The ongoing digital transformation of the economic and social life of society has led to a change in the models of competence development, which are based on systematic knowledge about the nature of digital technologies, cloud computing and cognitive technologies, Big Data technologies, Internet of Things and "SMM-promotion". In the course of the study, the list of key competencies was defined and systematized which are in demand in the context of economy digitalization; additional competencies for specialists with a managerial position were identified; the list of significant features of the digital economy in the agricultural sector was expanded. It is noted that the interrelation and interdependence of social and technical processes of agrarian production determine the formation of hybrid competencies associated with the ability to analyze the impact of technological trends on the business processes taking into account industry-specific features; develop and implement solutions for digital transformation of production taking into account environmental and social risks of digitalization. Evidence-based analysis of empirical data obtained during online testing confirmed the relevance of the proposed digital competencies and revealed the majority of respondents' incompetence (except for IT-specialists) in the field of digital technologies application. The obtained results confirm the need to update the content of higher education professional educational programs and professional development of teaching staff in accordance with the needs of digital economy and can become a starting point for the development of continuous training system of industry professionals for the digital economy.
В монографии рассматривается актуальная проблема обеспечения продуктивной совместной деятельность преподавателя и обучающегося, их конструктивного сотрудничества и партнерства в условиях переноса учебного процесс в виртуальное пространство, развития смешанных и гибридных форматов обучения и расширения коммуникационной составляющей в их взаимодействии. Описана специфика педагогической деятельности в условиях цифровизации общества и роль цифрового имиджа преподавателя для эффективного взаимодействии с обучающимися, рассмотрены потенциальные образовательные риски и риски цифровых коммуникаций, представлены этические нормы педагогического общения в условиях гуманизации образования. Результаты теоретического исследования сопровождаются эмпирическим материалом пилотажного исследования существующих сложностей осуществления удаленных педагогических коммуникаций и рекомендациями по нивелированию их негативных последствий. Монография адресована преподавателям и исследователям проблем трансформации образования.
The article examines the phenomenon of synthesis of virtual reality and the design of a digital environment and possible areas of its application. The main terms and definitions are given. The historical background of the development and formation of virtual reality technology is given. The main technologies providing design means and virtual reality technologies’ interaction are described. The theoretical basis for the interaction of virtual reality technologies and design tools, such as visualization and image creation techniques, is considered. A design solution for using virtual reality technologies in design as a method for solving design and artistic problems is presented.
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