Innovative Teaching Activities Research Articles

Digital Health Education for the Future: The SaNuRN (Santé Numérique Rouen-Nice) Consortium's Journey.

SaNuRN is a five-year project by the University of Rouen Normandy (URN) and the Côte d’Azur University (CAU) consortium to optimize digital health education for medical and paramedical students, professionals, and administrators. The project includes a skills framework, training modules, and teaching resources. In 2027, SaNuRN is expected to train a significant portion of the 400,000 health and paramedical professions students at the French national level. Our purpose is to give a synopsis of the SaNuRN initiative, emphasizing its novel educational methods and how they will enhance the delivery of digital health education. Our goals include showcasing SaNuRN as a comprehensive program consisting of a proficiency framework, instructional modules, and educational materials and explaining how SaNuRN is implemented in the participating academic institutions. SaNuRN is a project aimed at educating and training health-related and paramedics students in digital health. The project results from a cooperative effort between URN and CAU, covering four French departments. The project is based on the French National Referential on Digital Health (FNRDH), which defines the skills and competencies to be acquired and validated by every student in the health, paramedical, and social professions curricula. The SaNuRN team is currently adapting the existing URN and CAU syllabi to FNRDH and developing short-duration video capsules of 20 to 30 minutes to teach all the relevant material. The project aims to ensure that the largest student population earns the necessary skills, and it has developed a two-tier system involving facilitators who will enable the efficient expansion of the project’s educational outreach and support the students in learning the needed material efficiently. With a focus on real-world scenarios and innovative teaching activities integrating telemedicine devices and virtual professionals, SaNuRN is committed to enabling continuous learning for healthcare professionals in clinical practice. The SaNuRN team introduced new ways of evaluating healthcare professionals by shifting from a knowledge-based to a competencies-based evaluation, aligning with the Miller teaching pyramid and using the Objective Structured Clinical Examination and Script Concordance Test in digital health education. Drawing on the expertise of URN, CAU, and their public health and digital research laboratories and partners, the SaNuRN project represents a platform for continuous innovation, including telemedicine training and living labs with virtual and interactive professional activities. The SaNuRN project provides a comprehensive, personalized 30-hour training package for health and paramedical students, addressing all 70 FNRDH competencies. The program is enhanced using AI and NLP to create virtual patients and professionals for digital healthcare simulation. SaNuRN teaching materials are open-access. The project collaborates with academic institutions worldwide to develop educational material in digital health in English and multilingual formats. SaNuRN offers a practical and persuasive training approach to meet the current digital health education requirements.

POTENTIAL OF ASSESSMENT PROCEDURES TO ENHANCE LEARNING OUTCOMES

The concern for the assessment of learning outcomes is reinforced today by the requirement expressed by society to get hold of skills graduates in various fields of activities. Hence, Learning outcomes are considered as an essential part of any type of learning process. A learning outcome is a clear statement of what a learner is expected to be able to do, or to know about language and provide value at the completion of a unit of study, and finally how well they should be expected to achieve those outcomes. It states both the substances of learning and how its attainment is to be demonstrated. This study will enhance the importance of assessment procedures of learning outcomes in developing higher education students’ information literacy competence which should be valued in all the fields of life. The study will find different types of tools and methods which can evaluate knowledge and skills to evaluate the importance of assessment. By using different types of assessment activities, teachers can improve activities of evaluations that is an important part of assessment procedures to achieve the learning outcomes.
 A central objective in the university context is to promote innovative teaching activities that increasingly see students as an active part of the learning process, fostering their learning outcomes, knowledge, and skills. Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in assessment, the opportunity to engage students in the assessment process is realized.
 For the purpose of finding out the potential of assessment procedures in developing learning outcome, one of the courses taught in English Department of Punjab University, Pakistan to the BS Linguistic students is assessed. The findings of the study reveal that assessment of learning outcomes today becomes an integral part of teaching and learning process, though whatever methods or tools we use to evaluate students’ performance of knowledge or cognitive skills, it should be in a positive and encouraging way of assessment. Moreover, the use of different assessment activities clearly points out that the achievement of learning outcomes depends on the proper use of assessment tools, then only we can see the potential of assessment in enhancement of learning outcomes. 

Technological tools for training by competencies in distance education in the university environment

In recent years, distance education has become a very useful educational practice in the university environment, motivated by the development achieved by technologies. The objective of this study was to analyze the technological tools available to improve training by competencies in distance education of the Faculty of Business Sciences at the Domingo Savio Private University, Bolivia. The research was descriptiveexploratory and propositional, with a non-experimental design. The sample was made up of 370 students. A questionnaire was used with multiple choice and dichotomous questions. The results indicated insufficiencies in the use of the Virtual Learning Environment by teachers and students and technologies are not used appropriately in teaching activities. It is concluded that (49%) of the students affirm that there is a lack of adaptability, (67%) of the teachers acknowledged having good management of the educational platforms used in the distance modality. A lack of interest and demotivation of the students is confirmed (76%), 64% of students recognized that they appropriately use the technological tools used in teaching. The need for continuous training of teachers is highlighted, since 66% did not receive adequate training from the university that allows them to strengthen digital knowledge and skills to develop innovative teaching activities in the distance modality.

Exploring Resident Motivation with a Podcast Creation Activity: A Qualitative Study.

As the field of digital education expands, it is important to understand the benefit to the creator of such resources as well as the user. This study sought to understand the resident's experience with writing a medical podcast script in contrast to creating lecture-based teaching presentations. We aimed to explore the motivation behind the resident's voluntary participation and provide an example and framework to residency programs looking to enhance their resident as teacher curricula with the use of digital education. Using constructivist grounded theory, residents who completed a podcast script for "The Intern at Work," a learner-generated podcast series, were recruited to partake. Focus groups were recorded, transcribed, and coded iteratively with the use of constant comparison until theoretical sufficiency was achieved. Residents (n = 12) described three key factors of the podcast development activity that fostered learner motivation: (1) Driving Interest: residents were excited to use a novel outlet to teach; (2) Self-Directed Process: residents appreciated the opportunity for collaboration and flexibility; (3) Appreciable Benefit: residents identified several self-gains. Our findings provide an example of an innovative teaching activity that intrinsically motivated residents. Such information has the potential to inform program leaders on how to foster resident motivation to teach.

Components of professional competence and innovative professional activity of an hei teacher

The issue of professional competence and innovative activity of teachers in higher education is of great relevance in the current stage. This significance arises primarily from the evolving perception of teachers as participants in the educational process. There is a growing perspective that teachers are not solely dominant in organizing the educational process but rather assume a role akin to that of administrators. Consequently, the question of professional competence and innovative activity becomes crucial, as the changing perception of the teacher's role also alters the understanding of the specific qualities required to effectively engage with students. This study aims to elucidate the constituents of professional competence and innovative professional activity within the context of higher education teachers. The object of this research encompasses the components inherent in the professional activity of teachers within higher educational institutions. study employed various research methods, including description, analysis and synthesis, comparison, and generalization. This study investigates the essence of the concept of "competence" and juxtaposes its meaning with that of "professional competence." The elucidation of the essential nature of professional competence for teachers is conducted. Furthermore, the research comprehensively analyzes the structural segmentation of a teacher's professional competence into distinct parts, describes the categorization of competence into groups, and provides a summary of existing classifications on the components of a teacher's professional competence. Simultaneously, this study examines the concept of "innovative professional activity of teachers in higher education institutions." To achieve this, the phenomenon is expounded upon through a comprehensive set of interconnected components that unveil the foundation of innovation in fulfilling the teacher's assigned functions and responsibilities. Moreover, the origins of a teacher's creativity and the requisite conditions for its manifestation are also identified. Within this study, the type of a teacher's activity is determined based on its specific orientation. This categorization enables the identification of essential competencies necessary for the successful execution of each respective activity. Moreover, the significance of individual components in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed to illustrate the progression of creative thinking development among teachers. This scheme portrays the sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the cultivation of their innovative domain. The abstract describes the main results of the research and defines the sequence of consideration of the basic issues of the work. Methods such as description, analysis and synthesis, comparison, and generalization became the methodological basis of the research. They were applied to determine the main aspects of the work and were used to formulate and implement the tasks of the article. At the same time, according to the conducted research, competence is a set of qualities that are characteristic of a teacher and help him to carry out his work. In particular, it is determined that the competencies of a teacher of a higher education institution are Motivational; Activity; Cognitive; Emotional; Volitional, Their combination allows the teacher to carry out his activities effectively and with benefit for pupils. At the same time, it was established that competence is special and general. It was determined that the steps of professional competence formation are the following stages: Stage 1 - imitation and copying; Stage 2 - creative imitation; Stage 3 - imitative creativity; Stage 4 - genuine creativity. Each stage involves the teacher's use of the knowledge acquired at the previous stage and their correct application. Therefore, it was established that the formation of professional competence is a long-term process that requires considerable knowledge and effort. The teacher must have experience of behavior in various situations and know the psychology of students in order to make timely decisions. At the same time, it was established that it is important to have a harmonious combination of different qualities, which allows you to correctly assess the situation and present yourself as a professional and at the same time as a person who can teach moral qualities to others.

Teaching as a way of creating Italian transnational literature: A mission of the Italian Diaspora Studies Seminar at the University of Calabria

In this essay, I will illustrate the mission and the most significant innovative teaching activities promoted by the Italian Diaspora Studies Seminar, a research center founded in 2017 at the University of Calabria, where I work. The Seminar aims to promote scholarly research into the abovementioned fields while building educational programs inspired by them. In particular, we investigate the perspective of specific Italian transnationalism that identifies itself with the network of Italian diasporic literature disseminated worldwide. Our goal is not limited to research; we seek to pursue a proactive perspective. It is a fact that contemporary writers of Italian heritage are generally unaware of contemporary Italian writers and that many of them are not familiar even with the Italian canonical masterpieces from the past, and the same goes vice versa. For this reason, our mission is to create new bridges to fill these gaps. One of the purposes of the “Italian Diaspora Seminar” is the ambition to investigate the opportunity to create, both theoretically and pragmatically, an inclusive ground in which to detect and promote new connections among Italian, diasporic, and migrant Italian contemporary writers. Our goal is to reinforce a sense of community that will lay the foundations for the growth of inclusive, inter-dialoguing, and unified Italian transnational literature.

Proposal for Didactic Innovation through the Monitoring of Threatened Biodiversity

Biodiversity Conservation is a priority issue for the scientific community, and a main subject in the Biology and Geology curriculum at secondary school level in Spanish Educational System. In the present didactic proposal, we use the demographic monitoring of an endangered plant species to illustrate a research tool for estimates of biodiversity loos in nature, the local endemic Astragalus tremolsianus Pau. The aim of the proposal is to bring students closer to a real experience, which brings together knowledge of Biology, Algebra and Trigonometry, through Information and Communication Technologies (ICTs). Showing a census to monitor the populations of a threatened high mountain flora species into the classroom is an innovative teaching activity that combines and uses knowledge from different disciplines, as well as demonstrating a real application of the knowledge acquired. The use of mathematical tools encompasses a number of skills that require the application of mathematical principles and processes in the scientific context. The introduction of the structure of scientific texts is another positive aspect of this didactic experience.

Artificial Intelligence to improve learning outcomes through online collaborative activities

A key strategic objective of the University courses is the promotion and development of new and innovative teaching activities, also through the e-learning environment, with the aim of providing students with direct involvement in the learning process. Collaborative activities represent important and effective teaching methodologies that allow the improvements of learning outcomes through active learning. Furthermore, they can allow the development of soft skills because they enable learners to work together and practice critical reflection and conflict negotiation. Recently, online learning environments are being used to design and deliver assignments based on student work groups. Indeed, the development of digital technologies allows the organization of these online activities in a flexible way for both students and teachers. The goal of this work is to develop successful collaborative activities for undergraduate students to ensure the improvement of knowledge and soft skills on a specific topic. One of the fundamental factors that influence the success of collaborative learning is the students’ group formation, which consists in the realization of heterogeneous groups in terms of cognitive resources, characteristics, and behaviors, composed by four or five students. However, the correct implementation of groups requires careful profiling of each student’s behavior which can be difficult for the teacher to detect. In this work an intelligent software, developed using Artificial Intelligence algorithms, was used to assist the teacher in the realization of heterogeneous groups of students. It is composed of a Machine Learning model, consisting in clustering techniques applied to Moodle learning analytics performed to return clusters that identifies different students’ profiles, and a specific algorithm that automatically organizes the groups, ensuring the heterogeneity including at least one student from each cluster. At the end of the execution the software returns the list of the heterogeneous groups to the teacher. The software was applied to assignments that required working group within a specific online course for university students, using a Moodle e-learning platform. The quantitative analysis demonstrated the effectiveness of the numerical method for group composition proposed in this work to ensure successful collaborative activities, confirmed also by the perceptions of the students on the course.

Design of Financial Management Talent Training Model under Demand Coupling Mechanism and IoT Applications

The financial environment of businesses and institutions has significantly changed due to the development of new technologies and the deepening of vocational education reform. The Financial Management Department is, in theory, responsible for the financial management of the company. Specialty benefits from both the accounting and finance specialties. The advanced stage of corporate financial activity management is cash-related management. As a result, the social demand subject should praise graduates of the financial management specialty. The subject of social demand is also a good motivation to raise proficient capacity necessities for graduates. Regardless, there is a huge hole among organic market for proficient capacity under the current ability preparing model, in light of the fact that numerous schools and colleges that set monetary administration claims to fame are uncertain of the expert capacity necessities of the social interest subject, monetary in nature. Graduates in executive positions are in a more humiliating position on the job market. In light of this, this paper proposes the basic idea of talent training model innovation in the financial management specialty, based on an analysis of the status and causes of professional ability supply and demand. The board specialises in determining talent training goals, revising professional talent training programs, respecting the central status of students, and engaging in innovative teaching activities. Using Sichuan University of Arts and Science as an example, this paper examines the current state of practice teaching of financial management in colleges and universities, incorporates course practice content into the national vocational and technical certificate, promotes the integration of professional courses and vocational qualification certificates, discusses the new mode of practice instructing of university-enterprise cooperation, and makes recommendations. With the quick movement of the economy and society, the force of science and innovation, similarly as steady getting the hang of; perception; and usage of the significance of data and capacity progression has never been more prominent. Schools are the establishment for propelling one’s capacities. China as of now has an enormous number of colleges, showing that 100 blossoms are growing and 100 distinct perspectives are contending. Each school has its own unmistakable character and attributes. Regardless, the mirror of market economy obviously mirrors the condition of the economy contamination, commitment, bad behaviors, and veritable financial discipline encroachment of endless high-situating insightful individuals, addressing a real test to school capacity improvement.

Whether Chinese Primary School English Teacher Are Able to Help Students Learn With a Deep Approach

In order to improve the quality of education, there is a great concern for students’ learning methods. Students’ learning methods are basically divided into deep and surface methods. The deep approach is seen as the one that is encouraged to be used. However, in the views of the researchers, students in Asian countries tend to prefer to use surface methods of learning. Therefore, the authors would like to critically analyse an innovative teaching activities in a Chinese primary school to investigate whether Chinese primary school English teachers might be able to help their students achieve deep learning through changes in their classrooms.

Teaching of Human Parasitology During the COVID-19 Pandemic in China

Since the coronavirus disease 2019 (COVID-19) pandemic, human parasitology education has been exceedingly disrupted. To deliver human parasitology knowledge, medical universities in China have employed multiple measures, some of which have had positive outcomes that have not yet been summarized. The objective of this review is to share the Chinese experience as the human parasitology teaching methods were transformed. In general, we adopted a fully online teaching model under urgent pandemic control measures based on a well-structured teaching model that integrated the course preview, live lecture, review, and assessment. Combinations were attempted of COVID-19 and parasitology teaching contents. Some active learning models, such as case-based e-learning and flipped classrooms, were proposed for offline and online blended teaching during the normalization stage of the pandemic. Meanwhile, we discuss both the strengths and flaws of online and blended teaching. Some useful assessment tools are presented for reference purposes. In conclusion, this transition to online and online-offline blended human parasitology teaching in China has boosted innovative teaching activities and may continue to catalyze the transformation of medical education.

Exploring the Learning Psychology Mobilization of Music Majors Through Innovative Teaching Methods Under the Background of New Curriculum Reform.

The research expects to explore the psychological mobilization of innovative teaching methods of Music Majors under the new curriculum reform. The relevant theories of college students’ innovative teaching methods are analyzed under deep learning together with the innovation and construction of music courses. Thereupon, college students’ psychological mobilization is studied. Firstly, the relationship between innovation and entrepreneurship teaching and deep learning is obtained through a literature review. Secondly, the music classroom model is designed based on the deep learning theory, and the four dimensions of the music curriculum are defined to innovate and optimize the music teaching model. Finally, the Questionnaire Survey (QS) is used to analyze the design classroom model. Only 15% of the 180 respondents understand the concept of deep learning, 32% like interactive music learning, and 36% like competitive comparative music classroom learning. And the students who study instrumental music have higher significant differences in learning motivation than those who study vocal music. In addition to classroom learning, 16% of people improve their music skills through music equipment. College students like interactive music classes and competitive comparison classes that can give more play to their subjective initiative. After the new curriculum reform, the music curriculum based on deep learning can stimulate students’ interest in learning and participate in the mobilization of students’ learning psychology. Therefore, in the future of music education and teaching, there is a need to pay more attention to students’ psychological status. The research results can provide references and practical significance for the innovative teaching activities of music classrooms after the new curriculum reform.

Advancing Cultural Competency Toward Sexual and Gender Minorities: Innovation in Maternal and Child Health Pedagogy.

PurposeThe purpose of this project was to develop and disseminate an innovative teaching activity to increase cultural competency toward sexual and gender minority (SGM) populations within the maternal and child health (MCH) context.DescriptionOver 4.5% of the population (16 million people in the US) identify as SGM, and this population is an often-overlooked group within the traditional MCH context. SGM individuals have specific healthcare needs, including reproductive healthcare needs, that are currently left unaddressed. Given these gaps, the future MCH workforce should be prepared with cultural competency skills to address reproductive health inequities from many perspectives, including SGM populations. An innovative SGM activity was developed and disseminated to supplement the MCH and Reproductive Health curricula.AssessmentThe objectives of this SGM Reproductive Health activity were: (1) to understand SGM populations, terminology, culture, and health inequities within an MCH context; (2) enhance cultural competency and the communication skills appropriate for this population; and (3) develop culturally competent resources for practice. The teaching activity includes a lesson plan, lecture with script, recorded lecture, assignment description, and grading rubric, designed for a U.S. based curriculum. The activity was evaluated and modified based on feedback from students, and pilot tested in practice in a graduate-level reproductive health course.ConclusionFuture MCH leaders must have the skills to provide culturally competent care to the populations they serve, including SGM populations. Through teaching about SGM populations and cultural competence, educators can equip future MCH leaders with a culturally competent skillset to prepare them to work in cross-cultural situations.

USING OF INNOVATION COMPONENTS TECHNOLOGIES OF TEACHING/TRAINING OF FOREIGN LANGUAGES IN HIGHER EDUCATION

The formation of readiness of future foreign languages teachers for the innovative activity is one of the maim tasks of the educational process of the higher educational teachers training institution. The article deals with the theoretical aspects of the problem of readiness for the innovative activity, it analyzes the concepts of the professional competence and innovative activity. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. The readiness to innovation teaching activities – particularly personal status of teacher, which implies the presence of a motivation-value attitude to the professional activity. Thus, the analysis of the scientific and methodological literature has shown that innovation interactive methods, in contrast to traditional teaching methods, are more effective. As a result, there is not only a transformation of goals, from teaching a foreign language to learning speaking a foreign language, but also rethinking the role of a teacher and students. Readiness for innovative teaching activities is noted – particularly the personal status of the teacher, which implies the presence of a motivating value approach to the professional activity, having effective ways and means of achieving educational goals, the ability to be creative and reflective. Many of the problems facing teachers working in an innovative way, linked to low innovation competence – teacher motivation systems, knowledge, skills, personal qualities that provide effective use of new educational technologies work with future specialist. The use of innovative teaching methods of the future teacher's linguist in teaching activities is analyzed; the content of the innovation process in education is defined; the object and tasks of educational innovation are grounded; conceptual design of efficient provision of educational technologies in the formulation of future professional competence of teachers. The effectiveness of the projecting of innovation teaching largely depends on adequate choice and the implementation of consecrate pedagogical technologies. Pedagogical technologies in the process of traditional education are called «organizational forms and methods of education. The function of a teacher can be described as a system of consequent operation, expressed in planning, observation and correction of students’ activities. The education development priority of «philological department at Hryhoriy Skovoroda University in Pereiaslav is the implementation of modern information technologies that provide access to the network of high quality databases, expanding the possibility for students to capture complex information. It is realized by building individual module teaching programs with varying levels of complexity depending on specific needs, using the interactive methods, delivering distance education, producing electronic textbooks.

Didactic use of GIS and Street View for Tourism Degree students: understanding commercial gentrification in large urban destinations

Tourism gentrification, as a complex phenomenon in large urban destinations, is an important topic for future tourism professionals. The aim of this paper is to offer a digital cartography making activity based on the contemporary dynamics of commercial transformation within tourism gentrification contexts in Madrid in order to facilitate its understanding. This innovative teaching activity is in accordance with the sustainable tourism pedagogy approach and follows an active methodology using three different GIS applications: Google Street View, ESRI ArcGIS Desktop and ESRI ArcGIS Online Story Maps application. A 4-phase methodological design is proposed so that the activity is customizable (1- recognition of previous ideas), achievable (2- significant streets’ mapping), collaborative (3- collective idea-sharing) and replicable (4- academic and didactic evaluation). Finally, the results from an initial implementation are brought to light: i) an initial conceptual lack was found, ii) examples that help to see the proposal materialized are shown and iii) expected positive consequences according to the scientific literature are presented. It is concluded that, despite the scarce bibliography, the use of GIS software and Google Street View in tourism higher education is convenient, not only to facilitate the learning of complex territorial phenomena but also to learn digital tools highly valued in the professional field.

Enhancing Student Knowledge of Diabetes through Virtual Choose Your Own Adventure Patient Case Format.

Educational strategies to teach pharmacy students about diabetes are necessary to prepare future pharmacists to manage complex patients. The Choose Your Own Adventure (CYOA) patient case format is an innovative activity that presents a patient case in an engaging way. The objectives of this study were (1) to describe the development of the innovative teaching activity and (2) to assess its effect on student knowledge and confidence in outpatient management of diabetes. The CYOA patient case activity was designed by transforming a traditional paper patient case involving outpatient diabetes management into an interactive format utilizing an online platform. The activity was conducted with 186 second-year pharmacy students in a skills-based course. This activity was administered virtually through a combination of small group work and large group discussion. After completion of the activity, students completed an online self-assessment questionnaire. Of 178 completed questionnaires, there was a statistically significant difference in students’ self-ratings after versus before the activity for all survey items (p < 0.001). The CYOA activity improved self-reported knowledge of outpatient diabetes management and increased self-reported confidence in clinical decision-making skills. This format shows promise as an educational tool that may be adapted for other disease states to enhance clinical decision-making skills.

The Training of Future Teachers for Innovative Teaching Activities

The conceptual and methodological principles of future technology teachers’ training to the innovative pedagogical activities in terms of the postmodern approach are scientifically argued and developed in the article. It is proved that their training becomes effective if it is carried out according to the defined theoretical and methodological bases of the search, taking into account the main directions of reforming the system of higher pedagogical education in the context of innovative development of Ukraine. The essence and content of readiness of future teachers of technologies for innovative pedagogical activity are revealed, components (motivational, cognitive, activity-technological, and creative-reflexive), criteria, indicators, and levels of its formation are defined. The pedagogical conditions of training of future teachers of technologies for innovative pedagogical activity are substantiated; theoretically developed and experimentally tested component model of the professionally-oriented educational environment of pedagogical free economic zone and structural-functional model of training of future teachers of technologies for innovative pedagogical activity. The effectiveness of the gradual introduction of methods of training future teachers of technology to innovative pedagogical activities through the use of developed methodological support and improvement of content, forms, methods, and means of educational interaction of subjects and objects of educational process environment of pedagogical higher educational establishments was experimentally tested and confirmed using the methods of mathematical statistics.

Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat

The processes of teaching and learning the English language have reached a globalized turn to the extent that educators and learners became highly exposed to teaching materials and classroom strategies to ensure long-life, independent, and self-guided learning. Ultimately, in a language class, learners may confront difficulty in understanding a literary text which can derive from the limited language proficiency, and presiding over lack of linguistic, cultural, and academic competence. In order to affirm this hypothesis and answer the question of the extent to which can self-directed learning be achieved and improved through metacognitive competence in performing a task in literature, this study aims at highlighting the effectiveness of incorporating certain innovative teaching activities and management practices, notably self-cognition and self-reflection on pursuing learners’ metacognition in understanding a literary text. By adopting a quasi-experimental methodological design, this study uses a participant observation with twenty- six subjects at Higher College of Teachers of Laghouat, they are assigned into two groups to measure their level of meta-cognitive competence and self-regulation, and prove their impact on achieving independent learning in studying a literary text. Results assured learners’ enthusiasm, high competence, and positive responses upon compiling metacognition and self-reflection which are not only learning strategies, but also learning paradigms for increasing learners’ self-directed learning and performance in class. Further studies may include engaging in improving independent learning and self-regulation of post-graduated learners through compensation and memory-related strategies.

Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)

The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors’ technology of managing the innovation process at the department level as a structural part of НЕІs.

Development Of Creativity As The Basis Of Innovative Activity Of A University Teacher

There is an active search for policies and methods to improve the quality of education in the vocational studies system, with all that it represents. Pedagogical work is a special type of highly skilled mental work that has a creative character and is characterized by a high degree of tension. The work of a teacher is a conscious and appropriate activity for the training, education and development of students and of society as a whole. The objective of the research is to discuss the development of creativity based on the innovative activity of teachers. It is concluded that the teacher has a main role as an agent in the formation of professional knowledge among students. The real problems of psychology and pedagogy in the modern education system are the definition of the professional requirements for the personality of a modern teacher and the psycho-diagnosis of the level of his professional qualities. However, these questions take on a political meaning because they concern the human development of a society and must therefore also be politically debated.