Digital Humanistic Pedagogy: Relevant Problems of Scientific Research in the Field of Using Ict in Education

Bykov, Valeriy Yu.; Leshchenko, Mariya

doi:10.33407/itlt.v53i3.1417

Cited by 26 publications

(24 citation statements)

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“…MOOC development and extension is associated with digital humanities evolution and digital humanistic pedagogy establishment in the international educational space [9]. The MOOC essence is reflected in its name, where "mass" means that a large number of participants is required, therefore from 30 up to 50 active students are required for optimal work and generation of information; "open" confirms that courses are free of charge and anyone can join them at any time; "on-line" means that the course materials and the results of the collaboration are on the Internet in an open access for all participants; "courses" means that they have a title, an appropriate structure, rules of work, and general goals, which can be transformed into specific personal tasks for each participant.…”

Section: Theoretical Basis Of the Studymentioning

confidence: 99%

“…The authors describe them as a means of "expanding access to higher education for all" and creating a space for "online teaching and learning experiments", which enhances the reputation of higher education institutions and their impact. Scientists point out that MOOCs are, in definite sense, labour-intensive innovations within a complex educational system and therefore cannot replace existing traditional universities [27,[8][9].…”

Section: Conclusion and Perspectives For Further Studiesmentioning

confidence: 99%

“…The founders of American MOOCs, such as Coursera, EdX, Udacity, are immigrants from around the world. These platforms, having an international focus, in many aspects were developed on the basis of a specific American context" [19,9]. Another American researcher on globalization and the higher education internationalization P. Altbach observes that "... globalization has already led to increased influence of academic centres located in developed economies, and the development of MOOCs will intensify this process by expanding access to existing knowledge bases using the latest technologies" [28,5].…”

Section: Conclusion and Perspectives For Further Studiesmentioning

confidence: 99%

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Foreign Experience and Ukrainian Realities of Mass Open Online Courses Use in International Education Area

Avsheniuk

Berezan

Bidyuk

et al. 2018

ITLT

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The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

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Section: Theoretical Basis Of the Studymentioning

confidence: 99%

Section: Conclusion and Perspectives For Further Studiesmentioning

confidence: 99%

Section: Conclusion and Perspectives For Further Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Foreign Experience and Ukrainian Realities of Mass Open Online Courses Use in International Education Area

Avsheniuk

Berezan

Bidyuk

et al. 2018

ITLT

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“…V. Bykov [11] emphasizes the enhancement of computer training at all levels of education, the careful use of digital educational resources and software, with the obligatory involvement of scientists and teachers in their creation. V. Bykov and M. Leshchenko revealed the theoretical and methodological foundations of the formation of digital humanistic pedagogy with the convergence of physical and virtual learning spaces [12]. O. Klochko, V. Nagayev, V. Klochko, explored ways to implement a person-centered paradigm using an empowerment approach to ensure sustainable personal development in the use of computer-oriented systems to shape the digital skills of future managers [13].…”

Section: Introductionmentioning

confidence: 99%

The use of digital models of hemodynamics for the development of the 21st century skills as a components of healthcare competence of the physical education teacher

et al. 2020

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The article explores the use of digital models of hemodynamics to improve the health-saving competence of Physical Education teachers in postgraduate education through the integrative development of critical thinking and digital skills. The digital skills and critical thinking of a Physical Education teacher are relevant components of the 21 st century skills system and are components of the health competence of a Physical Education teacher whose improvement is an important educational condition for the implementation of the sustainable development concept. The use of digital hemodynamic models, together with dialogical maieutics, reflexive and interactive educational practices, is an effective innovative educational technology that promotes the integrative development of digital skills, critical thinking, and the formation of fundamental and practically oriented morphology-based knowledge of cardiovascular system. Formed digital skills, critical thinking and knowledge of cardiovascular morphophysiology in Physical Education teacher is presented as a personal and intellectual condition for the prevention of sudden cardiac death of children and other cardiac pathology in the educational process during physical activity. The results of the study confirm the effectiveness of the use of digital models of hemodynamics to improve the healthsaving competence of Physical Education teachers in postgraduate education through the integrative development of critical thinking and digital skills.

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“…Дослідженням понять «цифрова компетентність», «цифрова грамотність», вивченням їх специфіки та особливостей займаються як зарубіжні так і вітчизняні науковці: Дж. Стоммел [12], С. Скотт [10], А. Мартін [8], К. Ала-Мутка [1], А. Феррарі [5], [6], R. Vuorikari, Y. Punie, S. Carretero, L. Brande [13], В. Биков, М. Лещенко [2], Л. Гаврілова, Я. Топольник [14], Є. Смірнова-Трибульська, П. Коммерс, Н. Морзе, Дж. Малах [11].…”

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Self-diagnostic test as one of the tools for determining the level of digital competence of masters

Буйницька

2018

OEEEMU

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The rapid development of digital technology changes the requirements for professionals in the workplace. In today's world, a competitive specialist must possess not only professional competence, but also digital, which includes not only digital skills but also a set of skills, knowledge, views on the nature and role of information technology and the opportunities that they offer in everyday situations, and as well as relevant legal and ethical principles. The article presents the main components of digital competence, namely, information and information literacy, communication and collaboration, digital content creation, security and problem solving. One of the tools for determining the level of formation of the digital competency of the masters of the university is described in detail using the self-diagnostic test developed in Spain in 2014 based on DigComp (The Digital Competence Framework for Citizens). The self-diagnostic test model for testing digital competence is consistent with the defined strategic guidance in the European Digital Agenda and identifies the key components of digital competence in terms of knowledge, skills and competences required in a digital society. The results of the level of formation of digital competency of masters after the completion of the first year of study in terms of equipment - communication - use are presented. Comparison of the level of digital competency of graduate students in the beginning of the academic year and after its completion is made. The main recommendations for improving the level of digital competence of masters are analyzed and singled out. In the future, it is planned to carry out a self-diagnostic test on completion of training and to develop a roadmap to increase the level of digital competency of masters during university studies.

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Digital Humanistic Pedagogy: Relevant Problems of Scientific Research in the Field of Using Ict in Education

Cited by 26 publications

References 0 publications

Foreign Experience and Ukrainian Realities of Mass Open Online Courses Use in International Education Area

Foreign Experience and Ukrainian Realities of Mass Open Online Courses Use in International Education Area

The use of digital models of hemodynamics for the development of the 21st century skills as a components of healthcare competence of the physical education teacher

Self-diagnostic test as one of the tools for determining the level of digital competence of masters

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