The role of social media in a pedagogical context is the focus of attention of many researchers. At the same time, the issues of highlighting the conditions for the effective use of social media in the pedagogical context and the analysis of attendant risks remain open. The purpose of this study is to identify the organizational and pedagogical conditions for the effective use of social media in pedagogical education. The identified organizational and pedagogical conditions are based on five key provisions. 1. Implementation of the principle of intermodality, according to which each student should be given the opportunity to engage in various forms of activity (educational and social). 2. The leading role of technology in organizing group work (including in the framework of project activities). 3. Individualization of the learning process. 4. Ensuring the continuity of the educational process. 5. Creation of special means of motivating students and providing feedback (special groups within the framework of social media). These conditions for the use of social media in pedagogical education are based on the principle of intermodality. These conditions allow us to individualize the learning environment, which expands the possibility of creative selfexpression in learning activities. Students receive opportunities to implement personalized feedback (from peers and teachers), create their own groups and forums for sharing information and creating new personally significant knowledge, tools for interacting with specialists from different subject areas and professional sphere. In this case, an indirect effect is also achievedan impact on those who are not directly involved in the educational process. Due to the interactive and open nature of social networks, students serve as models of social behavior for their peers, which contributes to an increase in the number of subjects of the educational space. Peers who are experiencing such an impact, find themselves in the conditions of informal education in fact.
The article states the modern requirements to the educational environment on the basis of provisions of the State programme of the Russian Federation " Development of education" for 2013Development of education" for -2020
The problem of the structure of the learning environment, its properties and the technological basis for its creation is extremely urgent at present. This issue is addressed in numerous studies. An essential role in such an environment is played by individual learning paths. The question of developing a pedagogical model for creating individual learning paths based on educational maps, to which this study is devoted, remains open. The purpose of this study is to develop a pedagogical model for creating individual learning paths based on educational maps. The leading approach to researching the problem is based on ideas of project-based and student-centered active learning. The developed pedagogical model for creating individual learning paths on the basis of educational maps includes four main blocks-target, content, procedural and algorithmic and the block of implementation and evaluation. The target block consists of goals, requirements, methodological approaches and guidelines for creating individual learning paths based on educational maps. The goal is to increase the student's activity and independence, support positive motivation, and individualize the learning process. As leading principles, we define adaptability, projectivity, and subjectivity. The content block includes a description of the structure of educational maps, technology for creating individual learning paths based on those maps. The procedural and algorithmic block includes a description of the scenarios practical implementation of individual learning paths based on educational maps. The block of implementation and evaluation contains a description of the methods, criteria and the corresponding performance indicators for creating individual learning paths based on educational maps.
The role of robotics in the educational process is in the focus of many modern studies. The problem of identifying the potential of educational robotics in pedagogical education and methods for realizing this potential remains mostly unexplored. The purpose of this study is to identify the organizational and pedagogical conditions for teaching and learning of students of pedagogical majors in the field of educational robotics. The research method applied in the study of this problem was the survey administered to 40 undergraduate and graduate students in the Russian Federation and the Republic of Kazakhstan. We analyzed the capabilities of modern robotic platforms and developed a system of indicators and the methodology for assessing the academic success of students in the process of studying educational robotics. In design, robotics is based on analysis of the design and software content of projects and the effectiveness of their implementation; in the competitive fieldon the analysis of the complexity of tasks, in STEM learningon the analysis of the ability to effectively implement interdisciplinary connections. Identified organizational and pedagogical conditions are based on four key principles: multi-platform principle; the leading role of project activities of students in the educational process; individualization and differentiation of the educational process; ensuring the continuity of the educational process. Organizational and pedagogical conditions for training of students of pedagogical majors in the field of educational robotics, based on the multi-platform principle, allow us to individualize and intensify the learning process of the future teacher of robotics.
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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