The distance form of the implementation of educational programs in university should not affect the quality of the competencies formed in the future graduate. One of the competencies of a graduate, the need for which is dictated by modern educational standards and labor market requirements, is the ability to fulfill his role in a team. When organizing teamwork of students in a distance learning environment, the problems of managing the activities of team members, tracking work results, assessing the contribution of each participant to the overall result arise. The article describes such an approach implemented on the basis of the LMS Moodle to form students into teams and to coordinate the actions of team members in a distance learning environment, which ensures the achievement of educational goals and the formation of teamwork skills. The possibilities of communication tools of the LMS Moodle for organizing teamwork of students are discussed. The conclusion is made about the advantages of the Wiki element, which allows each group of students to work on their project, and the teacher — to track the contribution of each participant to the achievement of the overall result. The conclusions presented in the article can be used in organizing teamwork in the context of distance learning, implemented using the Moodle platform.
The paper is devoted to the problem of development of prospective IT teachers information and communication competence as the most important component of the teachers professional competence. The urgency of the development of the ICT-competence of the teacher in the field of robotics is determined by the introduction of this subject to the school, which requires appropriate training of teaching staff. The purpose of the paper is to present effective methods and techniques for developing ICT-competence in the process of studying educational robotics by students of pedagogical universities. Based on the analysis of regulatory documents that determine the requirements of the state, society and employers for teacher training, the authors determine the general structure of the teachers ICT competence, which is the basis for developing the content and methodology of teaching educational robotics at the university. The authors suggest methods of development of prospective teachers ICT competence main components in the process of studying robotics. They give examples of assignments and criteria for their evaluation for each component of ICT competence in educational robotics classes. Evaluation sets for each of the components help to define the level of students ICT competence and to make adjustments to the proposed methodology, if necessary. The presented materials can be used in pedagogical activity of pedagogical university teachers in the fields of IT and ICT, Physics and IT, IT and Mathematics.
Тенденции развития науки и образования for (i=0; i< m; i++){ fzе [i]=new Interval_extrum_max (a,b,10); fze[i]->tabul_v(mas_f[i]); tv=fze [i]-> extrum_max(); } Разработанные иерархии классов можно рассматривать как первое приближение к проектированию паттерна исследо вания функций, в методах которого решаются задачи поиска интервалов, включающих корни или локальные экстремумы. *** Тазабеков Д.Ю., Бужинская Н.В. Применение среды Unity для разработки обучающих компьютерных игр Нижнетагильский государственный социально-педагогический институт, филиал ФГАОУ ВО «Российский государственный профессионально-педагогический университет» (Россия, Нижний Тагил
The main task of ongoing and planned changes in education is the formation of digital competence of participants of the educational process and, first of all, of teachers. It is possible already during the period of study at university to create conditions for understanding the potential of using digital technologies in the educational process, gaining practical experience in their use in situations close to professional activities, and, as a result, the formation of digital competencies of a future teacher. An important task is to identify didactic opportunities for the development of digital competencies of future teachers while involving them in organizing interuniversity events. The article describes the model for organizing an interuniversity event, which implies four interrelated stages: goal setting, organization, activity, and evaluation. For each stage, a digital support environment is defined, as well as digital competencies those should be formed in the student. The implementation of the proposed model is discussed on the example of the project “Organization and conducting of an international computer graphics competition”. It is concluded that the involvement of students in organizing an interuniversity event allows to create conditions for the formation of such digital competencies as digital literacy, communicative literacy, digital content creation, digital security, digital competence.
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