The article discusses the theory and methods of simulation training, its significance in the context of training specialists for areas where the lack of primary qualification is critical. The most widespread hardware and software solutions for the organization welders' simulation training that use VR- and AR- technologies have been analyzed. A review of the technological infrastructure and software tools for the virtual teaching-and-production laboratory of electric welding has been made on the example of the achievements of Fronius, MIMBUS, Seabery. The features of creating a virtual simulation of the welding process using modern equipment based on studies of the behavioral reactions of the welder have been shown. It is found the simulators allow not only training, but also one can build neuro-fuzzy logic and design automated and robotized welding systems. The functioning peculiarities of welding's simulators with AR have been revealed. It is shown they make it possible to ensure the forming basic qualities of a future specialist, such as concentration, accuracy and agility. The psychological and technical aspects of the coaching programs for the training and retraining of qualified welders have been illustrated. The conclusions about the significant advantages of VR- and AR-technologies in comparison with traditional ones have been made. Possible directions of the development of simulation training for welders have been revealed. Among them the AR-technologies have been presented as such that gaining wide popularity as allow to realize the idea of mass training in basic professional skills.
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study.The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered.Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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