Complex Competence-Oriented Tasks on Discipline «metrology, Standardization and Certification in Geodesy and Cadastre»

Abstract

The article discusses the experience of using competence-oriented tasks in of the educational process of the discipline "Metrology, Standardization and Certification in Geodesy and Cadastre". The advantages and problems of the competence-based approach, the need to develop didactic and methodological support, and the importance of competence-oriented tasks in the formation of students' competencies are noted. From the position of a systematic approach, the activities of students in the framework of competence-oriented tasks are reviewed. As a result, it was revealed that the current level of competence formation depends on the correctness of the comparison of the basic elements (levels) of competencies with the substantive part of the discipline. This creates the problem of choosing competencies for the discipline. To solve this problem, an approach was proposed within which the following concepts were introduced: the indirect and direct influence of the discipline on the formation of competence and criteria values are proposed. Based on the analysis of the experience of organizing and conducting practical classes in the discipline "Metrology, Standardization and Certification in Geodesy and Cadastre", the effectiveness of complex competence-oriented tasks was proved. Recommendations on the improvement of methodological support and organization of independent work of students are given. The proposed criterion values in justifying the choice of competence for the discipline and complex competence-oriented tasks will allow achieving a high level of competence formation at the undergraduate degree, i.e. the ability and readiness of students to be efficient and productive in various professional situations. Further research in this area may be related to the search for an optimal combination of types of tasks in a complex competence-oriented task.

Tools of distance learning educational process at an Engineering University

“…The choice of a software product for organizing video conferencing with students and transmitting content in real time during the period of remote access was influenced by the methodological instructions of educational organization, availability of software product in the free version, teacher's personal preferences, and other factors. The most popular solutions were Zoom [8], Microsoft Teams [9] and others.…”