Prospects for Using the Digital Footprint in Educational and Scientific Processes

Вайндорф-Сысоева, М. Е.; Пчелякова, В. В.

doi:10.26795/2307-1281-2021-9-3-1

Cited by 7 publications

(1 citation statement)

References 13 publications

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“…Разделяя цифровые следы на пассивные (формируются без ведома владельца) и активные, авторы исследования отмечают, что активный цифровой след может демонстрировать создание образовательного и научного контента (использование ЭИОС в образовательном процессе, размещение и обсуждение статей в библиотеках открытого доступа, ведение микроблогов, размещение учебной информации в формате видеолекций, подкастов и т.п.) [4]. Исследование цифрового следа поможет понять эффективность образовательного процесса, оценить степень сформированности профессиональных компетенций студентов, отследить и выстроить их индивидуальную образовательную траекторию.…”

Section: обзор литературыunclassified

Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

Komyshkova

Latukhina

Marinina

2022

Vestnik of Minin University

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Introduction. One of the key professional competencies of a teacher of Russian as a foreign language is information and communication. From this point of view, it seems significant to study the ways of its formation. Along with academic disciplines, the task of which is to directly involve students in digital pedagogy, philological and methodological disciplines play a huge role in improving the IT culture of the future teacher, allowing students to get acquainted with the methodology of using information and communication technologies in practice. The experience gained can be broadcast by them in their own professional activities. Materials and Methods. In the course of the study, theoretical and empirical research methods were used: analysis, synthesis, generalization, scientific theorization. The key concepts used in the work are «digital pedagogy», «end-to-end technologies», «mobile learning», «information and communication competence». Results. The information and communication competence of a teacher of Russian as a foreign language is understood as a set of systemic scientific knowledge, skills and abilities, which are based on the development of information and communication and end-to-end technologies tools, and the ability to apply them in their professional and pedagogical activities. Philological disciplines of educational programs in the direction of training "Pedagogical education" at the bachelor's and master's level at the Minin Nizhny Novgorod State Pedagogical University (44. 03. 01 "Russian as a foreign language" and 44. 04. 01 "Teaching Russian as a foreign language") contribute to the formation of the ability to work with big data technologies, AR and VR reality, artificial intelligence, wireless and mobile technologies. The result of the formation of professional skills in the use of digital pedagogy technologies was the successfully defended graduation theses of bachelors and masters, presentations at conferences of various levels. Discussion and Conclusions. A teacher of Russian as a foreign language should have information and communication competence, which will allow organizing the learning process using end-to-end technologies, making it student-oriented, mobile. The disciplines of the philological cycle, in which the digital space is also an object of study, will allow students to form an idea of its linguodidactic potential and will provide an opportunity for the creative transformation of the acquired knowledge in their professional activities.

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Section: обзор литературыunclassified

Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

Komyshkova

Latukhina

Marinina

2022

Vestnik of Minin University

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Communication activity of a digital society teacher

Strekalova¹

2021

Samara Journal of Science

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The paper examines the stages of society informatization (automation, informatization and digitalization) in historical retrospect and their impact on education. It also defines changes in the activity of a teacher in a digital society and education digitalization: specifics of the teachers activity in a digital society due to changes in the object (virtual learner), subject (digitized data, digital traces of the students educational activities) and tools of activity (digital technologies and platforms, video conferencing, information processing technologies); the peculiarity of the teachers activity due to the teachers remote interaction with students (online and offline communication); difficulties and problems of the teachers communication interaction with students. The theoretical conclusions are supported by the results of a pilot study in which teachers of educational institutions of higher and secondary vocational education participated. The empirical data obtained revealed difficulties affecting the quality of knowledge transfer in online and offline communications, problems of information flow management, as well as a tendency to reduce problems related to compliance with the rules of network ethics. The forecast of the probable negative consequences of the predominance of indirect contact in the educational process has been carried out, ways of preventing their occurrence with the help of traditional pedagogical principles and interaction techniques adapted to modern communications have been proposed.

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Non-manipulated mechanism of decision-making on terms of contracts with university faculty

Mkrtychev

Shipilova

Klimov

2023

Vestnik of Astrakhan State Technical University. Series: Management, Computer Science and Informatics

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One of the key tasks of managing contracts with university faculty (UF) is to determine the optimal term of contract. In this regard, it is of scientific and practical interest to develop an effective mechanism of decision-making on the terms of the contracts with the UF. The competition for the positions of UF is held by the collegiate body for managing the personnel policy of the university called personnel commission (PC). The decision on the terms of the contract is made, according to the key performance indicators (KPIs) of UF activities for a certain time period. PC members have opportunity, in case the teacher fails to meet all the required KPIs, to recommend a longer contract term for a teacher, guided by other (alternative) KPIs. Since this approach is applied selectively and often without a reasoned justification for the position of PC members, the UF perceives it as a manifestation of manipulation on the part of the PC when deciding on the term of the contract. To solve this problem, it is proposed to use a non-manipulative mechanism of decision-making on the terms of contracts with the UF. To implement the proposed mechanism, a machine learning tool is used, which generates a forecast for the implementation of an alternative KPI by the teacher. The source of data for forecasting is the teacher's passive digital footprint, which makes it possible to ensure the completeness and veracity of information about his/her scientific and pedagogical activities. Based on the forecast obtained, the PC makes a reasonable and transparent decision on the term of the contract with the teacher. Using the proposed mechanism will reduce the negative im-pact of the effect of manipulation on the decision-making process of the PC on the terms of contracts with the UF of the university and hence to ensure an increase their efficiency.

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Prospects for Using the Digital Footprint in Educational and Scientific Processes

Cited by 7 publications

References 13 publications

Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

Communication activity of a digital society teacher

Non-manipulated mechanism of decision-making on terms of contracts with university faculty

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