Individual Educational Activities Research Articles

Мapping as a means of designing individual educational activities of students

The article deals with the problem of creating organizational and pedagogical conditions in the higher education system for the individualization of the educational process in order to provide each student with the opportunity to choose an individual educational path in accordance with personal and professional interests, needs and aspirations. To implement the idea of individualization as the most important conceptual basis of modern education, the author substantiates the importance of the process of designing individual educational activities of students, which puts students in a subjective position, actualizes their educational activity, initiative, independence and responsibility. The design of individual educational activities is understood as the interaction of a teacher and a student, during which the student determines the goals, objectives, directions, ways and means of his individual educational movement. As a mechanism for launching individual educational activities, the author suggests using the technology of educational mapping as a modern didactic tool that allows the subject of activity to objectify and comprehend his subjective reality. The experience of first-year undergraduates working with educational maps based on the "Educational Cartography" technology presented in the article is a practical example of ensuring students' conscious entry into the process of designing individual educational routes, plans, programs of personal and professional formation and development as separate components of the organization of individual educational activities.

Towards the Study of Professional Corporate Education in Terms of Its Thematic Focus and Outcomes

Aim: The aim of the paper is to characterize how the time for training employees in individual thematic areas is related to the outcomes and changes, facilitated by individual educational activities. Methods: The questionnaire method and interviewing methods were applied for obtaining data from respondents. The starting-point of empirical research was the knowledge and needs of the company, which perceives education as an investment. The respondent sample included 370 lectors/instructors and managers from three countries. The research was conducted in selected companies of section C − Manufacturing, Statistical Classification of Economic Activities. Basic variables include the number of training hours and results of the changes after training activities. Three groups of employee education are analysed: general training, performance-oriented training and digital training. Findings: Our division of educational activities into three groups enables the fulfilment of the basic European Commission targets for the 2021−2027 programme. Recommendations: Invest in developing new skills through future corporate training in the context of innovative transformation of the economy for a smarter Europe. Create conditions for better utilisation of human potential by eliminating the discrepancy between offered and required skills. Novelty of the paper:international comparison of educational activities, focus on the smart Europe and transformation to Industry 4.0. Doi: 10.28991/ESJ-2024-SIED1-04 Full Text: PDF

Main Aspects of Preparing Diabetic Patients in Poland for Self-Care.

Diabetes is a lifestyle disease which can cause many complications and organ-related disorders. The aim of the study was to analyze selected aspects of preparing patients with diabetes for self-care. The study group consisted of 190 people diagnosed with type 1 and type 2 diabetes, including 101 women and 89 men. The mean age of the respondents was 42.2 ± 13.4 years. The study was conducted using an anonymous self-designed questionnaire containing 50 questions. Among the respondents, 23.2% did not control their glucose levels at home. The respondents most often measured glucose once a day (33.6%) or three times a day (26.7%). A total of 64.7% of the respondents declared that they kept a self-monitoring diary. The knowledge of the symptoms of hypoglycemia and the ability to properly manage it was declared by 64.8% of the respondents. A total of 52.1% of the patients did not undertake any activity lasting more than 30 min at least 3 times a week, and 75.2% described their condition as very good and good. Independent participation in therapy, i.e., taking hypoglycemic drugs or insulin, was declared by 63.7% of the respondents. Despite undergoing therapeutic education, the study population diagnosed with diabetes still shows deficiencies in terms of awareness of proper health behaviors. Objective results showed that the patients had insufficient knowledge and skills in terms of self-care and self-observation, blood glucose and blood pressure measurements, physical activity, diet therapy as well as adherence to pharmacotherapy recommendations. Despite the good general preparation for self-care as declared by the respondents, these patients require further systematic, individual educational activities. The results of the present study have implications for nursing practice, patient therapeutic education, and the functioning of the public health and healthcare systems. The number of diabetic patients is constantly increasing. Patients require coordinated care and individualized therapeutic education in order to be prepared for self-care and self-management, thus reducing the risk of complications. Delaying the occurrence of potential complications provides patients with a chance to live an active private and professional life, and protects the health care system from carrying the cost burden of expensive highly specialized services.

Applying Bloom's taxonomy in clinical surgery: Practical examples

Bloom's cognitive learning taxonomy is widely used in medical education. The revised taxonomy published by David Kathwohl (1956) and his group describes the levels in action forms: Remember, Understand, Apply, Analyze, Evaluate, and Innovate. The taxonomy has been commonly used to design and structure educational goals and objectives. However, most uses occur at the course or program curriculum level, as was originally described. Whereas applying the taxonomy at the level of individual educational activities remained limited for different reasons. Hence, the aim of this article is to promote applying the taxonomy in daily clinical teaching by providing practical clinical examples in a simplified way.

Adaptive Approach To Creating Conditions For Practical Self-Realization Of Future Teacher-Programmers

Summary. The article substantiates the relevance of an adaptive approach to creating conditions in the educational process for the practical self-realization of students, considered as the implementation of the educational and research abilities of future teacher-programmers, and the formation of professional competencies. In the modern high-tech world, when digital technologies become the environment for the existence of future specialists with new opportunities for their interactions and the desire to solve problems through IT technologies, one of the trends in the development of the education system is to improve its quality, «... includes adaptive processes». Adaptive processes in the design of educational programs are based on the formation of a digital educational space, the availability of online training, the possibility of organizing mixed training, and building individual educational activities. Adaptive approaches are considered as personification of the practical-oriented component of educational activity, development of value orientations, attitudes, as a person-oriented interaction of a teacher-student and a weak impact, which under certain conditions can give a strong resonance. Adaptive approaches are presented as a system of flexible management methods that contribute to the practical realization of the interests, abilities and educational needs of students aimed at forming the basic professional competencies of future teacher-programmers. Adaptive approaches in learning management are considered as the personalization of distance activities, as the process of managing the personal and professional development of students; a process that contributes to the desired learning outcomes; the process of using management impacts. The adaptive interaction between the teacher and the student includes pedagogical support, allows you to focus on the abilities and professional preferences of future teacher-programmers, equalize their opportunities for self-realization, self-organization, self-development and personalize the accumulation of universal and professional competencies. The article notes that the widespread use of adaptive approaches has led to a shift in emphasis in education to the achievement of a practical result in the formation of professional competencies, which are not only the result of training, but also a resource for further quality education, training specialists for independent professional activities, the ability to quickly adapt to new socio-professional challenges and a willingness to study during life.
 Key words: adaptive approaches, adaptive interaction, digitalization, practical self-realization, training results, personalization, professional competencies of future teacher-programmers.

СТВОРЕННЯ ІНДИВІДУАЛІЗОВАНОГО ІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА В КЛАСІ ВОКАЛУ

In the article the author identifies the features of the formation of the educational environment in the transition from the classical form of learning to distance learning during individual vocal lessons. The author believes that radical changes in the current socio-cultural situation create new trends in educational processes, forcing to look for new ways in the field of innovative technologies. One of the main tasks of education today is the development of personality and individuality of the student, his abilities, independence and initiative. The education system is designed to form a person who can exist in changing social and economic conditions and actively influence the existing reality, transforming it for the better. The essence of individual and personality-oriented education is to teach a person to choose the direction of his educational trajectory and to use various resources to build individual educational activities. It is the student and his parents who become customers for their education. This situation requires new approaches and principles of learning. The nature of the interaction between the teacher and the student must also become new. Information and educational environment changes the content of education, activates traditional and stimulates the development of new forms of activity of students and teachers, and at the same time the environment itself develops through creative processes. Thus, the modification of the traditional process of education into learning in a virtual environment requires a radical revision of the requirements for the teacher and the system of his training. Summarizing all the above mentioned, it can be noted that in the system of information and educational environment has revealed the inadequacy of existing approaches to the formation of professional competence of teachers in the information and educational environment of higher education; there is a certain underdevelopment in theory and practice; there are no system developments that would be used in the educational process. However, the information and educational environment changes the content of education, activates traditional and stimulates the development of new forms of activity of students and teachers, and at the same time the environment itself develops through creative processes. Thus, the modification of the traditional process of education into learning in a virtual environment requires a radical revision of the requirements for the teacher and the system of his training.

ПЕДАГОГІЧНІ УМОВИ РОЗВИТКУ ПІДПРИЄМНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МАГІСТРІВ З ФІЗИЧНОЇ КУЛЬТУРИ І СПОРТУ

Актуальність: Якісна підготовка магістрів з фізичної культури і спорту до підприємницької діяльності зумовлена потребами суспільства у створенні мережі спортивно-оздоровчих закладів, доступних для широких верств населення, діяльність яких спрямована на збереження здоров’я людей. У статті розкриваються педагогічні умови розвитку підприємницької компетентності майбутніх магістрів з фізичної культури і спорту (ФКіС). Розвиток підприємницької компетентності майбутніх магістрів з фізичної культури і спорту зумовлений створенням у ЗВО відповідного освітньо-розвивального середовища, яке інтегрує процеси професійної підготовки в галузі фізичної культури і спорту та підготовки до підприємницької діяльності. Мета: проаналізувати існуючі педагогічні умови для розвитку підприємницької компетентності у вітчизняних ЗВО і зокрема у закладах з підготовки фахівців із фізичної культури і спорту (ФКіС). Обгрунтувати доцільність їх упровадження в закладах вищої освіти. Методи: для вирішення поставлених завдань використовували теоретичний аналіз, узагальнення даних науково-методичної літератури. Також було проведено експертне оцінювання обставин, які впливають на рівень професійної підготовки майбутніх магістрів з ФКіС і рейтингової оцінки педагогічних умов розвитку підприємницької компетентності, що найчастіше зустрічаються в наукових дослідженнях та методичних рекомендаціях вітчизняних і зарубіжних педагогів. Результати: за результатами проведеного експертного оцінювання обставин, що впливають на рівень професійної підготовки майбутніх магістрів з ФКіС, було визначено наступні педагогічні умови розвитку в них підприємницької компетентності: залучення студентів магістратури до розроблення планів підприємницької діяльності; відпрацювання навичок створення бізнес-проектів; стимулювання позитивної мотивації до розвитку підприємницької компетентності майбутніх магістрів з ФКіС у процесі професійної підготовки; запровадження курсу «Підприємницька діяльність у галузі фізичної культури і спорту» до змісту професійної підготовки майбутніх магістрів із фізичної культури і спорту; застосування технологій імітаційно-рольового навчання в межах реалізації персоналізованої освіти та тенденцій практико-орієнтованого навчання. Висновки: визначено основні умови успішного розвитку підприємницької компетентності (залучення магістрантів до цілепокладання і планування спільної та індивідуальної освітньої діяльності; використання форм організації творчої та проєктної діяльності; організація взаємодії із суб'єктами успішної підприємницької діяльності; створення психологічно комфортного освітнього середовища для ознайомлення із сучасними спортивними підприємствами та організаціями); обгрунтовано найбільш ефективні форми й засоби формування підприємницької компетентності у майбутніх магістрів ФКіС (розроблення планів підприємницької діяльності, створення бізнес-проєктів і стартапів; використання ділових ігор; застосування проблемного та проєктного навчання; активізація позааудиторної діяльності студентів на базі бізнес-центрів, консультаційних центрів, центрів кар’єри).

Activation of a student’s individual educational activity in a foreign language in conditions of distance learning

The relevance of this article is determined by the general interest into modern distance technologies in higher education and the need to develop distance education in foreign languages for adult students. Distance learning is closely related to the individual independent educational activities of the student. This article aims to analyze how active techniques can be integrated and effectively used in the individual educational activities of a distant university student. The article presents some possible methods of enhancing the individual educational activities of students who study in a university system applying distance technologies such as participation in online discussions, expert opinions, intellect-maps and reflection, which allows students to effectively learn a foreign language and to develop professional and intercultural-communicative competencies. The didactic possibilities of activating the individual educational activities of students are considered, examples from the practice of e-learning using the distance educational technologies (DET) are given. The practical significance of the article lies in the idea of using active techniques in preparing classes in a foreign language for distance students studying mainly individually.

Designing an individual educational program activities of undergraduates

Ensuring the subject position of a student, and especially a master’s student, is one of the most pressing problems of modern training of teaching staff. The purpose of the article is to present the experience of designing individual educational activities of undergraduates as a subject-oriented technology. Research methods used: literature analysis, study and generalization of experience, observation, focus group, survey, conversation. The article defnes the concepts of «individual educational activity» (IOD), « designing individual educational activities»; the article considers the essence and principles of designing individual educational activities of undergraduates, describes the main projects of IOD (plan, program, route), highlights and reveals the main stages of designing individual educational activities of undergraduates: preparatory, motivational and diagnostic, understanding and analysis, goal setting and planning, implementation of individual educational projects, evaluation and analysis of achievements, making adjustments to projects of individual educational activities. It shows the use of a number of pedagogical tools that are used in the design of individual educational activities: cluster, portfolio, mapping, tutorial, etc. The conditions that ensure the success of designing individual educational activities of undergraduates are called.

Design of individual educational activities of students studying at lessons of fine arts in a different age group

Design of individual educational activities of students studying at lessons of fine arts in a different age group

Проектирование индивидуальной образовательной деятельности студентов в процессе подготовки и прохождении педагогической практики

Проектирование индивидуальной образовательной деятельности студентов в процессе подготовки и прохождении педагогической практики

Features of pedagogic support pupils’ individual educational activities in a different age group

The article highlights and reveals the features of the technology of pedagogic support of individual educational activities of pupils in different age groups, the main of which is that the object of support is not only the individual educational activity of the pupil, but also the development of educational interaction of children of different ages, which causes the simultaneous use of two groups of principles: the principles of support of individual educational activities of pupils and the principles of development of educational interaction of children of different ages. The article reveals the tasks of pedagogic support of individual educational activities of children of different age groups studying in different age groups (7-11 years – primary school age; 12-16 years – adolescence; 17-18 years – early youth). Pedagogic support of individual educational activities of pupils in different age groups is considered as a subject-oriented technology of individualisation of the educational process and includes the following stages: diagnostic, design, practical and reflexive-analytical. In conclusion, the article draws conclusions about the state of the problem and the ways of its development.

Teaching prospective teachers of physics how to control the intellectual development of schoolchildren procedurally

The article analyzes the different approaches to the control of the intellectual development of students in teaching physics in school, due on the one hand, to the diversity of psychological interpretations of intelligence and models of its formation and, on the other hand, used in the study, methodological orientations (classical, no classical, or postnonclassical). A description of the procedural model is proposed by the author, it shows how to control the intellectual development of students, which is built in accordance with the type of post-nonclassical rationality based on a holistic (holistic) understanding of the nature of intelligence, taking into account the value of the information society and the influence of the disciples of the collective on the effectiveness of individual educational activities for teaching physics. The proposed procedural model allows to develop recommendations for effective adaptive learning physics students, taking into account the laws of intellectual development and the specificity of operation holonic organizational systems. From a procedural point of view controlling the intellectual development of students is a regulation of consistent educational change states of inhomogeneous collective of students, which leads to the desired enrichment of the intellectual resources of each school-nick for Learning Physics. The approach of controlling the intellectual development of students, described by the author, is the subject of study by students future teachers of physics in the framework of forming pedagogical experiment in Samara State University of Social Sciences and Education.

Use of Multimedia for Resident Education in Aorta Ultrasound

It has been suggested that independent study and individual educational activities can be more effective than didactic lectures in resident education. Our primary objective was to show that a multimedia application could be effective in teaching emergency medicine residents basic aorta ultrasound for identification of normal anatomy and common pathology. If individual educational activities show superior (or equivalent) performance, as compared to traditional didactic teaching, then it can be incorporated into the curriculum of a residency program. This was an educational interventional trial at a 3-year residency program in emergency medicine approved by the Accreditation Council for Graduate Medical Education (ACGME). All subjects were evaluated on their ability to identify aorta anatomy and pathology with the use of still and video ultrasound (US) images. The residents were asked 22 multiple-choice questions on basic aorta ultrasound. Half the residents from each post-graduate year (PGY) were divided into 2 groups. Both groups received a pre-test (22 multiple choice questions) prior to the start of the learning activity. Group 1 received a didactic lecture based on aorta ultrasound. The lecture format was a case-based presentation and was delivered by a senior member of the ultrasound division. Group 2 received a 1-hour case-based multimedia tutorial in aorta US. Both presentations were identical in format, cases and images. At the end of the learning activity, residents were given a post-test (22 multiple-choice questions). The post-test will be repeated at 6-month and 12-month interval to evaluate for retention of educational objectives. There were 28 total subjects: 9 PGY-1, 10 PGY-2, and 9 PGY-3. Median (IQR) scores for the pretest were: PGY-1 16 (14, 19), PGY-2 17 (15, 18), and PGY-3 19 (18, 19). These differences were statistically significant at p=0.05. Scores for the posttest were: PGY-1 19 (18, 22), PGY-2 18.5 (18, 20), and PGY-3 19 (19, 19). These differences were not statistically significant at p=0.36. The change in scores from pretest to posttest were: PGY-1 4 (1, 5), PGY-2 2 (2, 3), and PGY-3 0 (0, 0). These differences were statistically significant at p=0.002. The differences in score change by lecture versus multimedia were: lecture 2 (0, 2), multimedia 1 (0, 3). These differences were not statistically significant at p=0.98. Independent learning with a multimedia tutorial in aorta ultrasound is an appropriate alternate to traditional didactic lecture. The greatest impact is on the novice sonographers.

221 Resident Education in Ultrasonography: Improving Identification of Abdominal Anatomy and Pathology after a Multimedia Tutorial

Study Objectives: The purpose of this study is to determine if the use of a multimedia tutorial in abdominal ultrasonography improves emergency medicine residents' performance on the identification of normal anatomy and common pathology seen on ultrasonography images. We would like to compare this individual educational activity with a traditional didactic teaching method. If individual educational activities show superior (or equivalent) performance, improvement and retention of information as compared to traditional didactic teaching they can be incorporated into the curriculum of a residency program.

Picking a Planner: More Than Random Selection

A nurse planner is an integral part of a provider unit. The nurse planner is responsible for the quality of individual educational activities offered by the provider unit as well as overall functioning of the provider unit. Selecting the right individual or individuals to be nurse planner(s) significantly impacts the provider unit's effectiveness.