Stop motion projects as a means of the formation students digital competence

Shah, Afzal; Adhikari, Bimalendu; Martić, Sanela; Munir, Akhtar; Shahzad, Suniya; Ahmad, Khurshid; Kraatz, Heinz‐Bernhard

doi:10.26565/2074-8167-2019-45-02

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…One of the most expressive ways of developing creativity in the younger generation in the digital space is "Stop Motion" projects (Nalyvaiko, 2019). To realize your creativity in the learning process, Stopmotion technology allows you to use the most standard tools and digital devices.…”

Section: Development Of a Presentation Or Video On Issues Related To The Comparison Of Educational Systemsmentioning

confidence: 99%

Creativity in Digital Environment. Possibilities of Application in the Educational Space

Nalyvaiko

Ronzhes

2021

OEEEMU

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An important factor in the effective functioning of a modern person is their involvement in the digital environment. Especially valuable in our time is a propensity for creativity and self-expression. Under the conditions of quarantine caused by COVID-19 utilization of digital technologies in this process has become of great importance in the life of society. The article analyzes various points of view on the issue of digitalization of public relations and the place of a person in this process. In addition, the authors clarify the essence of the definition of digital creativity through the analysis of definitions of “creativity” and “digital environment”. The definition of “creativity” is considered in such combination of directions of application: creativity as an innovation, creativity as a process, creativity as an ability, creativity as stages of thinking, creativity as a result of action. The authors note that digital environment is formed from the technical side (computer technology) and human interaction with it – both as a creator of this environment and as an inhabitant. The study notes that currently the place of a creative person in the digital environment can be represented as two poles and a range of options between them: the first pole is denying digital technology for their work, commitment to traditional materials and techniques, or blocking creativity; the second pole – transhumanism for creative processes – the willingness and desire to merge with digital technologies to be able to take full advantage of innovations, enhancing their capabilities (physical, mental, intellectual, etc.) through biotechnology and interfaces. There is a large number of options between these two poles – the use of computer technologies accompanying creative process (communication, publication, equipment); primitive programs for leisure self-realization (for any student on the phone) supplementing the traditional spheres of art and creativity with new digital capabilities (computer graphics, programs for creating and arranging music, virtual backgrounds, mapping and lighting scenarios in theater and dance) interaction of digital and physical space (augmented reality, architectural mapping) virtual reality as an alternative or analogue of physical or as a reflection of someone's mental and imaginative reality; non-invasive neuro-interfaces. It has been determined that one of the most promising areas for the implementation of creativity in the digital space is educational activity. The authors note that one of the most effective means to incorporate creativity in the digital environment is project activities. It is important to note that these activities should be varied and involve different digital tools and technologies.

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Section: Development Of a Presentation Or Video On Issues Related To The Comparison Of Educational Systemsmentioning

confidence: 99%

Creativity in Digital Environment. Possibilities of Application in the Educational Space

Nalyvaiko

Ronzhes

2021

OEEEMU

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Model of Students’ Project Activity in the Digital Space on the Example of Disciplines of the Pedagogical Cycle

Nalyvaiko

2021

OEEEMU

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The article presents a model of project activities of applicants for higher education in the context of distance-digital learning using the example of disciplines of the pedagogical training cycle. The analysis of the scientific sources devoted to various aspects of project activity and especially in digital educational space is carried out. The theoretical provisions of the project activities in the digital space are described and the tasks that applicants can perform within this activity are presented. The process of implementation of project activities in the conditions of forced distance learning is highlighted on the example of 2nd year students of the School of Foreign Languages of V. N. Karazin Kharkiv National University in the 2019/2020 academic year, and attention is focused on the stages of creating and supporting this activity by a lecturer and a student. These stages include: preparatory (communication between applicants and the teacher), operational (project creation), correction (making changes and additions) and final (public defense and registration of the results). The discussion section reveals the prospects and risks of implementing project activities in the digital learning space. The conclusions provide recommendations for the effective organization of project activities in the digital learning space on the example of disciplines of the pedagogical cycle of training: previous preparatory work of the teacher to clarify the requirements for studying the course and organizing project activities (the emphasis here is on group monitors due to the large number of students: an average of 230 people); bright presentation of requirements and previous achievements in creating creative works (projects); defining a clear sequence of actions of this process; explanation of the sequence of actions and communication between the participants of the process teacher-student, teacher-group of students, student-student; support for feedback in consultations, in messengers (with an emphasis on convenience for all parties); current verification of the obtained results, i.e. support and correction of creative works with obligatory explanation of problematic moments for applicants; organization of public defenses of creative works (projects) on proven digital communication platforms; adherence to the principles of academic integrity in the context of distance digital learning through verification of works in generally recognized digital information verification programs; allocation of time for separate consultations for research projects as such, which require special attention due to their complexity; the use of cloud services for recording the results of the progress of applicants and the like.

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Stop motion projects as a means of the formation students digital competence

Cited by 2 publications

References 9 publications

Creativity in Digital Environment. Possibilities of Application in the Educational Space

Creativity in Digital Environment. Possibilities of Application in the Educational Space

Model of Students’ Project Activity in the Digital Space on the Example of Disciplines of the Pedagogical Cycle

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