and methodology of the study
The review of the interdisciplinary study of the concept sphere of lifelong learning accomplished by the team of the authors at the State Petrozavodsk University in 2012−2016 on the basis of comparative analysis of Russian, English, German, French sources is presented. The appropriateness of the terms «concept sphere of lifelong learning» and «chronotope of lifelong learning» is validated by the author. The concept sphere of lifelong learning is defined as the structuralized array (system) of concepts representing the idea of the education in the course of life on the different levels of the social consciousness. The author enumerates the approaches and methods, allowing readers to reveal the actual status, main tendencies and contradictions of the concept sphere development both in total and separate components with the use of the lexical corpus comparable by the meaning. The methodology of the study is revealed through the systematic-synergetic, comparative-pedagogical, linguo-pedagogical, chronotope approaches; the methods of theoretical and semantic analysis, frequency term analysis, analogies, and also theoretical modeling and the Internet search. The description of the logic of the first two stages of the study of poly-linguistic array of the infor-mation − linguo-pedagogical and chronotopic − is presented. The guide lines of the further study of various stages of lifelong learning from social-pedagogical, chronotopic, and linguo-pedagogical positions are outlined. The suggested methodological approaches are of interest for methodologists and researches of lifelong learning, linguists, interpreters, and translators.
|From the Editors
|Nikitina N., Romanova E., Grebennikova V.
Key words: qualimetry, educology, professional education, multidisciplinary approach, socionomic specialists
|Qulimetry and educology in continuous peofessional training for socionomic specialists: multidisciplinary approach
At the present stage of continuous professional training development for specialists of socionomic ("helping") professions (such as social pedagogues, social workers, psychologists, experts in social work, doctors and lawyers for social services, tutors, social pedagogues, etc.,) new ways for improving the educational institutions performance engaged in recurrent training are being actively looked for. One of these ways is the development and realization of the content-related and technological basis of the qualitative management processes in professional training of the socionomic profile specialists on the foundation of conceptual educology positions. The purpose of the article is to consider the variative (multidisciplinary) approach to the feasibility of the theoretical and methodological foundations of qualimetry and educology for continuous professional training of socionomic specialists within the system "College – University – Postgraduate Education". The authors present the original interpretation of the concept of qualitative control of continuous management in professional training. Special attention is focused on the eductologic aspects of the design and implementation of the quality management system for recurrent professional training of socionomic specialists. The substantial characteristics of various approaches to the definition of professional education quality, such as subject-oriented, result-oriented, value-oriented, administrative-oriented, market-oriented, benchmarking, and others are presented in the article. The qualimetric and mathematical models of quality assessment in the system of postgraduate education are considered. The results of investigation might be applied in professional training for socionomic specialists.
Key words: science, education, personal knowledge, formalization, uncertainty, belief, scientific discovery
|About the role of the personal knowledge in education and science
The aim of this article is to consider the role of the personal knowledge in the scientific activity and education. Here is represented the classification of the knowledge: knowledge as the skill, knowledge as science, knowledge as the belief. It is claimed that to consider the knowledge as the belief isolated from other forms of knowledge is a false way. The author represents some generalizations characterizing the M. Polany’s concept “personal knowledge”. The procedure of the emergence of the problem that depends of the personal choice of the researcher is of important meaning. The most adequate concept that characterizes the pre-problem stage of the scientific research is the concept of uncertainty. It is remarked that it is false to use the concept of uncertainty for the characteristic of the stage only of the decision of the problem. The analysis of the education in the context of the personal knowledge allows to open a new aspect of the concept “uncertainty”. The situation, when a pupil compares his knowledge with more thorough and profound knowledge, which his teacher has, he can characterize his own knowledge as inaccurate and uncertain.
|Nikitina N., Zakharchuk L., Grebennikova V.
Key words: personal and professional development, specialists socionomic ("help") profile, continuous education
|Professional-personal development of socionomic specialists within the system "college - university - postgraduated education"
In modern Russian reality the agenda of modernization for the system of continuous professional training ("College – University – Postgraduate Education") for the specialists of socionomic ("helping") profile is of great importance. Such specialists are: social pedagogues, social workers, psychologists, experts in social work, doctors and lawyers for social services, tutors, pedagogues-psychologists, etc. The article proves the need to intensify the process of professional and personal development for socinomic profile specialists in the system of lifelong professional education, its recurrent character considering. The characteristics of the variants for professional-personal development of the socinomic profile such as conventional, altruistic, investigative, dominant and the process stages, such as reproductive-empirical, adaptive-heuristic, and resultative-productive selected in the course of research are presented in the article. Based on multivariate analysis of empirical data obtained as a result of many years of research work in a number of colleges and universities in Russia, the functional links of professional-personal development of a learner with individually-typological features of the potential socionomic expert (psychologist, social worker, social educator, etc.) were identified. Special attention is paid to the study of the motivational component of the process of professional-personal development, and it is viewed as a fact that empowers specialists to return in the educational system on various stages of their life. The article presents a set of conditions, principles, didactic and socio-pedagogical mechanisms that ensure the efficiency of the process of professional-personal development of "helping" profile specialists in the system "College – University – Postgraduate Education". The investigation results might be carried out to upgrade the system of recurrent professional training for socionomic ("helping") profile specialists.
|Glebova G., Kiriutina N.
Key words: information community, lifelong learning, informal learning, Internet-resource, Internet-forum, social-educational potential.
|Social-educational potential of women's internet-forum
The article focuses on the problems of development of personal educational space in the context of information society characterized by the diversity of informational streams and broadening of media sphere. These facts transform the educational strategy of a person and open new ways for forming self-education skills. The materials of Smolensk women's forum (the site of Smolensk Internet-club) were used as a basis for the investigation. The author's view on the significance of the Internet-community for self-education, self-realization, and self-expression of a person is presented. The possibility of obtaining personal and social significant educational results within the Internet-forum activities as a factor of informal education is estimated. The attempt to define the stages and the content of education received within the women's forum is made. A retrospective emotional evaluation of the external and internal reasons for the activities of the Internet-forum participants is given. The results of the investigation illustrating the social-educational potential of the Internet-communities activities are presented. The offered thesis and conclusions made in the course of self-management and self-observation of communicative and post-communicative stages of participation in web-forum activities are of personal-reflective character. The article may be of interest for the researchers of educational potential of the Internet-resources and for the specialists in the field of non-linear and blended learning.
|Kuznetsova N., Ruzhinskaya I.
Key words: lifelong learning, mentoring, Old Belief, conventional society.
|Old believers customs of mentoring as an example of continuous educational tradition
The tradition of mentoring in modern community of Old Believers is analyzed in the article. The peculiarity of the phenomenon is in its stability sustained throughout all the history of Old Believers. The basis of the research is the content of the official sites of Old Believers' agreements of Russia and former Soviet republics (states of former Soviet Union). The authors have found that the phenomenon of mentoring is still widely used in Old Believers communities (environment), but nowadays besides the main spiritual function, the mentor has acquired additional functions, including educational ones. The information presented in the article might be of interest for the specialists in the field of lifelong learning, religious scholars, theologians, and teachers of religious schools and seminaries
|Wildt B., Wildt J.
Key words: neo-liberalism, economization, gift exchange, reciprocal gift giving, education, school, higher educational institution.
|The meaning of the gift exchange concept for the system of education
The various aspects of the gift exchange theory in the context of neoliberal trends and demands for economization of all social spheres, including the spheres of education and professional teacher's training are considered in the article. On the basis of the analysis of the leading works on the gift exchange theory (P. Bourdieu, A. Giddens, J. Derrida, А. Kaye, and others) the authors made their point on the exchange gift theory as a model of inter-personal relations being productive for solving many problems including educational ones. Within the frames of the article the functions of giving gifts in a modern society are analyzed, and the fields, conditions, and gift exchange in various social and institutional systems are specified, the social-pedagogical purpose of the Service Learning curriculum that has got international recognition. The article is of social-pedagogical character; the theoretical thesis put forward by the authors may be used for the development of the theory of pedagogical interaction and new trends of educational management.
Key words: preschool education, teachers training development, training professional educational programs, additional professional education.
|New quality preschool education and the readiness f the system of additional education for human resource development
In the article the state of the further training system for pre-school teachers on the example of the Central Federal district of the Russian Federation is analyzed. The author pursues the aim to consider the direction and completeness for pre-school teachers professional training services in accordance with the normative documents and regulations of the pre-school learning system, keeping in line with key trends and needs of the modern pre-school education development. The data for the pre-school teachers professional training were obtained as a result of the analysis of the information taken from open sources (the Internet resources of development institutions education and training institutions) of the 18 subjects of the Central Federal district of the Russian Federation. The content of the further training programs for administrators of educational institutions, teaching staff and support staff of pre-school education organizations served as the basis for the conclusions offered by the author. The topics of more than 280 programs designed for up to 150 hours, and the content of more than 50 courses presented in the curriculum were analyzed. The analysis was made in order to identify the compliance of further teachers training educational directions with the leading tendencies of the modern pre-school education. The materials and conclusions presented in the article may be of interest for the organizers of the further training in the system of additional pre-school education and for researchers engaged in the study of pre-school education.
|Kirt N., Kolesnikov V., Teplova L.
Key words: e-learning, e-learning resources, online learning module interactive learning, teaching psychology at the University.
|The efficiency of the use on-line educational module in the process of studying psychology
Under the conditions of informatization of the process of modern education there is a need for the development and productive use of information educational resources. The article is focused on the problem of assessing the effectiveness of the use of on-line educational module in teaching psychology at the University. The web-based educational module is a kind of electronic educational resources and is viewed as a means of interactive e-learning, which is used for the remote support of the educational process alongside with the use of the Internet resources. The didactic possibilities of online learning ensure the intensification of training activities for students and create new ways of interaction between the subjects of educational process. The article analyzes the experience of using on-line educational module «Psychology», based on the Blackboard platform as a means for distance learning support. The survey was used for measuring the effectiveness of educational technology. The results of the survey showed the students' attitudes toward e-learning and revealed the strengths and weaknesses of the educational module. The outcome of the research may be useful for teachers of higher and secondary professional educational institutions.
Key words: e-learning tools, didactic principles, didactic risks.
|Didactic risks of e-learning tools application
The article deals with the negative aspects of e-learning tools application referring to the risks arising from the implementation of the basic didactic principles, such as: scientificity, accessibility, perception and activity, etc. Didactic risk is interpreted as the predicted characteristics of a potential situation in learning, that might take place while using training aids and have a negative influence on the educational process. The probability of such risks is significantly increased in distance education, when students do not have regular direct contact with teachers, whose functions are partially transferred on e-learning tools, consequently, the requirements to their didactic potential are being increased. The purpose of the article is to analyze the didactic risks and research the ways to minimize them. To achieve the set goal, a complex of methods were used, such as: analysis of pedagogical and psychological literature in order to study the problem and to compare various points of views on the problem, induction and deduction to determine cause-and-effect relations between the processes of e-learning tools application and the occurrence of didactic risks, as well as synthesis and generalization methods. The article is of interest to educators, who are engaged in the study of the problems of designing and developing e-learning tools, improving their efficiency in various education systems.
|Moshkina E., Elakhovsky D., Nazarov A.
Key words: correspondence education, e-learning, rating system, the Blackboard platform, independent work.
|Distance learning in physics for extramural students
The article deals with the problems of the learning process organization at the engineering university. The research is aimed at the quality increase of the extramural education through the use of modern pedagogical technologies, methods and tools of learning. The potential of the distance educational technologies and e-learning is analyzed, and the methods of the network learning are suggested. The structure and content of a network educational module «Physics for Extramural Students» designed on the Blackboard e-learning platform are considered. The results of approbation of this educational resource in the learning process of the PetrSU extramural students for the educational directions «Electro-energy and Electro-technology» and «Informatics and Computational Technology» are presented. To stimulate the independent student work in the time period between the examination sessions and transparency of the final evaluation procedure the point rating system was used. It is established that the potential of the distance learning educational technologies and e-learning provide for regularity, continuity, process and results monitoring of the learning process for extramural students. The diversity of the types of learning activities offered to students in combination with the point rating system create the conditions for self-realization and self-estimation of learners and increase the learning process efficiency. The designed net educational module and the offered methods of the network learning look quite promising for providing the educational results that meet the Federal State Educational Standard (FSES) and professional standards requirement
Key words: ODL, e-learning, collaboration, co-operation, innovation.
|Digital network learning: cooperation, collaboration and pedagogical innovations
The new terms which have appeared in the field of modern education (including e-learning) are considered in the article. The author uses the method of critical semantic reflection and also the results of both his research work and teaching practice. The comparative analysis of the following concepts − e-learning, cooperative learning, collaborative learning, blended learning and inverse learning − are presented in the article. The issue of the legitimacy of including them in the educational innovations is brought up. Special attention is given to open distance learning in digital networks. The author emphasizes the fact that although today the development of computer providing allows everyone to receive education with the help of digital networks, nevertheless, the e-learning investigations show that successful learning on a one-on-one basis with a computer is a complicated process and not appropriate for everybody. Cooperation and collaboration are viewed as specific forms of interaction and partnership that might be used both in intramural and distance models of learning. The principles of cooperation learning are enumerated. Comparing the nature of radical (crucial, breaking-through) and incremental (gradual, step-by-step) innovations, the author comes to the conclusion that in modern education the innovations able to change principally (revolutionarily) the system of education having been developed in the millennia (the knowledge transfer from a teacher to a learner) are practically non existent. In order to identify the innovation in the process of learning the author proposes to define the features of «standard practice» and create the relevant system of evaluation to test the relative (comparative) advantages of a new educational practice in comparison with the «standard» norm. The article calls for discussion and will be of interest for the researches working in the field of the educational innovation theory and for the specialists engaged in developing the systems of network learning.