Improvement of the Robotics Cross-Cutting Course for Training of Specialists in Professions of the Future

Abstract

The research is devoted to the actual problem of upgrading the existing model of robotics training in connection with the urgent need for implementing a strategy for training highly qualified specialists in the most demanded and promising sectors of the future, taking into account the requirements of business, society, and the State. The aim of the study is to theoretically justify and experimentally test the effectiveness of the task approach in teaching robotics to form the required cross-professional competencies of the future. The methodology of the study is based on the analysis of psychological, pedagogical, methodological scientific literature, Rapid Foresight methodology, system analysis, generalization of teaching experience, pedagogical experiment. Results. First, the didactic and interdisciplinary potential of the robotics course is studied. Secondly, specific content for key cross-professional competences in the field of robotics and engineering is proposed. Thirdly, the basic ideas of the methodology for improving the existing system with a focus on the formation of key cross-professional competencies, the core of which is the system of tasks, are formulated. Fourthly, the effectiveness of the changed methodology of the training course to improve the quality of the educational process is confirmed. In conclusion, findings that confirm that the improvement of the course of robotics will provide to obtain a useful skill-to be able to learn, to be prepared for the professions of the future are drawn.

Robotics learning model on the example of blended learning “flipped classroom”

“…Опираясь на теоретические основы конструкционизма С. Паперта [1] и социокогнитивные подходы В. С. Выготского [2], практико-преобразовательская деятельность в курсе робототехники помогает учащимся стать активными субъектами познания, творцами новых знаний. Важным для подготовки специалистов будущего является то обстоятельство, что соответствующая исследовательская активность сопровождается сотрудничеством со сверстниками, развитием наиболее востребованных обществом умственных навыков и компетенций [3].…”

Influence of Interdisciplinary Teaching System on Interdisciplinary Competence of Engineering Graduate Students: Analysis of Mediating Effects of Interdisciplinary Identity

“…However, previous studies of interdisciplinarity in engineering education settings primarily focus on the direct relationship between interdisciplinary teaching approaches and interdisciplinary competence. It ignores students' understanding, internalization, and absorption of interdisciplinary teaching content and teaching methods, which to some extent, regard students as passive recipients of interdisciplinary education and teaching [8] [9]. Though some researchers have found that graduate students who are enrolled in interdisciplinary degree programs appear to have a more firm understanding of interdisciplinarity and integration [10], and such subjective experiences can yield positive educational outcomes, such as the leadership on an interdisciplinary team [11], there is also limited evidence of how subjective experiences may affect interdisciplinary competence in students who are studied in interdisciplinary degree programs.…”