Abstract
COVID-crisis has made significant changes in the educational process of many coun-tries, including the need for new management decisions that would solve the complex problem of accelerating the development of online resources for distance learning. Management, particularly in education, is valuable when it is able to combine both general and specific goals. Especially when it comes to a specific educational process for training future TV and radio journalists, advertisers and PR-managers, screenwrit-ers and directors, sound directors, TV presenters, film and cameramen. The peculiarity of these professions is the combination of both creative and technological components of production and placement of professional audio-video content, i.e. content pro-duced by TV and radio companies, film or TV studios, advertising agencies, and aimed at a mass audience. One of the basic priorities in training such specialists is, first of all, the practice, which is based on the planned implementation of educational audiovisual projects and the ability to put them into effect in certain circumstances, including COVID-crisis caused by COVID-19 virus. Therefore, the aim of the article is to hypothesize how to build a productive distance educational strategy in the condi-tions of COVID-crisis, which specifically affected the quality of practical training of specialists in the field of audiovisual media and arts in Ukraine.
Highlights
The results of the study using content analysis of audiovisual student projects created during the COVID-crisis, analysis of data obtained on the basis of a survey, contrast and comparison of tasks for planning educational projects and the specifics of their implementation in COVID-crisis period, as well as developed by the authors approaches to the adaptation of curricula in professional disciplines to the realities of distance education in Ukraine during the pandemic outline the priority elements of the management of audiovisual educational projects
This strategy is focused on the implementation of practical components of the curriculum of professional disciplines related to the production and placement of creative works, audiovisual student projects, and contains new management technologies that can become the basis for similar critical situations
Especially for such disciplines that include practical courses on the production and technological cycle of creating an audiovisual product encourages new forms and types of classes based on the principles of practical expediency, which can become the basis for training courses in the specialties of “TV and radio journalism”, “advertising and PR”, “audiovisual art and production”
Summary
How should future TV and radio journalists, advertisers and PR-managers, screenwriters and directors, sound directors, TV presenters, film and TV operators act if during the COVID-crisis, subsequent severe quarantine restrictions and forced selfisolation it is impossible to perform previously planned training videos, what is more, outdoor filming or recording outside the apartment or room are banned, and all the creative and managerial communication is held online? These projects are the basic practical elements of training courses and the main ones for determining the level of knowledge of the subject.iJET ‒ Vol 16, No 10, 2021How can educational institutions provide both quality teaching and fair assessment in a pandemic? First of all, we should change priorities, using the methodology of crisis management, acceptable for the education system, which simplifies and accelerates decision-making, in particular, sometimes unpopular, but effective, until the situation stabilizes.In Ukraine, paradoxically, the COVID-crisis contributed to the fact that the order of the Ministry of Education and Science of Ukraine “On approval of the provisions on distance learning”, adopted in April 2013 [1], got a “second breath” seven years later and was elegantly “embedded” in the new document - the order of the Ministry of Education and Science of Ukraine “On organizational measures to prevent the spread of coronavirus COVID-19” of March 16, 2020 [2]. We should change priorities, using the methodology of crisis management, acceptable for the education system, which simplifies and accelerates decision-making, in particular, sometimes unpopular, but effective, until the situation stabilizes. Depression is tightly connected with fatigue (the higher the level of fatigue, the higher the level of depression) and sleep disorders (as well)” [3]. Most of these studies [4] concerned the situation with the so-called risk group, i.e., they focused on the adaptation of people aged 60+ to the conditions of quarantine and self-isolation. With each stage of the quarantine, the audience's infographic data “got younger” and moved to position 20+, especially when it came to the learning process or distance learning
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