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Journal articles on the topic 'Didactic support material'
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Padron, Carmen, Juanma Dodero, Paloma Diaz, and Ignacio Aedo. "The collaborative development of didactic materials." Computer Science and Information Systems 2, no. 2 (2005): 1–21. http://dx.doi.org/10.2298/csis0502001p.
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In this paper we present an analysis of the development process of technology-supported didactic material. Such analysis considers didactic materials as the conjunction of contents and instructional design used to guide learning and teaching processes. And we examine why several features such as reusability, semantic interoperability and collaboration support must be ensured from the earlier stages of the material creation process. For those reasons didactic material development is not a trivial task and demands of a development methodology support and a high-quality authoring environment. We describe how the MD2 research project provides an integrated solution for creation of didactic materials that take into account those rationales. The MD2 solution is based on two approaches first, the definition of a method for the collaborative creation of didactic materials and second, the elaboration of a quality evaluation framework for a priori testing of educational products. We also present CASLO a collaborative authoring tool used to facilitate these endeavors.
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Mikhailov, Valerii Mikhailovich, and Nadezhda Valerevna Putilina. "Teaching material perception as the basis of the information support in the educational process." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2015): 114–27. http://dx.doi.org/10.51314/2073-2635-2015-3-114-127.
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Providing structural compliance of teaching material and process of its perception has been presented in the article. The level of perception of the material analyzed has been suggested as an indicator of the compliance. The necessity of the following issues such as introduction of multilevel presentation of the didactic material complexity and step by step procedures to perform practical assignments; introduction of the provisions on the structure of teaching material into the training programs; selection of a “learning” step in the didactic material for training as a means to form information support basics in the educational process has been considered.
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da Silva Medola, Larissa, Celina de Oliveira Barbosa Gomes, and Eduardo Alberto Felippsen. "Select Teaching: authoring tool for building Learning Objects for language teachers´ training and teaching support." Revista Liberato 21, no. 36 (December 18, 2020): 107–20. http://dx.doi.org/10.31514/rliberato.2020v21n36.p107.
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The use of technological instruments in educational environments and contexts was facilitated by the popularization of technology in general, which significantly supported the teaching-learning process. This fact highlights the importance of teachers´ training to use these tools, as well as the presence of softwares and other appropriate tools for specific educational approaches. Thus, the present paper presents the creation of a didactic tool, the "Select Teaching", to be applied in the production of didactic material in the format of electronic handouts with foreign language content. The research is mainly characterized by the feasibility of considering these handouts as Learning Objects to be used by the language teachers of the Federal Institute of Paraná (IFPR) - Campus Assis Chateaubriand. Palavras-chave: Modern foreign language teaching. Digital didactic material. Learning Objects.
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Milić, Tamara. "Working with children with intellectual disabilities in Montenegro." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 56–65. http://dx.doi.org/10.31299/hrri.57.1.3.
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The aim of this study was to examine and improve the support provided to children with intellectual disabilities in Montenegro. We conducted a qualitative examination to a) determine existing practices, b) analyse the needs of teaching staff and children with intellectual disabilities, c) examine the knowledge and skills required by teachers to support these children, and d) propose relevant recommendations to improve the support provided to these children. The findings of the focus groups indicate that the greatest challenge faced by teachers during the process of teaching is the Montenegrin language and foreign languages in relation to the additional engagement required in the preparation and adaptation of didactic material. Areas of work that have been recognized as crucial for the education of pupils are socialisation, graphomotor skills, and literacy. For the effective planning and realization of teaching, teachers prefer to have a description of the child, the way in which the child works and learns, the child’s interests, needs, and possibilities for learning, as well as their ability to interact socially and maintain relationships with peers. The recommendations are as follows: instead of tagging a child based on the coefficient of intelligence, a functional description of a child should be used; the teaching process and the environment can be adapted based on the child’s needs; a list of situations and characteristics of the process with instructions or ideas for action can be defined; and individualized teaching and didactic material can be developed. The implementation of these recommendations should be monitored through coaching. The topics of training that the teachers believe are useful for professional development and efficient work are developing the educational characteristics and needs of these children, designing and using special teaching and didactic materials, applying assistive technology, mastering basic skills, cooperating with parents, and coaching.
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Seifeddine Ehdwall, Dana, and Per-Olof Wickman. "Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi." Nordic Studies in Science Education 14, no. 3 (August 27, 2018): 299–316. http://dx.doi.org/10.5617/nordina.5870.
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AbstractIn this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons.
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Kusztina, E., O. Zaikin, and R. Tadeusiewicz. "The research behavior/attitude support model in open learning systems." Bulletin of the Polish Academy of Sciences: Technical Sciences 58, no. 4 (December 1, 2010): 705–11. http://dx.doi.org/10.2478/v10175-010-0075-6.
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The research behavior/attitude support model in open learning systemsThe article contains the concept of developing a motivation model aimed at supporting activity of both students and teachers in the process of implementing and using an open and distance learning system. Proposed motivation model is focused on the task of filling the knowledge repository with high quality didactic material. Open and distance learning system assures a computer space for the teaching/learning process in open environment. The structure of the motivation model and formal assumptions regarding the task of solving the model were described. The proposed approach to solving the task bases on the games theory.
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Couto, Rita Maria de Souza, Roberta G. R. Portas, Flavia Nizia F. Ribeiro, and Maria A. C. Mamede-Neves. "DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF SÃO TOMÉ AND PRÍNCIPE, AFRICA." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 16–30. http://dx.doi.org/10.33225/pec/16.74.16.
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Much of the didactic material of São Tomé and Príncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country’s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of São Tomé and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab¬ (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of São Tomé and Príncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development. Key words: education design, design in partnership, early childhood education, teaching materials.
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Zini, Gina, Barbara Bain, Didì Jasmin, and Robert Foa. "EHA-ESH Tutorials on Diagnostics in Hematological Malignancies: A Didactic Model for Training Programs in Hematology in Developing Countries." Blood 112, no. 11 (November 16, 2008): 4710. http://dx.doi.org/10.1182/blood.v112.11.4710.4710.
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Abstract Tutorials are yearly diagnostic courses on Hematological Malignancies organized by the European School of Hematology (ESH) and the European Hematology Association (EHA), in close collaboration with the Catholic University of Rome and “La Sapienza” University of Rome, carried out from 2004 and accredited by the European Council for Accreditation in Hematology (ECAH). For the first 4 years, Tutorials were also supported by a grant from the Marie Curie EC action. The main innovative aspect is the use of technological support for interactive self-evaluation sessions, prepared by the speakers, with real-time performance assessment. For technical reasons, the number of participant in each Tutorial is limited to 100. Tutorial sessions are organized around three different didactical tools: nine sessions of formal lectures during which the speakers move from principles of blood cytomorphology in the different categories of hematology malignancies according to the WHO classification to the analysis of the usability of gene profiling in class discovery and class prediction, nine sessions of tutored clinical case presentations: the same speakers present two to three interactive clinical cases, each going through the diagnostic pathway with special attention to differential diagnosis, different treatment opportunities and patient follow-up. A detailed final case-comment is also provided for all cases together with an updated and specific list of references, five sessions of self-evaluation tests: for each session, four clinical cases are presented in a standard format of six multiple choice questions with a list of five possible answers for each question. Each trainee has a personal ID number to enable participation in the interactive tests by selecting one response to each question. At the end of the tests, results are anonymously and actively discussed with the authors. Speakers are leading European hematologists selected according to their specific competence in a specific field. The user appreciation and the validity of the didactic model is attested to by the worldwide participation: during these years, participants have come from 40 different countries from all five continents. EHA and ESH have been requested to duplicate these courses: the scientific material is organized on medial support and can be represented in other venues. From the year 2006, three Tutorials were successfully repeated in Brazil in association with the Escola Brasileira de Hematologia (the fourth is planned for October 2008). The organization of the repeated Tutorials (so called Type II Tutorials) is simpler than for the original ones: the local chair involves mainly local speakers for the lectures, while the didactic material (clinical cases and test cases) is the same as was used in the original Tutorial (Type I), with the support of just one or two faculty members from the original type I tutorial who have had experience in managing the didactic material. The organization of the courses is expensive and technically complex: the didactic material of each course is uploaded on an intranet platform connected with 25 PC stations (one for every four participants). For this reason, the Tutorial held in Paris in February 2008 was technically organized with a specially developed software connected to a Voting Boxes System (VBS), which is portable and allows the same course interactivity; this system will be used in forthcoming years. In addition, the VBS will easily permit the organization of Type II Tutorials for training programs in hematology in developing countries. This will represent one of the forthcoming didactic programs of EHA and ESH.
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Vallberg Roth, Ann-Christine, Ylva Holmberg, Camilla Löf, and Catrin Stensson. "MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS." Problems of Education in the 21st Century 77, no. 6 (December 6, 2019): 806–34. http://dx.doi.org/10.33225/pec/19.77.806.
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In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the “multivocal didactic modelling” concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept “multivocal didactic modelling” paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development. Keywords: co-assessment, didactic models, multivocal didactic modelling, preschool education, Swedish preschools, teaching arrangements.
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Karamanov, Oleksii. "Didactic Tools of Museum Pedagogy as an Element for the Formation of the New Educational Space." Education and Pedagogical Sciences, no. 1 (176) (2021): 3–11. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-3-11.
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The article considers various types of didactic museum tools used in organizing museum and pedagogical activities with schoolchildren and students. High-quality design of museum work is impossible without the development of teaching tools that improve the quality and effectiveness of educational activities in the museum space. The author addresses the means of museum pedagogy as elements of didactic support, objects of material and spiritual culture, which contributes to the effective implementation of the museum and pedagogical process, acts as a powerful information resource for the reconstruction and actualization of the cultural heritage of the past. The main audio-visual didactic means in the space of the museum have been highlighted and analysed – museum promo videos; museum audio guides and QR codes; virtual mobile devices and applications; museum films; museum performances-improvisations; museum presentations, didactic mini-posters; museum posters; game table (wall, floor) maps; museum game and interactive guides; museum passports; route sheets of activity («work maps»); workbooks. The author emphasizes that the peculiarity of the use of didactic tools in the space of the museum can be their technological nature, in particular, availability, rationality, time saving, and certain algorithmic character. The author draws attention to the importance of didactic museum tools in the context of the formation of the new educational space, focuses on modern educational paradigms, the humanistic nature of teaching and education, an individual approach to schoolchildren and university students.
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Mikhel’kevich, V. N., L. P. Ovchinnikova, and L. V. Seryapina. "INFORMATION AND METHODOLOGICAL SUPPORT OF STUDENTS’ SELF-GOVERNING INDEPENDENT WORK." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 75 (2020): 58–63. http://dx.doi.org/10.37313/2413-9645-2020-22-75-58-63.
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The author presents the results of scientific research on informational and educational support of students’ self-organizing independent work, which is complicated and comprehensive, because it includes sequential and consistent execution of large stages of educational and cognitive activity requiring creative approach to decision making. Starting point of this activity is assignment from the lead instructor to study and acquire given learning material. Having received the assignment, the student assesses the individual work effort required to complete it, sets time limits, draws up the schedule, manages the workplace, gets acquainted with information and training materials available and, if necessary, searches for additional required literature. After that, the student is to study educational theoretical material and perform practical exercises and tasks. Finally, he/she carries out self-control of acquired knowledge and skills. Assuming that acquired knowledge and skills do not fully comply with the fund of evaluation assets the student is to reexamine the learning material or correct the mistakes in the practical exercise. The next stage is to submit the accomplished work to the lead instructor. For holistic and figurative appreciation of this complex didactic process pedagogical science uses system modeling. In the present article the author introduces the functional model of students’ self-organizing independent work adapted to distance education. The model under consideration is of practical interest because it can be applied to forecast the process of knowledge acquisition in students’ self-organizing independent work and monitor the influence every link of this work has on the final result of independent work. In the long run, decision is made as to which educational technology proves the best. The efficiency of informational and educational support in the structure of the presented model has been confirmed by the results of the pilot study and final testing.
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Ayuningtyas, Astika, Anton Setiawan Honggowibowo, Asih Pujiastuti, Nurcahyani Dewi Retnowati, and Yuliani Indrianingsih. "Pendampingan Pembuatan Bahan Ajar Bagi Guru Sekolah Dasar Islam Terpadu (SDIT) Salsabila Al Muthi'in Berbasis Multimedia dengan Menggunakan Microsoft Power Point." KACANEGARA Jurnal Pengabdian pada Masyarakat 1, no. 1 (June 28, 2018): 1. http://dx.doi.org/10.28989/kacanegara.v1i1.265.
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Teachers are a very noble profession, because one of the teachers' tasks is to help the intellectual life of the nation. As teachers in their daily lives to educate the nation, requires the support of equipment that can be used in the teaching and learning process in the field that it has. The necessary support material may be hardware and software that can be used to compile teaching materials of interest to learners. Therefore, teachers should have the skills as educators to leverage the kmputer hardware and software correctly to create interactive educational materials in the digital age, one of the multimedia-based teaching materials using Microsoft software Power point. The purpose of teaching didactic materials for teachers is to provide teachers with skills to use the use of Microsoft Power Point to produce interactive documents that may be more interesting for student learning. Thus, the implementation of community service activities with the title "support for the development of educational materials for primary school Teachers ISAM (SDIT) Salsabila Al Muthi'in multimedia through the use of Microsoft Power Point" offers advantages important for improving teachers' skills in the use of information and computer technologies.
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Gats, I. Yu. "Technological Aspect of Laboratory Practicum on Russian Language (Content and Organization of Lesson with Web-support)." Russian language at school 79, no. 9 (November 15, 2018): 7–15. http://dx.doi.org/10.30515/0131-6141-2018-79-9-7-15.
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The article is written in line with the tested authorial conception of adaptive methodological system of linguistic preparance of schoolchildren for the modern language situation. The intermediate purpose of research is the mechanism of formation of informative and communicative skills of pupils. The type of Russian language lesson with the web-support including the traditional and digital educational content is built on the basis of modeling methodology. The laboratory practicum has 4 levels of cooperation of school course and ICT. The scientists presented the system elements as the result of their activity for example lesson structure; linguomethodological rules of coordination of traditional didactic material and digital content, methodological case of lesson organization. The increase of amount of laboratoty and practical lessonsin linguistic preparance of pupils causes the qualitative changing of lessons of activity type.
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Prachárová, Ivana. "FROM FRÖBEL’S THEORY OF EDUCATION TO CONSTRUCTIVIST TEACHING IN CONTEXT OF PRIMARY EDUCATION." International Journal of New Economics and Social Sciences 12, no. 2 (December 31, 2020): 143–52. http://dx.doi.org/10.5604/01.3001.0014.6888.
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The study deals with the determination of the theoretical platform of Fröbel’s theory of education and its congru-ence with the constructivist theory of learning and education. Through expert analysis, it clarifies and justifies the essence of Fröbel’s edagogical system as a basis for a modern concept of education that lean towards active and agile process of learning of the children of young school-age. It presents the potential of play and manipulation of didactic material as an eminent activating method that support the authentic cognitive process and leads to the correct interpretation of the surrounding world. This work also examines the value of Fröbel’s theory of education for contemporary primary education. It also documents the contribution and evident influence of Fröbel’s views on the development of modern pedagogical thinking, the implementation of which reflects the need to study and learn the history of pedagogy as an effective way to find effective didactic methods for current education.
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Dias da Silva Rodrigues, Carina, Andréia Dos Santos Sachete, and Fábio Rossi. "Teaching practice for pandemic times and the empowerment of audiovisual didactic sequences." International Journal for Innovation Education and Research 9, no. 1 (January 1, 2021): 188–204. http://dx.doi.org/10.31686/ijier.vol9.iss1.2888.
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Closed gates and students away from classrooms consist of scenarios with thou- sands of schools in different countries, showing all the zeal we must have with teaching, which was opened wide by the indirect relationship between Education and Coronavirus. It is a frightening and troubling panorama, not only in health but also in teaching impacts. The learning process can and should hap- pen outside the classroom, and the pandemic accelerated this understanding. Technology support is fundamental for this to happen, eliminating any physical or geographical barrier of communication and interaction. However, the technological tools go further. Educational technologies are the leading solution to our situation and have the most significant potential for teaching children and young people. It is an opportunity to reframe Education and think of more effective ways to develop new children and young people. However, there is no ready recipe. Several frameworks for creating can guide audiovisual didactic sequences are not entirely descriptive in practice, applicability, or evaluation. Therefore, this work has its starting point the instructional design to supply this development, with other frameworks within its phases, allowing a better understanding of the objectives and greater ease in developing the instructional material. The results show that students well accept this new proposal.
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Navarre, Berengaria, Norma A. Perez, and Sarah Toombs Smith. "Constructing an Online MCAT Preparation Program as an Alternative to On-Site Preparation for Medical School." Journal of Education and Learning 6, no. 4 (July 5, 2017): 191. http://dx.doi.org/10.5539/jel.v6n4p191.
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Based on a successful five-week summer program, we constructed an online alternative to prepare Hispanic students to take the Medical College Admission Test (MCAT). We used input from student premed advisors, students, a faculty mentor, a Verbal Reasoning coach, and the program administrator. Online activities were provided to support the student commitment of 10-12 hours per week for 12 weeks. We included didactic material, an online community, individual coaching, daily announcements, and structured activities to maintain student interest throughout the 12-week program. This case study may provide guidelines on the elements necessary to a successful online program.
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Opanasenko, Nataliia. "The role of personally determined training in a primary teacher training." HUMANITARIUM 44, no. 2 (December 31, 2019): 114–20. http://dx.doi.org/10.31470/2308-5126-2019-44-2-114-120.
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The article examines the technology of personally oriented teaching using an example of studying the discipline «Didactics» by future primary teachers. The author proves the opinion that using of the personally oriented approach in the process of studying the disciplines intensifies the process of assimilation of knowledge, gives the creative character to it, the work of the students is being built on cooperation, mutual learning, stimulates them to an independent choice and to use the most important methods for them to study the educational material, to self-determination and self-realization. It is noted that in the process of studying didactics, students receive information about a person-centered teaching as an updated paradigm of modern education, enriching their knowledge of pedagogical technologies. The main requirements for the development of the didactic support of the personally oriented process are given, in particular: the teaching material must identify the student's experience, taking into account their previously acquired knowledge; the presentation of the educational material in the textbook should be aimed at transforming the personal experience of each student; harmonization of the student's experience with the given scientific content; the choice of a student from the educational material of a particular task; stimulating students to independently choose ways to study the educational material; providing control and evaluation. It is stated that future teachers should be aware of the purpose of a personally oriented lesson. To achieve the goal the use of various forms and methods of organizing learning activities will help, such as creating an atmosphere of interest for each student in the work of the class, stimulating students to statements, evaluating activities not only through the right-wrong, but also the originality, independence, inspiration of the students, encouragement, the desire to find their way of work, the creation of pedagogical situations of communication in the classroom, the announcement at the beginning of the lesson not only the topic, but also the methods of organizing learning activities, discussion at the end of the lesson not only what they have learned, but also what they hoped to achieve and they would like to do once more, the presentation of homework and discussion of ways to implement it. The article states that the study of three-point didactics (teacher-student - educational-informational environment) ensures the formation of professional competences for future specialists.
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Moglan, V. D. "Didactic potential of using systems for visualization of algorithms in the process of teaching programming." Open Education 23, no. 2 (May 14, 2019): 31–41. http://dx.doi.org/10.21686/1818-4243-2019-2-31-41.
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The article is devoted to the didactic potential on the use of the visualizer of algorithms as software, which graphically demonstrates the work of algorithms for processing input data. There are described the difficulties arising during the study of the fundamentals of algorithmization and programming. The author proposed to use the algorithm visualizer, as an auxiliary visual means of teaching algorithmization, for more successful mastering the mechanism of the algorithms at lectures. The article discusses the functional requirements for the visualizer of algorithms, describes its main elements and guidelines for the use of visualizers of algorithms in the educational process. In order to increase the effectiveness of the educational process, it is proposed to use the visualizer of algorithms for teaching algorithms and programming for students of the “Applied Informatics” direction as future specialists in the information technologies.The purpose of the study is to increase the efficiency of the development of algorithmic thinking among students of the specialty “Computer Science”, due to the support and active use of the algorithm visualizer as an additional visual tool for learning when studying the course “Fundamentals of Programming”.Materials and research methods include the analysis of scientific and methodological literature on the subject under study, the analysis of the problem of developing algorithmic thinking by students, the practical implementation of the learning process of the basics of algorithmization and programming using the developed algorithms visualizer, the analysis of students’ survey results.Results. The research conducted by the author allowed the creation of an instrumental environment an algorithm visualizer that supports the formation of problem solving skills, enhancing the effectiveness of the learning process in the fundamentals of algorithmization and programming and the development of algorithmic thinking. Have been implemented visualizers, that allowing online demonstration of the work of algorithms for processing static data structures (arrays), which contributes to the comprehension and consolidation of theoretical material. Visualizers are introduced into the educational process at Balti State University A. Russo and are used in studying the course “Fundamentals of Programming”.Conclusion. The author comes to the conclusions about the expediency of the visual description of the algorithm, proposes methods for using the algorithms visualizer in the educational process, and highlights positive factors that affect the understanding the mechanism of algorithm execution when organizing training using visualizers.
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Шумський, Олександр Леонідович. "USE OF IT FOR FUTURE FOREIGN LANGUAGE TEACHERS’ LINGUISTIC SELF-EDUCATION." Information Technologies and Learning Tools 75, no. 1 (February 24, 2020): 269–78. http://dx.doi.org/10.33407/itlt.v75i1.2778.
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The article substantiates that large-scale implementation of information technologies will facilitate methodological support of future foreign language teachers’ linguistic self-education.
The main functions and advantages of the author’s multimedia training package “English for Self-Education”, designed to support future foreign language teachers’ linguistic self-educational activities, are characterized. It is defined that the package is an open-ended multipurpose programmatic learning system, containing didactic, methodological, informational and reference materials. The package is based on general pedagogical, ergonomic and specific principles of informatization of education.
It has a dual structure, which includes two levels. The first level contains 1) lexical-informational component that provides working with lexical and theoretical material, 2) training element, which enables practicing knowledge and skills, as well as mastering methods and means of autonomous managing, regulating and correcting the process of linguistic self-education, 3) control aspect, which allows realizing independent monitoring and evaluating the degree and quality of acquired knowledge and skills. The second level considerably extends didactic possibilities and educational resources of the package. It covers a wide range of extra learning materials of theoretical and practical nature that are available both in the package itself and beyond its limits through providing the access to the “virtual reality” within external resources of global network. All the above not only makes for activating students’ cognitive activity but also significantly enriches their language and sociocultural practice.
The package enables comprehensive independent study of a foreign language, exercising self-diagnostics in order to detect gaps in the student’s foreign-language competence, performing intensive linguistic self-educational activities, constant monitoring the level of autonomously mastered foreign-language material, carrying out search for information, etc.
Thus, the package provides optimal conditions for future foreign language teachers’ linguistic self-educational activities. Students have an opportunity to actualize the adaptive algorithm of building the individual trajectory of linguistic self-education in accordance with their psychological features and personal educational needs.
It is shown that working with the package results in students’ receiving an external and internal educational products, namely improving foreign-language knowledge and skills, along with gaining personal experience of linguistic self-educational activities.
It is grounded by the example of the proposed package that comprehensive use of IT significantly optimizes the process of linguistic self-education.
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Chaves Pinheiro, Luciana. "Gêneros orais e normas linguísticas: análise de uma proposta de ensino no contexto digital." Texto Livre: Linguagem e Tecnologia 12, no. 2 (July 22, 2019): 47–61. http://dx.doi.org/10.17851/1983-3652.12.2.47-61.
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RESUMO: Em função da necessidade constante de análise e discussão das práticas que envolvem o processo de ensino e aprendizagem da oralidade e dos gêneros orais em materiais didáticos de Língua Portuguesa, neste artigo procura-se analisar um material didático digital (MDD) em suporte DVD, parte integrante da coleção (versão professor) “Português Linguagens”, de William Roberto Cereja e Thereza Cochar Magalhães, que apresenta uma proposta de ensino com 14 gêneros orais. O foco será um dos aspectos dos gêneros tratado pelos autores: a adequação da linguagem à situação de produção. Nesse caso, evidencia-se a adequação ou não do uso dos termos norma-padrão e norma culta, tendo em vista o espaço discursivo, em que interlocutores, situação e contexto se encontram. Além disso, a partir dos gêneros selecionados na ferramenta digital, discute-se diferenças terminológicas e/ou conceituais de gênero discursivo e tipo de texto, como também a distinção entre gênero oral e oralização de texto escrito. O aporte teórico é constituído, especialmente, por Bakhtin (1997), Bonini (2011), Marcuschi (2008, 2010, 2011), Travaglia (2017), Faraco e Zilles (2017), Bagno (2002) e pelos Parâmetros Curriculares Nacionais (BRASIL, 1998). Os resultados revelam que o material digital analisado, apesar de apresentar a possibilidade de explorar diversos gêneros autenticamente orais, apresenta equívocos quanto à utilização de conceitos e terminologia, como norma-padrão e norma culta, e limitações, considerando os posicionamentos teóricos apresentados neste trabalho, quanto à abordagem do ensino dos gêneros orais.
PALAVRAS-CHAVE: gêneros orais; norma linguística; material didático digital.
ABSTRACT: Due to the constant need for analysis and discussion of practices involving teaching and learning process of orality and oral genres in didactic material of Portuguese Language, in this article we analyse a digital didactic material in DVD support, an integral part of the collection (teacher’s version) "Português Linguagens", written by William Roberto Cereja and Thereza Cochar Magalhães, which presents a teaching proposal with 14 oral genres. The focus is one of the aspects of the genres treated by the authors: the adequacy of the language to the context of production. In this case, the adequacy or not of the use of the terms standard-norm and culture-standard is evident, in view of the discursive space, where interlocutors, situation and context take place. In addition, from the selected genres in the digital tool, terminological and/or conceptual differences of discursive genre and type of text are discussed, as well as the distinction between oral genres and oralization of written text. The theoretical contribution is made by Bakhtin (1997), Bonini (2011), Marcuschi (2008, 2010, 2011), Travaglia (2017), Faraco and Zilles (2017), Bagno (2002) and the Parâmetros Curriculares Nacionais (BRASIL, 1998). The results show that the digital material analysed, despite presenting the possibility of exploring several authentically oral genres, presents misunderstandings regarding the use of concepts and terminology, as standard norm and cultured norm, and limitations, considering the theoretical positions presented in this paper, concerning the approach of teaching oral genres.
KEYWORDS: oral genres; language norm; digital didactic material.
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Rutkovska, O., and A. Tsyna. "SCIENTIFIC BASES OF STRUCTURAL COMPONENTS OF EXTRACURRICULAR ACTIVITIES IN LABOR EDUCATION ORGANIZATION METHODOLOGY DETERMINATION." Ukrainian professional education, no. 8 (November 25, 2020): 63–71. http://dx.doi.org/10.33989/2519-8254.2020.8.239455.
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The article considers the organization of pupils’ extracurricular activities in labor education to substantiate its structural components, which make up a holistic system of extracurricular work organization. The main structural components of extracurricular activities in labor education organization methodology are analyzed. They are the following: aim, objectives, functions, content, forms, methods, and means of implementation.
It is proved that the aim of extracurricular activities in labor education is the initial component of its organization methodology, which determines pupils’ knowledge, skills, personal qualities (character traits), and mental, sensory, and motor qualities. General and specific objectives are the means of achieving the goal. The content component of pupils’ extracurricular activities in labor education is determined by the Standard educational program, school curriculum and curricula of labor education, subject, and interdisciplinary groups, electives, labor and creative associations of pupils. Organizational features of extracurricular activities in labor education structure are due to the number of pupils (mass, group, individual forms), and the time of its implementation (regular and periodic classes). To the organization methods of extracurricular activities labor education, we have selected the following teaching methods: upbringing and stimulation of pupils’ cognitive activity and independence. Organization means of pupils’ extracurricular activities in labor education are defined. They are the following: didactic (posters, technical documentation, presentations, samples, models, models of objects and processes to be studied), technical, means of material and technical support of work (simulators, ICT means, multimedia, television); means of material and technical support of pupils’ work (tools, devices, technological and auxiliary equipment, materials for laboratory and practical work in extracurricular activities).
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Machado, Julio Cesar Epifanio. "PROPOSTA DE ESTRUTURA DE SEQUÊNCIA DIDÁTICA PARA O PLANEJAMENTO DAS AULAS DE GEOGRAFIA." Revista Brasileira de Educação em Geografia 9, no. 17 (August 19, 2019): 168–80. http://dx.doi.org/10.46789/edugeo.v9i17.570.
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Neste artigo, trazemos algumas contribuições teóricas e metodológicas para a organização das aulas de Geografia que pretendem colaborar na Alfabetização Científica dos educandos. A pergunta que motivou a sua elaboração foi: Quais estratégias podem ser adotadas pelo professor para a produção de Sequências Didáticas que visam contribuir para a superação do senso comum dos alunos nas aulas de Geografia do Ensino Fundamental II? Demonstramos ao longo do texto que o planejamento de uma Sequência Didática com esta finalidade pode passar por quatro etapas, desde a fase da escolha do conceito principal que será abordado na aula através da elaboração de um Mapa Conceitual, até a finalização da composição do Material de Apoio ao Aluno, com destaque para a organização de uma Atividade Investigativa. Porém, antes de discutir essas etapas, apresentamos algumas considerações sobre o senso comum, a construção do conhecimento científico na escola e a questão do grau de liberdade intelectual dos estudantes. Entendemos que essas são questões centrais quando se pretende planejar aulas que visam o ensino dos conceitos geográficos, como é o caso da nossa proposta de estrutura de Sequência Didática.PALAVRAS-CHAVESequência Didática, Senso Comum, Mapa Conceitual, Atividade Investigativa.PROPOSAL OF DIDACTIC SEQUENCE STRUCTURE FOR GEOGRAPHY CLASSES PLANNINGABSTRACTIn this article, we bring some theoretical and methodological contributions for the organization of Geography classes that intend to collaborate on the Scientific Education of the students. The question that motivated this elaboration was: What strategies can be adopted by the teacher for the production of Didactic Sequences that aim to contribute for the overcoming of common sense of the students in the classes of Geography of Elementary School II? We show over the text that the planning of a Didactic Sequence with this purpose can pass for four steps, since the phase of choosing the main concept that will be approach in the class through the elaboration of a Conceptual Map, until the composition of the Student ́s Support Material, with emphasis on the organization of a Investigative Activity. However, before discussing these four steps, we presented some considerations about common sense, the construction of a scientific knowledge in the school and the question about the degree of intellectual freedom of the students. Seeing that these are central questions when you intend to plan classes which aim the teaching of geographics concepts, as the case of our proposal of structure of Didactic Sequence.KEYWORDSDidactic Sequence, Common Sense, Conceptual Map, Investigative Activity.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br
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Kholikov, I. V. "Law and Transport: Continuing the Topic." World of Transport and Transportation 18, no. 4 (January 5, 2021): 246–53. http://dx.doi.org/10.30932/1992-3252-2020-18-246-253.
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The article provides a review of the textbook «Actual problems of legal support of professional activity» for students at transport universities enrolled in master’s programs, prepared by the team of the department of Transport Law of the Law Institute of Russian University of Transport under the general editorship of Honored Scientist of the Russian Federation, Doctor of Law, Professor Alexander I. Zemlin. The review notes the relevance of the topics included in the content of the textbook, the breadth of their coverage, which makes it possible to ensure complete and comprehensive mastering of didactic material, the depth of the scientific approach demonstrated by the authors in the process of working on the publication, the practical significance and potential relevance of the textbook. The sufficiency of the material presented in the textbook is especially emphasized regarding training of future specialists of the highest qualifications in the field of transport with legal competencies necessary for subsequent successful fulfillment by them of their professional duties in the context of digitalization of the economy and transport.
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Kholikov, I. V. "Law and Transport: Continuing the Topic." World of Transport and Transportation 18, no. 4 (January 5, 2021): 246–53. http://dx.doi.org/10.30932/1992-3252-2020-18-246-253.
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The article provides a review of the textbook «Actual problems of legal support of professional activity» for students at transport universities enrolled in master’s programs, prepared by the team of the department of Transport Law of the Law Institute of Russian University of Transport under the general editorship of Honored Scientist of the Russian Federation, Doctor of Law, Professor Alexander I. Zemlin. The review notes the relevance of the topics included in the content of the textbook, the breadth of their coverage, which makes it possible to ensure complete and comprehensive mastering of didactic material, the depth of the scientific approach demonstrated by the authors in the process of working on the publication, the practical significance and potential relevance of the textbook. The sufficiency of the material presented in the textbook is especially emphasized regarding training of future specialists of the highest qualifications in the field of transport with legal competencies necessary for subsequent successful fulfillment by them of their professional duties in the context of digitalization of the economy and transport.
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Saraiva Júnior, Abraão Freires, Cristiane de Mesquita Tabosa, and Reinaldo Pacheco da Costa. "Monte Carlo simulation applied to order economic analysis." Production 21, no. 1 (March 11, 2011): 149–64. http://dx.doi.org/10.1590/s0103-65132011005000016.
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The use of mathematical and statistical methods can help managers to deal with decision-making difficulties in the business environment. Some of these decisions are related to productive capacity optimization in order to obtain greater economic gains for the company. Within this perspective, this study aims to present the establishment of metrics to support economic decisions related to process or not orders in a company whose products have great variability in variable direct costs per unit that generates accounting uncertainties. To achieve this objective, is proposed a five-step method built from the integration of Management Accounting and Operations Research techniques, emphasizing the Monte Carlo simulation. The method is applied from a didactic example which uses real data achieved through a field research carried out in a plastic products industry that employ recycled material. Finally, it is concluded that the Monte Carlo simulation is effective for treating variable direct costs per unit variability and that the proposed method is useful to support decision-making related to order acceptance.
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Dudek, Marek. "Use of Cad Systems in Testing the Collision of Underground Transportation Means / Zastosowanie systemów Cad w badaniach kolizyjności środków transportu podziemnego." Archives of Mining Sciences 58, no. 2 (June 1, 2013): 411–32. http://dx.doi.org/10.2478/amsc-2013-0028.
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A concept of use of CAD systems in testing collision of underground transportation means is presented. Reasons for undertaking this problem are given with end users identified. The concept of the system for collision analyses of transported loads is described. Examples of collision analysis during transportation of powered roof support are given. Presented system is designed to aid planning, organizational and training activities undertaken in management of transportation safety in mines. It will be also possible to use software resources, developed within the system as the didactic material as regards safe transportation process, which include hazards to the employees working in the area of transportation operations. Developed prototype of a system for testing the collision of underground transportation means was positively assessed by employees of the Coal Company, JSC - industrial partner of KOMAG. This prototype is continuously improved and adapted for commercial implementation in the selected coal mines.
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Villalba Briones, Ricardo, Maria Vanesa Sanchez Crow, and Kael Andre Sellan Moncayo. "Desarrollo de una guía de campo para el avistamiento de delfines en Puerto El Morro (Ecuador)." PASOS. Revista de Turismo y Patrimonio Cultural 18, no. 5 (2020): 737–50. http://dx.doi.org/10.25145/j.pasos.2020.18.053.
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The instructional guides for whale watching activities are didactic tools that support achieving the objectives of ecotourism, favoring the preparation of tourist guides. Providing guides with information that encourages the valuation and conservation of bottlenose dolphins Tursiops truncatus, locally known as “bufeos”, the printed material strengthens the capabilities of the main link between the public and the dolphins; the tour guides of dolphin watching activities. Surveys of the clients and guides were conducted to determine the topics of the greatest interest to the tourist of the Mangrove Wildlife Refuge of El Morro and tourist guides were evaluated on guidance quality over related ecological topics. 76% of the users of the operators surveyed (N = 22) perceived the dolphin as the main tourist attraction against avian species and the mangrove ecosystem. The identified topics were selected to develop the handbook on Dolphin watching in Puerto El Morro.
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Hofgräff, Darija, and Anamarija Pupić-Bakrač. "Zajedno smo jači: iskustva Odsjeka za kulturno-prosvjetne aktivnosti Hrvatskoga državnog arhiva u oblikovanju novih obrazovnih sadržaja." Magistra Iadertina 15, no. 1 (February 15, 2021): 57–74. http://dx.doi.org/10.15291/magistra.3218.
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The aim of this paper is to highlight the experiences of the Department of Cultural and Educational Activities (hereinafter: KPA) of the Croatian National Archives (hereinafter: HDA). KPA has been trying for many years to follow trends that are not exclusively related to the organization of annual events in the Archive, but are in search of new content that imposes new trends which enhances the ability of students to study and analyze historical topics of value, while fostering information literacy. The importance of educational programs of the Archive is evidenced by the results of the student survey, which shows that they support teaching in the archives because it is enriched with didactic aids and is much more interesting than learning and reproducing material by heart. Therefore, the cooperation of archives with educational institutions and competent ministries should be encouraged as it contributes to a better conception of educational programs in archives.
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Mitelman, Ihor. "PECULIARITIES OF MODELLING OF SPECIALIZED METHODICAL CASES IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 137–49. http://dx.doi.org/10.31499/2307-4906.2.2021.236672.
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The practice of mathematics teaching and its scientific, methodical and didactic support in the system of in-service education of modern teachers generates a topical problem of modernization of operational and technological and reflexive functionality of competence-oriented learning of solving high complexity problems, among which the tasks of mathematical olympiads as an indicator of the quality of the established professional competence stand out.In the competency-based and methodical context of working with mathematically gifted students and preparing them for mathematical competitions, the transformation and genesis of the problem material, which is discussed with teachers on in-service training courses, are consistently considered from the perspective of forming productive convolved didactic structures with regard to the features of flexibility, differentiation of levels, algorithmic and structural recognizability, essential for creating convoluted associations.Implementation of the convergence for theoretical approaches to these methodical problems is hampered, for example, by the internal contradictions caused by the subject-object status of teachers undergoing professional development.Our researches and scientific and practical findings, including those aimed at overcoming such contradictions, consolidate the comprehensive use of balanced dynamic synergetic mechanisms based on the emergent effect (as opposed to more traditional mechanisms of dynamic transitions such as “educational activity ⟶ quasi-professional activity ⟶ educational-professional activity ⟶ professional activity”) in the practice of teacher professional development. Such interpretation fundamentally changes the significance and functions of the case method (a form of situational learning), depriving it of the features of an intermediate organizational form in the interpretation of other studies.In the course of the research the methods of systematic scientific and methodological analysis, synthesis, generalization of theoretical positions, modelling and practical conclusions are used.The article highlights and clarifies the structure and interaction of the components of professional competencies of the teacher, the specifics of the approach to designing and developing effective specialized competency-based cases, aimed at stimulating work with mathematically gifted students. The article pays attention to some differences between developing the methodical competencies of a future teacher of mathematics and improving the competencies of a practising teacher. The article presents a model example of a tested situational training devoted to an important class of olympiad-type geometry problems, accumulating a significant layer of mathematical skills of both teachers and students.
Keywords: professional teacher development, scientific and methodical support, case method, basic competencies of teachers, productive didactic structures, mathematics teaching methodology, mathematically gifted students, olympiad-type problems in geometry.
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Gruber, Hubert. "Lesson study with music: a new way to expand the dialogic space of learning and teaching." International Journal for Lesson and Learning Studies 8, no. 4 (October 3, 2019): 272–89. http://dx.doi.org/10.1108/ijlls-03-2019-0019.
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Purpose The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students. Design/methodology/approach For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils. Findings Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers. Research limitations/implications This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities. Originality/value So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.
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Motuz, Tetiana, Liubov Pasichnyk, and Yana Baranets Yana. "INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE INCLUSIVE ENVIRONMENT OF THE EDUCATIONAL INSTITUTION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 172–81. http://dx.doi.org/10.31499/2307-4906.2.2021.236702.
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The article raises the issue of application of information and communication technologies in the inclusive environment of the educational institution. It is proved that such an environment is formed as a result of an individual adaptation of educational programs, as well as with the use in the educational process of information and communication technologies that allow the perception and transmission of educational information in an accessible form for all students. The purpose of the article is to substantiate the relevance and features of the use of information and communication technologies in an inclusive educational environment of the educational institution. In the process of scientific research we used the following research methods: analysis, synthesis, generalization, systematization. Results of the research. The key ways in which information and communication technologies can support educational opportunities for people with disabilities are as follows: determining the previous level of personal development (skills and abilities); providing assistance in personal development, forming new skills or updating existing ones; improving access to information; overcoming geographical or social isolation through digital communications; increase motivation and awareness of the benefits of information and communication technologies. It is determined that the main types of information and communication technology used to teach children with special educational needs are: standard technologies (for example, computers with built-in settings for people with special educational needs); available data formats, also known as alternative formats (for example, available HTML, say books DAISY system (Digital Accessibility Information System ‒ electronic accessible information system), as well as “low-tech” formats such as Braille; assistive technologies: hearing aids, screen readers, keyboards, etc. Assistive technologies are devices, products, equipment, software, or services designed to enhance, support, or improve the functionality of people with disabilities. Taking into account the didactic capabilities of information and communication technologies, as well as the needs and demands of inclusive education, three key functions that perform information and communication technologies in inclusive education are formulated: compensatory, didactic, communication. Necessary conditions for the introduction of information and communication technologies in the educational process are the availability of material and system-technical support, as well as the availability of appropriate professional competencies of teachers.
Keywords: information and communication technologies, inclusive education, inclusive environment, audio lecture, audio simulator, compensatory function, standard technologies, auxiliary technologies.
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Severino, Augusta Teresa Barbosa, and Renata Cristina Geromel Meneghetti. "O projeto EMAI: uma Análise de sua Estrutura Organizacional e seus Pressupostos Metodológicos." Jornal Internacional de Estudos em Educação Matemática 12, no. 3 (March 4, 2020): 304–14. http://dx.doi.org/10.17921/2176-5634.2019v12n3p304-314.
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Este artigo focaliza o projeto EMAI (Educação Matemática nos anos iniciais) criado em 2013 pelo Governo do Estado de São Paulo e implementado nas escolas no ano de 2014 e tem como propósito analisar a estrutura organizacional e os pressupostos metodológicos deste material na versão destinada ao uso do professor, buscando responder à seguinte questão de investigação: O projeto EMAI dá ao professor um suporte pedagógico que propicie a autonomia e a reflexão sobre sua própria prática pedagógica? Para tal, além dos aspectos gerais do material foi também considerado o tratamento dado ao conhecimento matemático, ou seja, as orientações didático-pedagógicas deste material no que se refere ao processo de ensino e aprendizagem de matemática. A investigação caracteriza-se como qualitativa e foi efetuada com base em análise documental, compreendendo as três seguintes fases: (i) análise da estrutura do material e das orientações pedagógicas gerais; (ii) análise das sugestões apresentadas para o desenvolvimento de um conteúdo específico; e (iii) considerações finais a respeito desta análise. Ao final desse processo foi possível apontar que o material, apesar de limitar a autonomia do professor, mostra-se como um recurso que auxilia seu trabalho e estudos paralelos por trazer questões relativas ao ensino de matemática que, na maioria das vezes, é um obstáculo para o professor dos anos iniciais da Educação Básica.
Palavras-chave: Projeto EMAI. Ensino e Aprendizagem de Matemática. Autonomia. Formação de Professores. Orientações Didático-Pedagógicas.
Abstract
This article focuses on the EMAI project (Mathematics Education in the initial years) created in 2013 by the Government of the State of São Paulo and implemented in schools in the year 2014 and its purpose is to analyze the organizational structure and the methodological assumptions of this material in the version destined to use the teacher, seeking to answer the following research question: Does the EMAI project give the teacher a pedagogical support that fosters autonomy and reflection on his own pedagogical practice? For this, in addition to the general aspects of the material was also considered the treatment given to the mathematical knowledge, that is, the didactic-pedagogical orientations of this material with regard to the teaching and learning process of mathematics. The research is characterized as qualitative and was carried out based on documentary analysis, comprising the following three phases: (i) analysis of the structure of the material and the general pedagogical guidelines; (ii) analysis of the suggestions presented for the development of specific content; and (iii) final considerations regarding this analysis. At the end of this process it was possible to point out that the material, although limiting the autonomy of the teacher, is shown as a resource that helps his work and parallel studies to bring about issues related to mathematics teaching that, in most cases, is an obstacle for the teacher of the initial years of Basic Education.
Keywords: EMAI Project. Teaching and Learning of Mathematics. Autonomy. Teacher education. Didactic-Pedagogical Guidelines.
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Orekhova, Yuliya M. "Use of infographics for the development of cadets’ speaking skills at foreign language classes." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 146–55. http://dx.doi.org/10.29025/1994-7720-2021-2-146-155.
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The search for effective tools used in teaching English in a military college within the constraints posed by limited time resources is a top problem of foreign language learning theory and practice. The implementation of the principle based on visual aids involves the visualization of linguistic and socio cultural material at foreign language classes and fulfills the requirements of new federal educational standard to the educational process in a higher educational institution, creates the conditions of better assimilation of information studied at the lesson, and encourages cadets to speaking activities. The author gives a very detailed analysis of the infographic method, as a mean of developing students’ communication and speaking skills, relating to the field of foreign language teaching. In the present article it is considered as a graphic way to present the information that combines text material, as well as graphic elements, which provide a visual support for speaking monologue on the topic. The didactic ability of the use of infographics at practical English classes was analyzed by the author. The detailed description of the pedagogical objectives, reached by means of this method, its advantages, possibility of its use for solving educational problems at different lesson stages was given. The methodological recommendations for the purposes of organizing infografic-based activities at English classes and the plan of speaking monologue (support scheme) on infografics were proposed for use. Also, the examples of tasks based on the infographic method, which can be used at foreign language classes in a military college, were given.
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Nguessan, Kouamé. "La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire." European Scientific Journal, ESJ 12, no. 19 (July 29, 2016): 354. http://dx.doi.org/10.19044/esj.2016.v12n19p354.
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This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.
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Manrique, Ana Lucia, Ely A. T. Dirani, Annie F. Frere, Geraldo E. Moreira, and Pedro M. Arezes. "Teachers’ perceptions on inclusion in basic school." International Journal of Educational Management 33, no. 2 (February 4, 2019): 409–19. http://dx.doi.org/10.1108/ijem-02-2018-0058.
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PurposeDespite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different areas, directed toward the inclusion of students in regular classrooms. Therefore, a diagnosis about the situation of inclusive education and the resources available in schools offering regular teaching becomes of paramount importance. Therefore, the purpose of this paper is to present the results of an investigation that sought information on pedagogical work in inclusive education and in the use of support materials by teachers of basic education in Brazil and Portugal.Design/methodology/approachIn order to carry out this investigation, a questionnaire was developed by a partnership between researchers from the Pontifical Catholic University of São Paulo, Brazil and the University of Minho, Portugal, and applied to mathematics teachers. The study participants consisted of 197 mathematics teachers, working in primary school, secondary school and young people and adult education. Data collection was carried out through a questionnaire, available online and designed in Google Forms, with 48 questions (both open and closed formats).FindingsFrom the results obtained, there is a clear need not only for promoting initial and further teacher training that takes into consideration the profile of this teacher, but also for promoting the development of support materials (games, software, devices and assistive technology) in a collaborative way, involving users, teachers, engineers in a way to ensure a good usability and adequate adaptability. Thus, the inclusion of SEN students in schools must not take place only with their physical integration, but also must consider their integration at social, emotional and educational levels.Originality/valueIt is understood that the teacher should receive a solid training in successful inclusion experiences in terms of technological, educational and didactic experiences. Another problem that seems to be recurrent is that support materials have been developed in a way that is somehow disconnected from the reality of the classroom. The context in which the support material is inserted is fundamental to the success of its utilization. What is more, it cannot be isolated from the individuals who will use it. It thus becomes urgent to prepare the school environment for the reality of inclusion. This involves aspects from changes in infrastructure and development of assistive technology to assist the student with SEN in their learning, to the establishment of public policies that involve teacher initial and further training, specialized support and curricular discussions.
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Dzhulij, V. M., I. V. Mulyar, A. V. Selukov, V. M. Cheshun, D. V. Korovchenko, and A. A. Bernaz. "IERARCHIC NETWORK MODEL OF SUBMITTED DOMAIN INFORMATION SUPPLY." Collection of scientific works of the Military Institute of Kyiv National Taras Shevchenko University, no. 65 (2019): 27–39. http://dx.doi.org/10.17721/2519-481x/2019/65-04.
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The article proposes an approach to determining the hierarchical network model of information provision representation of the submitted domain. The hierarchical network model represents the interconnection of information objects by subordination levels. One of the key issues in the development of information provision is the choice of the content delivery model in such a way as to ensure the most effective work with it as a user and developer. There are two main approaches - empirical and theoretical. The first is based on the study of the organization principles of human memory and the simulation of solving human problems mechanisms. The second approach can be defined as theoretically substantiated, which guarantees the correctness of the solutions, and the corresponding models - formal models of presentation of knowledge. The sequence of application of materials is included in the model, since the effectiveness of the perception of the material depends, among other things, on how much the person is "ready" to perceive the proposed information, that is, has a rather basic knowledge. Depending on the type of input data, possible ways of forming hierarchical network models of information support are proposed. If the input data is represented by a plurality of information elements, the number of which is relatively small and possible for the application of expert methods, the algorithm for constructing a hierarchical network two-level model of information provision is proposed. If the input data is represented by the "Tree of Knowledge", that is, the hierarchical model of information support, the algorithm for constructing a hierarchical network model is proposed. The hierarchical network model of information support, designed to manage the processes of acquisition and use of knowledge, which allows you to take into account the usefulness of information elements and didactic connections between them. The method of information support formation is proposed for the hierarchical network representation of the subject area, which allows to structure the information content and reference and other systems, which differ from the known of selection interrelated stages, clustering and content streamlining. The obtained results can be used to support decision-making in the acquisition and application of knowledge: in developing programs of individual advanced training courses; informational support of electronic learning systems; when forming distant education programs; in the development and subsequent adjustment of curricula; the formation of educational, reference materials, lecture courses for individual disciplines.
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Ploch, Tomasz. "PROBE-STÜCKE By Carl Philipp Emanuel Bach. The Teaching and the artistic aspects of the cycle1." Notes Muzyczny 1, no. 13 (June 9, 2020): 95–123. http://dx.doi.org/10.5604/01.3001.0014.1942.
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The article discusses the cycle of didactic pieces by Carl Philipp Emanuel Bach entitled Probe- Stücke, included in one of the most important works of that composer, i.e. Essay on the True Art of Playing Keyboard Instruments. The text, which was first published in 1753, to this day remains a valued source of knowledge about the period and a helpful support in the process of education. It seems that the cycle of compositions included with the essay is little known and there are very few sources where we can find information about it. In this respect, practical playing schools by Johann Sebastian Bach are much more popular and are used frequently in music education. It is hardly surprising as today the Leipzig cantor is duly regarded as one of the greatest composers in the history of music. However, the renaissance of the creative output of his son Carl Philipp Emanuel that we observe nowadays, seems to be the right moment to pay attention of music lovers also to the collection of didactic works of that composer. They may turn out to be the key to understand his compositions and also an important element for the field of learning to play keyboard instruments. The cycle includes a complete presentation of genres, various playing techniques, articulations, ornaments, and each part represents a diffe- rent character, a different affect. Listed elements, combined with the composer’s individual style, make the Probe-Stücke a perfect material for teaching keyboard instrument playing. In the article we will find a discussion on the works in the context of the composer’s remarks included in the theoretical part of the essay. Further on the author focuses on the analysis of the compositions in the Probe-Stücke and attempts to evaluate the usefulness of the cycle for teaching purposes as well as its artistic qualities.
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Ahlquist, Eva-Maria Tebano, and Per Wilhelm Sven Gustav Gynther. "Teaching in the Montessori Classroom." Journal of Montessori Research 6, no. 1 (May 15, 2020): 33–45. http://dx.doi.org/10.17161/jomr.v6i1.12051.
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The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori’s didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Dr. Montessori used the theoretical concept of isolation of quality, which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Dr. Montessori’s view that mind and movement are parts of the same entity.
This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher’s mathematics presentations with the Montessori material and the children’s work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children’s learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher’s awareness of why a specific learning object be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children’s learning.
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Prampolini, F., A. M. Oteri, S. Caporale, S. Mazzeo, and F. Muscherà. "FROM VIRTUAL TO MATERIAL RESTORATION. A PROPOSAL FOR THE REASSEMBLY OF THE ALTAR OF THE HOLY HEART OF MARY IN THE CATHEDRAL OF SANTA MARIA ASSUNTA IN GERACE (REGGIO CALABRIA, ITALY)." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5/W1 (May 15, 2017): 305–12. http://dx.doi.org/10.5194/isprs-archives-xlii-5-w1-305-2017.
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The present study explores the relationship between the new frontiers of architectural survey and architectural restoration. The result is a project for the reassembly of the Altar of the Holy Heart of Mary in the Cathedral of Gerace, in the province of Reggio Calabria. It was dismantled in the last century with the purpose to restore the “solemn and sober aspect” of the church during the medieval age. The idea was born in the sphere of a multidisciplinary didactic experience, which involved history, conservation, digital modelling, design and enhancement of cultural heritage. The process, from analyses to project, followed four steps: realization of a systematic photogrammetrical survey of each architectural element of the 18th century altars of the cathedral, which were dismantled in the last century, with high precision photomodelling techniques; early identification of the single objects, positioning structured QR-CODE with metadata and short description directly in the shooting phase; pre-cataloguing phase, implemented by the compilation of single cards regarding each piece, using a redrafted version of the ICCD OA card (artwork 3.00 version); a proposal for the reassembly of the altar of the Holy Heart of Mary. The reassembly is conceived as an alternative to the reconstruction of the altar “as it was”, using a steel structure that is partially visible, which was studied to support and “exhibit” the marble pieces. The availability of numerical models for each piece facilitated, on one side, weight distribution analysis and, consequently, correct dimensioning of the support structure and, on the other side, interactive simulation processes for design optimisation and <i>aesthetic</i> evaluation.
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Boyarinov, Dmitry. "PEDAGOGICAL MODEL FOR THE INTEGRATION OF EDUCATIONAL MAPS IN A DIGITAL EDUCATIONAL ENVIRONMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 426. http://dx.doi.org/10.17770/sie2020vol4.4952.
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The processes of digitalization of all aspects of social life are also completely manifested in the field of education. The most comprehensive form of digitalization in education is the digital educational environment. The purpose of our study: to develop a pedagogical model for the integration of educational maps in that environment.The problems of analyzing modern approaches to building a digital educational environment and determining its structure, identifying the didactic properties of educational maps, as a structural element of such an environment are considered in the article. The digital educational environment should provide support for collective forms of learning and contain a continuously operating system of information interaction between students and teachers which allows flexible change of scenarios of that interaction. It is indicated accordingly that the digital educational environment should provide equal access rights for the student and teacher to the information and the ability to quickly restructure educational maps when the content of educational material changes. Two main scenarios of the functioning of the digital educational environment with integrated educational maps - synchronous and asynchronous are discussed in the article and a system of quality criteria for assessing the effectiveness of the functioning of that environment is proposed.
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Fleira, Roberta Caetano, and Solange Hassan Ahmad Ali Fernandes. "Práticas de ensino para a inclusão de um aluno autista nas aulas de Matemática." Revista Brasileira de Educação em Ciências e Educação Matemática 1, no. 1 (December 21, 2017): 104. http://dx.doi.org/10.33238/rebecem.2017.v.1.n.1.18560.
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Resumo: Este trabalho apresenta resultados de uma pesquisa que teve como objetivo analisar as práticas matemáticas de um aluno de catorze anos de idade, com necessidades especiais decorrentes do Transtorno do Espectro Autista (TEA), incluído em uma sala de aula regular de 9°ano. Neste texto, são trazidas reflexões sobre o autismo, algumas considerações teóricas que dão suporte ao estudo e são descritos os procedimentos metodológicos empregados em sete sessões individuais e observações realizadas pela professora e pesquisadora nas aulas de Matemática, nas quais se discutiu o conceito matemático: fatoração de trinômios do segundo grau. No entanto, seguindo as orientações do material didático (apostila), foi necessário trabalhar primeiramente os conceitos de potenciação, radiciação e produtos notáveis. As análises destacam a importância e a influência dos instrumentos mediadores (materiais e semióticos) nas práticas matemáticas do aluno.Palavras-chave: Autismo; Inclusão; Mediação; Práticas Matemáticas. Teaching practices for the inclusion of an autistic student in Mathematics classesAbstract: The project demonstrates the result of a research which had the aim to analyze the practice of mathematic of a student at 14 years old, with special necessities due to the Autism Spectrum Disorder (ASD), included in a ninth grade regular classroom. On this text, reflections about autism, some theoretical considerations that give support to the study and the methodological procedures applied in seven individual sections and the observations done by the teacher and researcher at the mathematics classes, to work the mathematical concept: : factorization of second degree trinomials. However, following the guidelines of the didactic material (apostille), it was necessary to work first on the potentiation concepts, association and remarkable products. The analyzes highlight the importance and the influence of the mediating instruments (materials and semiotics) in the student’s mathematical practices and for their effective inclusion in Mathematics classes.Keywords: Autism; Inclusion; Mediation; Mathematical Practices.
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Manolachi, Victor. "Specifics of the Development of Strength Abilities in Modern Wrestling." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 6 (December 12, 2020): 378–85. http://dx.doi.org/10.26693/jmbs05.06.378.
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This paper analyzes the well-known specialized literature on the proper coverage of the problems of strength abilities development in wrestlers of different sports styles, as a leading motor quality in the creation of technical and tactical skills. The purpose of the research was the theoretical analysis of the characteristics of the training process in wrestling concerning the creation of strength abilities at the modern stage of sports improvement. Material and methods. This research was conducted using the method of specialized literature analysis and practical experience interpretation. The information was analyzed chronologically in the textbooks, monographs, papers, teaching aids and other publications (available up to 2020) about the sports training of the wrestlers. The extraction and presentation of the data focused on the methods and means for developing the strength abilities. Results and discussion. The specialized literature referring to various types of martial arts has been thoroughly studied. The analysis has made a comparison between the content and significance of the bibliographic sources and has assessed their importance for the training process. These sources recommend the use of certain methods and means for developing the strength abilities of the wrestlers of different styles based on the general and special didactic principles of sports training. Considering all the factors that determine the effectiveness of wrestlers’ competitive activity, the means and methods necessary for the implementation of complex technical and tactical actions in wrestling were submitted to experimental validation. Special attention was paid to the most important elements of techniques, variability of motion actions depending on the emerging dynamic situations, switching from one technique to another. The development of general didactic principles in sports is focused on educational training. The general didactic principles, together with a wide range of knowledge related to sports training are only the basis for the formation of special patterns and principles. Special principles do not strictly standardize the structure and content of athletes' training, but they are generalizations and methodological guidelines that provide rational support and a solid scientific platform for this training. The results of the study of specialized literature revealed the necessity for broad coverage of the ways to implement the specific principles in the training of wrestlers. The available specialized literature sources showed that the wrestlers’ strength development was perceived as a secondary part of training compared to the improvement of their technical skills. Conclusion. Carrying out the theoretical analysis of the training process features in wrestling pointed out the recommendations of the methods and means used to develop the strength skills of the wrestlers according to the general and special principles of the sports training
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Zimmermann, Wenke, and Lorenz Hurni. "Swiss World Atlas in Class Room – How to teach with maps." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-441-2019.
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<p><strong>Abstract.</strong> The latest edition of the SWISS WORLD ATLAS, published in 2017, is coordinated with the didactic structure of the recently introduced geography curriculum on secondary school level in Switzerland. It represents an interdisciplinary tool for teaching and learning in geography lessons.</p><p>During the preparation and distribution phase of the new atlas, the number of enquiries about the conceptional and technical map production as well as didactical background information have increased. As the editorial office understand itself as a center of competence in maps, the idea of workshops about didactical map training developed. The purpose is to raise awareness what lies behind educational map work and map competence. As well as knowing the possible use cases of the SWISS WORLD ATLAS in class room, concrete effects of proper competence-orientated map work should be communicated.</p><p>In this contribution we present three didactic and teaching-orientated workshops. Each workshop addresses a different core topic and is scheduled for approx. 1 to 2 hours. The workshops can be shortened or extended depending on the scope of the event and it is possible to run them one after the other and link specific issues. Target groups are geography teachers and students.</p><p>One of those workshops deals with «map competences» in detail. The participants learn how to promote and practice the three sub-competences map reading, map understanding and map reflection. The focus lies on methodology teaching. As the proper handling of maps can be crucial in real life, further skills and proficiency need to be encouraged and trained.</p><p>Another workshop presents the synergy of the «printed edition and its online world». On the SWISS WORLD ATLAS website can be found a variety of supplementary material for each map (e.g. map comments, interactive tools). Participants discover how to integrate them in their teaching arrangement and add value to their classes in the form of media diversity and media literacy. Furthermore reference is made to a recently published teaching aid on lower secondary school level. This underlines even more the importance of combining innovative task culture and competence orientated learning in geography lessons.</p><p>The «atelier»-workshop is especially designed for students, who learn the conceptual background and successful workflow of an atlas product. With the help of typical tools and materials along the cartographic production line, the individual tasks from planning through design of maps, to the assembly of the atlas are experienced firsthand.</p><p>Up until now all workshops have been carried out several times, with minor changes due to event context or audience. All workshops support the comprehension of maps and the ability to accomplish competence-orientated knowledge, therefore the overall feedback is positive. Students get encouraged in their spatial orientation and cognition and are able to understand the basics of data preparation, map production and design and value the complexity of an atlas project. Whereas teachers can take home their elaborated documents and use the SWISS WORLD ATLAS immediately as a valuable tool in their practical map lessons.</p>
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Soroko, Natalia. "THE AUGMENTED REALITY FUNCTIONS TO SUPPORT THE STEAM EDUCATION AT GENERAL EDUCATION INSTITUTIONS." Physical and Mathematical Education 29, no. 3 (June 23, 2021): 24–30. http://dx.doi.org/10.31110/2413-1571-2021-029-3-004.
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The paper considers immersive technologies in education. Augmented reality classifications are provided depending on the data presentation methods, the type of AR devices, according to the type of information provided by the augmented reality, and the areas of use. The importance of augmented reality in education, in particular for the support and development of STEAM education in school, is determined. An example of a STEAM project for a secondary school using augmented reality is given. Formulation of the problem. The need for research due to various factors impact on education, namely increased requirements for competitive youth, pandemic caused COVID-19, increasing the role of distance and online learning, digitalization of various human activities, giving special importance to digital literacy, inquiry-based science education, project-based learning, challenge-based learning, etc. A significant problem arises in the process of organizing practical and laboratory classes in non-humanities, where the formation of competencies takes place in the process of using laboratory equipment and inter-action with technical facilities. Therefore, the main task of our study is to replace real laboratory equipment with virtual, which is implemented by virtual (VR) and augmented reality (AR) and is one of the possible approaches in terms of distance learning, STEAM education approach and quarantine. Materials and methods. To achieve the purpose of our study we used the following methods: a systematic and comparative analysis of pedagogical, psychological, philosophical, sociological findings, methodological and specialized literature; analysis of the pedagogical experience of using the AR for STEAM approach in school; synthesis and generalization to formulate the main points of the study; interviews and questionnaires of teachers about their understanding and attitude to augmented reality as a means of supporting STEAM education in school; interpretation of the research results. Results. Teachers were interviewed about their attitudes and understanding of AR to support STEAM education and to identify the main augmented reality functions in conducting STEAM projects in schools. Conclusions are made on the attitude of teachers to the use of augmented reality to support and develop STEAM education and the main augmented reality functions, which teachers consider the most important for students to implement STEAM projects. Conclusions. AR applications can enhance the learning process, learning motivation and effectiveness; help teachers to overlay information, visuals, and different forms of content on an ordinary chalkboard, providing contextual and relevant results, to enhance learning; improve student performance, help focus the user's attention on specific tasks. AR bring significant specifics to the teachers' professional activities and student learning, to the transformation of the content of education. AR provide the formation and development of a new information method of presentation and assimilation of material, are high-tech didactic tools. Our further research is the creation of algorithms for the use of AR for lessons and projects using the STEAM approach, which will improve the quality of education at general education institutions.
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Korchagin, Evgeny A., and Rais S. Safin. "Educational Component of Doctoral Training at Engineering University." Higher Education in Russia 28, no. 3 (March 8, 2019): 67–74. http://dx.doi.org/10.31992/0869-3617-2019-28-3-67-74.
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Didactic aspects of the educational component of doctoral training appear highly significant for modern doctoral education. The educational component involves two parts: research and teaching training. The dual nature of training, which includes different and, at the same time, interrelated types of learning activities, requires the development of appropriate research and methodological support of doctoral education. The methodological basis of designing and implementation of the educational component of doctoral training at an engineering university is an integrated approach. A comprehensive system of training is based on the combining of learning material in a certain semantic environment. This semantic environment is represented by the personal development of PhD students, along with the development of her/his professional mobility, competence, increasing competitiveness and improving the quality of training. The processes of designing and implementation of the educational component entail the use of a systematic approach, whereby the designed objects (preparation for the research along with the preparation for teaching activities) are considered as separate pedagogical systems; competence and activity approaches aimed at the development of general and professional competencies within research and teaching activities; personality-oriented approach focused on the educational component for personal development of PhD students within the research and teaching activities in accordance with their individual curricula. The authors discuss the elements of the pedagogical model of PhD students training at engineering universities.
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Kouchur, Sviatlana A. "Pedagogical conditions for achieving the quality of distance education in higher education institutions." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2020): 81–89. http://dx.doi.org/10.20310/1810-231x-2020-19-4(46)-81-89.
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Based on the analysis of the concepts of “distance education” and “distance learning”, we proposed components of the quality of the remote education system (availability of educational standards and distance learning programs, high efficiency of remote learning technologies, evaluation of administrative and management decisions on the creation and functioning of the system, degree of regulatory and legal regulation, assessment of the level of technical and resource equipment, personnel readiness to organize and monitor the educational process in digital format) as well as the quality of distance learning (assessment of the content of digital educational content, the degree of innovation of the distance learning course, the effectiveness of feedback pedagogical communication, the degree of student training, the strength of residual knowledge, the effectiveness of digital educational means, the intensity of pedagogical interaction, the level of digital competencies of teachers and the readiness of students for independent educational activities in the digital environment). On the basis of these conditions, we formulated external (administrative, regulatory, material and technical, personnel) and internal (didactic and personal) factors affecting the effectiveness of distance learning. We also specifiedAspects related to internal factors, such as determining the pace of completing a distance course, requirements for academic support, reliance on internal motivation, managing student activity, using tools for measuring learning, substantiating methods of feedback pedagogical communication, studying student satisfaction with a distance course.
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КОНОПКІНА, Людмила, and Ольга ЧЕРКАСОВА. "Experience of application of innovative pedagogical technologies in higher medical education." EUROPEAN HUMANITIES STUDIES: State and Society, no. 1 (April 14, 2020): 69–82. http://dx.doi.org/10.38014/ehs-ss.2020.1.06.
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Consideration of issues regarding the use of modern pedagogical and information technologies, discussing the effectiveness of their application and formulation of prospects for their development and improvement is extremely important and urgently needed for teachers of clinical departments of higher medical institutions. The experience of using the following technologies in the pedagogical process at the Department of Internal Medicine 1 of Dnepropetrovsk Medical Academy is given - the formation of students' motivation for learning due to the increased level of the personal professional activity of teachers; information and analytical support of the educational process; interactive technologies of educational and cognitive activity; monitoring of intellectual development and professional growth; didactic technologies; specific schools for development; educational technologies. The technologies used to relate to three main areas: a modern learning infrastructure that includes information, technology, organizational and communication components; the modern content of the discipline, which is transmitted to students not so much for the acquisition of subject knowledge, but for the development of adequate competences; and modern teaching methods - active methods of competency formation that are based on the interaction of learners and their involvement in the learning process, not just the passive perception of the material. This improves the quality of teaching clinical disciplines and is a prerequisite for the formation and implementation of a competent approach in teaching.
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Abdelmoula, Chokri, Fakher Chaari, and Mohamed Masmoudi. "Real time algorithm implemented in Altera's FPGA for a newly designed mobile robot." Multidiscipline Modeling in Materials and Structures 10, no. 1 (June 3, 2014): 75–93. http://dx.doi.org/10.1108/mmms-11-2012-0019.
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Purpose – The purpose of this paper is to propose a generic platform for a robotic mobile system, seeking to obtain a support tool for under-graduation and graduation activities. Another objective was to gather knowledge in the mobile robotic area in order to provide practical solutions for industrial problems. Design/methodology/approach – The proposed new integrated platform would serve as didactic material for many disciplines, shown to be an ideal platform to teach DC motor drives, stepper motor and motion-control systems. To reach this objective, the ability of the robot to plan its motion autonomously is of vital importance. The control of a mobile robot in dynamic and unstructured environments typically requires efficient processing of data/information to ensure precise navigation and many other applications. Path planning is also one common method of auto-navigation. After the computation of the shortest path, mobile robot can navigate safely and without occlusion. Findings – The developed platform is an integrated system for intelligent software middleware to coordinate many activities in the field of electric drives, robotics, autonomous systems and artificial intelligence. Originality/value – As a result of the study, this paper contributed to research in the industrial development, principally in the fields of industrial robotics and also in different application purposes such as entertainment, personal use, welfare, education, rehabilitation, etc.
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Borova. "USAGE OF MULTIMEDIA PRESENTATIONS IN PREPARATION OF THE FUTURE PRESCHOOL TEACHERS FOR CHILDREN'S SPEECH DEVELOPMENT." Scientific bulletin of KRHPA, no. 12 (2020): 83–92. http://dx.doi.org/10.37835/2410-2075-2020-12-9.
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Reformation of the higher education system in Ukraine requires innovative changes in the priorities of educational policy, improvement of its content, information and technological support of the educational process. So the task to determine such methods of interaction between teachers and future teachers of preschool education institutions in order to stimulate their successful professional development arises. One of the tasks of modernizing higher pedagogical education is to develop students' information and communication competence. The problem of professional training of future teachers has been described in researches of the following scientists: V. Benera, O. Bogich, I. Bogdanova, A. Bogush, G. Bielienka, N. Gavrysh, T. Zharovtseva, L. Zdanevych, I. Kniazheva, T. Ponimanska, M. Roganova, T. Tanko, N. Lysenko, N. Malinovska and others. Issues of using multimedia presentations in the training of future specialists were studied by the following scientists: Y. Avsiukevych, V. Bykov, M. Zholdak, I. Zakharova, V. Klochko, A. Kolomiyets, Y. Mashbyts, I. Pidlasyi, O. Spivakovskyi, A. Khutorskyi and others. Multimedia presentation is a didactic tool that allows to transmit information in a visual and schematic form for improvement its perception and increasing its value. The effectiveness of using multimedia presentations is achieved when the following didactic conditions are met: – a harmonious combination of oral presentation of the material during a lecture session and knowledge acquired by students during practical and laboratory classes with the information of a multimedia presentation; – ensuring maximum implementation of multimedia presentation functions, in particular, stimulating thinking, memory and attention of the higher education students; – interactive orientation of multimedia presentation; – the rational ratio of the time allocated to lecturer to familiarize students with the content of topic of the lecture session and the time allocated for a multimedia presentation; – ensuring the perception of information using the maximum number of analyzers; – availability of information for perception and analysis by higher education students; – rational dosing of the volume of information presented using a multimedia presentation. Comparative analysis of the final exam scores of students in the control and experimental groups of the higher education students confirmed our hypothesis that multimedia presentations are the effective means of increasing the level of knowledge of students, forming their information and communication competence Key words: Keywords: older preschool children, multimedia presentation, language development of children, pre-school teacher.
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Zvonek, Alexandr. "Přístupnost tělesné výchovy pro studenty se specifickými nároky na Masarykově univerzitě." Studia sportiva 7, no. 3 (December 16, 2013): 337–48. http://dx.doi.org/10.5817/sts2013-3-29.
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As of January 31, 2013, there are 450 special needs students currently studying at Masaryk University. This is the largest number of students with special needs among all Czech universities. These are students with visual, hearing or mobility impairment or other disabilities. As well as others, these students have the right (though the use of the word in this context is disputable) to fully participate in all activities pertaining to their studies, which include Physical Education and sports activities. These rights are not only contained in the general legislature, but they are also embedded in Masaryk University’s internal documents (e. g. Rector’s Directive on the Studies of Persons with Special Needs – Rector’s Directive No. 04/03). A substantial part of the tasks connected with fulfilling these rights (and therefore ensuring accessibility of studies) is provided by Teiresias – the Support Centre for Students with Special Needs at Masaryk University. In the area of Physical Education and sports, this involves providing the conditions for accessibility of standard Physical Education and sports activities and creating alternative solutions if the former proves unsuitable for any reason (technical, methodological etc.). On the average, 37 special needs students a semester have been participating in sports activities (standard or alternative) in recent years; with some of them taking more than one Physical Education course in a semester. Providing accessibility encompasses a number of obstacles; there are personnel issues, issues of material and equipment, accessibility of university buildings or suitable didactic and study materials. Sometimes also intervention into the motivation of special needs students is necessary. The activities of Teiresias are based on internal cooperation with the University Sports Centre of the Faculty of Sports, Masaryk University, and external cooperation with both governmental and non-governmental institutions.