The Conceptual Basis of the Smart Education

Dneprovskaya, Natalia; Yankovskaya, Ekaterina; Shevtsova, Inessa V.

doi:10.21686/1818-4243-2015-6(113-43-51

Cited by 25 publications

(8 citation statements)

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“…The noted possibility determines the next, very significant component of the integrative didactic potential of SMART-, STEM-and STEAM-technologies. Also, the advantages of digital SMART education (Dneprovskaya & Yankovskaya, 2015;Mahotin, 2018) Applicable to the digitalization of higher education, from the above components of the integrative didactic potential of SMART, STEM, and STEAM technologies, one can single out such most advantageous advantages as the possibility of activating the educational process by creating digital content to individualize the educational activities of students through the formation and development of critical thinking abilities, effective ways and methods of team and independent work. Interpreting the characteristics of STEM-technologies A.I.…”

Section: Resultsmentioning

confidence: 99%

Teaching potential of integrated learning technologies Smart, Stem and Steam

Aniskin

Korostelev

Львовна

et al. 2020

RDLUZ

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At the current stage of digitization of the Russian economy, educational institutions urgently need new, more advanced and effective training technologies that help improve the quality of training of highly competent and competitive specialists who comply with the social order of society digital. These technologies should promote the introduction of robotic and cyber-physical systems in the training of future specialists. The article shows that SMART, STEM and STEAM integrated learning technologies that encompass the theoretical and practical components of educational programs with the help of special technological equipment: robotic complexes, virtual learning tools and cyber systems, can be used as technologies in the digital education. It is proven that the practical application of mathematical, physical, engineering and technological knowledge, modeling and design of robotic cybernetic devices and others, allow us to more effectively solve the tasks of the competition-oriented educational paradigm, create additional conditions for the development and realization of the personal potential of the students. The integrative didactic potential of SMART, STEM and STEAM technologies is determined, ensuring the achievement of the synergistic effect in the educational process and increasing the productivity of education subjects through the combination of the individual means of the technologies studied in a single system. The advantages of digital education are analyzed, which are optimized using the integrative teaching potential of SMART, STEM and STEAM technologies. Based on the characteristics of the integrative didactic potential of SMART, STEM and STEAM technologies, it is concluded that they are promising in the era of the digitization of Russian education and viable to use them in order to maintain the effectiveness of the educational process.

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Section: Resultsmentioning

confidence: 99%

Teaching potential of integrated learning technologies Smart, Stem and Steam

Aniskin

Korostelev

Львовна

et al. 2020

RDLUZ

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“…Several publications have appeared in recent years documenting the urgent need to change the system of training specialists for Industry 4.0 [12][13][14][15]. SMART education is considered to be a new educational paradigm as reported by the researches [16][17][18][19][20][21]. Basic principles of SMART education to be the part of Education 4.0 such as project-based learning, digitization and informatization of education, personalization of learning, skills acquisition through the integration of education, research, business and high-tech industry have been proposed by recent studies [13; 22; 23].…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical model to train specialists for Industry 4.0 at University

Shraiber¹

2019

P Sci Edu

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Педагогическая модель подготовки специалистов для Индустрии 4.0 в университете Введение. Индустрия 4.0 подразумевает интеграцию информационных технологий в различные сферы жизнедеятельности людей, что приводит к значительным изменениям в производственных процессах, сельском хозяйстве, энергетике, экономике, и в образовании в том числе. Смарт технологии требуют от специалистов нестандартного гибкого мышления, творческого подхода и оперативных решений. Целью данной статьи является построение модели образовательного процесса, направленного на подготовку специалиста, соответствующего требованиям Индустрии 4.0. Материалы и методы. Методологической базой исследования являются положения системносинергетического, гуманно-ориентированного и интегративного подходов. Метод моделирования позволил авторам описать строение и функционирование образовательного процесса в университете, направленного на подготовку специалиста, соответствующего требованиям Индустрии 4.0. Результаты исследования. Представлено описание структурных и функциональных компонентов педагогической модели, проанализированы педагогические условия эффективного ее функционирования. На основе методологии анализа выделена платформа СМАРТ образования как оптимального ресурса для обеспечения студентов возможностью построения индивидуальной образовательной траектории в рамках Образования 4.0. Определены предпосылки к модернизации существующей системы высшего образования, которые лежат в основе интеграции образования, науки и производства. Выявлены качества специалиста, требуемые для Индустрии 4.0. Сформулированы критерии и показатели, позволяющие оценить эффективность функционирования модели. Обоснована целесообразность апробирования данной модели в образовательных условиях ФГАОУ ВО ЮУрГУ (НИУ). Обсуждение и заключения. Подготовка творческого, нестандартно и оперативно мыслящего специалиста, отвечающего требованиям современного высокотехнологичного «умного» мира, может осуществляться только на основе построения индивидуальной образовательной траектории самим обучающимся. Новая парадигма образования 4.0, предполагающая «умное» образование посредством разнообразных интернет-технологий и эмпирического обучения, позволяет обучающемуся стать архитектором своего образования. Материалы статьи могут представлять интерес не только для управленческих и педагогических кадров современного университета, но и для потенциальных работодателей. Результаты исследования будут способствовать разработке конкретных решений по развитию и внедрению СМАРТ образования в университете и на производстве. Ключевые слова: Образование 4.0, СМАРТ образование, индивидуальная траектория образования, высшее образование, ЮУрГУ, педагогическая модель, специалист для Индустрии 4.0 Перспективы Науки и Образования Международный электронный научный журнал

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“…These trends drive up demands on specialists in any field and have a great impact on the education and future skills of students. Communication, collaboration, teamwork, empathy, problem-solving are essential competencies for the future worker [1].…”

Section: Introductionmentioning

confidence: 99%

Speaking unplugged, or what to do to get ESL students chatting (from a teaching experience at a technical university)

Karakozova,

Perevezentseva

2024

Vestn. of Samara State Techn. Univ. Ser.: Psych. and Pedag. Sci

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The present paper describes an experiment aimed at the development and promotion of communication skills in students at technical higher educational institutions. This article analyzes the possibilities of such an interactive method as free-speaking activity in English classes with a group of students for whom verbal communication was not of interest due to the inability to listen to the interlocutor, differences in the level of language proficiency, and psychological incompatibility with people involved in communication. The principle of training laid down in the research implied a certain sequence of actions that had specific goals and training objectives. The study is based on the comparative analysis of the results of role-play interviews performed by students – “job seekers” – prior to and after the application of the aforementioned approach. The results obtained, first of all, indicate the possibility of successfully regulating the balance of communicative activity in the classroom, which naturally reduces the time of speaking for the teacher and increases the time for developing and improving speaking skills for students. Second, through the use of this method, students overcame psychological barriers caused by the fear of speaking and making mistakes. In general, the experiment facilitated not only influencing the improvement of students’ speaking skills, but also discovering the high potential of the free-speaking activity method for non-linguistic universities, where, as is known, foreign language learning is not a leading subject.

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The Conceptual Basis of the Smart Education

Abstract: THE CONCEPTUAL BASIS OF THE SMART EDUCATION

Cited by 25 publications

References 1 publication

Teaching potential of integrated learning technologies Smart, Stem and Steam

Teaching potential of integrated learning technologies Smart, Stem and Steam

Pedagogical model to train specialists for Industry 4.0 at University

Speaking unplugged, or what to do to get ESL students chatting (from a teaching experience at a technical university)

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