Interactive Educational Technologies Research Articles

Діагностика сформованості психологічного компонента конфліктологічної культури майбутніх фахівців технічних спеціальностей

A modern competitive high school graduate should have not only a high level of knowledge, but also a high level of psychological readiness for the future profession. The psychological state of the participants of the educational process plays a significant role in their professional activity, therefore the formation of conflictological culture and its main components is considered to be an important educational element. In the article, on the basis of the analysis of scientific and pedagogical sources, the concept of “conflictological culture” is considered, and the author’s definition of “conflictological culture of personality” and “conflictological culture of future specialists of technical specialties” is presented. One of the basic components of conflictological culture is the psychological component. The essence of such constituents of the psychological component as adaptation to the new environment, self-esteem and self-affirmation, socializing (throughout the whole period of studying) is revealed. The features of student-age are noted. The formation of the psychological component is considered in the process of studying humanitarian disciplines with the use of interactive technologies. For the diagnosis of the results of the formation of the psychological component of conflictological culture of future specialists of technical specialties, criteria, indicators and grading levels are identified. The components of conflictological culture — motivational and professional, psychological, cognitive and creative, culturological, evaluative — are adopted as criteria. According to the criteria and indicators, five levels of formation of the psychological component of conflictological culture of future specialists of technical specialties were determined in the process of humanitarian training (constitutive (which forms the basis), theoretical (initial), practical (basic), creative (secondary, entry), scientific (high)). A number of methodologies for determining the formation of the psychological component are proposed. The results of the pedagogical experiment are presented. The effectiveness of the implementation of interactive educational technologies in the process of teaching the humanitarian disciplines that contribute to the formation of the psychological component of conflictological culture of future specialists of technical specialties is proved by the criterion of Kolmogorov–Smirnov.

Лингводидактические основы формирования межкультурной компетенции при обучении русскому языку как неродному (на примере Республики Дагестан)

We present the results of educational and methodical work during the implementation of activities on the issues of teaching Russian in a multi-ethnic environment in the Republic of Dagestan. The issues of identifying intercultural competence as a result and criterion of the education quality in a multi-ethnic educational process are considered. We also define the need for expanding the linguodidactic base for the intercultural competence development in teaching Russian through the inclusion of teaching materials with the national and cultural component. The specific practical examples (use of interactive educational technologies: the method of projects, case-study, web-quest) demonstrate ways of organizing educational activities aimed at the development of in-tercultural competence. The relevance of this study is confirmed by the presence of contradictions between the needs of modern society in effective intercultural interaction, highly qualified teach-ing staff, the requirements of regulatory documents and the insufficient level of potential use in the process of learning Russian in a multi-ethnic audience. Particular attention is paid to the methods of demonstrating students’ own national identity in a multi-ethnic environment and presenting native culture through the Russian language, issues of improving the professional competence of Russian teachers required for teaching in a multilingual environment and defining intercultural competence.

Effective Realization of Interactive Educational Technologies By Cartographers and Geographers

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A technique of inculcating technological culture among masters of production training in the agrarian sphere under the conditions of the regional methodological service center

The article presents a study on designing a technique for the development of the technological culture of the masters of production training of the agrarian profile in the educational (scientific) and methodological centers of vocational education. The methodological basis of the developed technique is the concept of lifelong learning, the strategy of pedagogical interaction, the competence paradigm, andragogic, axiological, culturological, technological and personal-activity research approaches. The suggested technique determines the stages, forms of interaction between subjects of the educational process, as well as the content, methods and means of developing the technological culture of the masters of production training of the agrarian profile. The structural components of the technique include motivational, practical and analytical stages. The content of the regional methodological work is modernized taking into account the achievements of modern pedagogical science and effective pedagogical practice, labor market requirements, state and regional target educational programs and program goals of vocational education institutions. A corresponding educational environment has been formed. The paper substantiates and justifies the use of project-based, problem-solving, game-based, interactive and case-study educational technologies. The results of the research prove that the application of mixed educational technologies allows pedagogues to work at an individual pace to improve the technological culture. The introduction of the suggested technique creates conditions for constructive changes in the development of the technological culture of the masters of production training of the agrarian profile.

ИСПОЛЬЗОВАНИЕ ИНТЕРАКТИВНЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ В ВУЗЕ

We substantiate the need for the use of interactive educational technologies in teaching a foreign language at a university. It was analyzed that the use of web quest technology, “flipped classroom” and “development of critical thinking” technologies in a foreign language class helps to achieve a high level of development of foreign language communicative and information and communication competencies, better memorization of the material studied, development of cognitive activity and logical thinking, and also increases the level of motivation to learn English. These technologies involve conducting non-traditional lectures and practical exercises, the purpose of which is to synthesize disparate knowledge from different branches of scientific thought, highlight the main and most important information, be able to lead a discussion, express one’s point of view. The main interactive teaching methods have been identified, which involve turning to the logical methods of teaching, reflecting the logical operations of thinking, analysis, ..., generalization, which corresponds to the current Federal State Educational Standards of Higher Education in the direction of training 44.04.01 “Pedagogical Education”. We focus on the creative nature of the educational technologies that contribute to the creation of a learning language environment, including in its space all students seeking creative search, self-expression, and self-development.

ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ ФАХІВЦІВ ВИДАВНИЦТВА І ПОЛІГРАФІЇ

In the article it is substantiated the importance of using modern information and communication, in particular interactive technologies, in the process of professional training in higher education, as well as described in detail the specifics of such interactive educational technology as case-study. The authors have determined the educational objectives of case technology, outlined skills, the development of which it contributes, presented the types of cases and their features; described the structure and foundations of case creation. The peculiarities of case-study realization in the basis of information and communication technologies and using in the process of professional training of future specialists of publishing and polygraphy at a higher educational institution during the teaching of the discipline «Fundamentals of technical aesthetics and design» are determined, as well as described the author's electronic resource with methodical instructions on the use of case-situations. Also, the authors describe the peculiarities of the training of case studies, based on the specifics of the discipline.

The use of case-study technology to prepare future specialists in printing and publishing

The article shows the specifics of case-study as a modern interactive educational technology. It outlines approaches to a classification of cases and description of the structure and principles of creating cases. The paper also defines the features of using the case technology in the process of professional training of future specialists in printing and publishing in the higher education institutions. What is more, it describes electronic resources including methodological instructions for the use of case-technology in the process of covering "Publishing Design" course.

Strategic guidelines of the educational interactive environment as a basis to develop the axiosphere of a future teacher

The article examines the phenomenon of the interactive educational environment as a carefully constructed context to develop the future teacher’s personality as a result of organized human productive activity where the set of relations and connections subjectively specifies that are specific conditions to develop the future teacher’s axiosphere. The relevance of this work is to explore the dialogue educational environment as a factor forming the future teacher's values, which corresponds to modern trends of development in higher pedagogical education: humanizing and using dialogues in the educational environment; purposeful intellectual and moral development of the future professional in the context of its inclusion in a variety of independent activities, individual routes of subjects in educational process; the motivation development to pedagogical activity and professional students’ education; the personality to universal human and national values; the use in educational process of higher school and interactive technologies of education, pedagogical innovations, etc. Appealing to the analysis of the interactive educational environment has allowed identifying and characterizing components of his conceptual model: motivational-target, informational-communicative, subject to subject, content-axiological, organizational-active and productive. A role of principles of dialogic education is shown as: the principle of information enrichment, the principle of unity in diversity, freedom of choice, the dynamic principle, the identity principle, the principle of emotional openness. The authors present the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children’s education as a strategic national priority. The resource analysis of dialogue area in education led the authors to the definition of ways developing the future teacher’s axiosphere, the formation of their socio-cultural, professional-pedagogical and personal values. Among the modern technologies there is dedicated interactive educational technology: a dialogue, educational discussion, a communication technology, technology of critical thinking development, technology of pedagogical workshops, moral dilemmas technology (L. Colberg).

An course examination in the context of constructivist learning: Art and activity through the platform of Coursera

With the widespread use of the Internet, it is observed that many concepts and practices in daily life are being reshaped. This form is also reflected in the field of education and e-learning processes are gaining importance in this context today. This article deals specifically with the Coursera platform, the Mass Online Open Lecture (MOOC) for life-learning learning activity, which has become a requirement of the modern age and which allows the individual to be constantly up-to-date. In general, the Coursera assessment is an art module and this module has been examined specifically for Art and Effective lesson. The data evaluated in the introductory section are examined in the framework of the web page design related to this course, the level of access to the related course materials and the level of using the interaction tools. The results obtained were then evaluated in the constructivist teaching model perspective. According to the constructivist teaching model, teaching does not occur through information transfer, but through the experience of the student. The Art and Activity course in Coursera's art module has been reviewed in the context of the constructivist teaching model. In this study, it is concluded that interactive education technology is designed to the theory of constructivist teaching model and in this sense, the learner has features suitable for learning by experiential learning. The review was conducted on a single course in the arts module on the Coursera platform. Examination of the entire module and platform with other examinations in terms of the constructivist teaching model will contribute to achieving a holistic result. Keywords: Learning to life, MOOC, Coursera, constructivist teaching, educational program

Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations

This paper investigates whether prompting students to draw their own visual representations enhances students’ learning from technology-based instructional activities with visual representations. Seventy-two undergraduate students were randomly assigned to receive an educational technology with (1) drawing prompts throughout instruction, (2) drawing prompts before and after instruction, or (3) no drawing prompts. We assessed learning outcomes with respect to instructional effectiveness and efficiency using immediate and delayed posttests. Results on instructional efficiency showed a significant advantage for drawing prompts. Results on instructional effectiveness showed an advantage at the delayed posttest for drawing prompts provided throughout instruction, compared to prompts before and after. Qualitative analyses suggest that adding drawing prompts throughout instruction promotes drawing quality. In sum, our findings expand theory by suggesting that drawing prompts facilitate visual sense making of concepts shown in visual representations. Furthermore, we provide practical recommendations on how best to implement drawing prompts with technology-based instructional activities.

Construção e avaliação de tecnologia educacional interativa para familiares cuidadores sobre cuidar de pessoas dependentes

O objetivo deste estudo foi descrever o processo de construção e avaliação de uma tecnologia educacional interativa destinada a familiares cuidadores que cuidam de pessoas dependentes, de forma a assegurar a continuidade de cuidados após alta hospitalar. Pesquisa aplicada, exploratória descritiva, desenvolvida entre 2012 e 2013. A construção da tecnologia educacional baseou-se no modelo ADDIE, fundamentado no Design Instrucional Contextualizado. A tecnologia foi avaliada por seis peritos por meio de questionário com perguntas fechadas e abertas. A tecnologia educacional contém informações, orientações, fotos, vídeos e áudio, estruturados por três temas relacionados com o alimentar por sonda, posicionar e transferir. Os peritos avaliaram positivamente a tecnologia educacional, aprovaram o seu conteúdo e fizeram sugestões para o seu aperfeiçoamento. Concluiu-se que a tecnologia educacional mostrou-se adequada ao disponibilizar informação fiável, adaptada às necessidades dos familiares cuidadores, podendo ser uma plataforma facilitadora para auxiliar familiares cuidadores no âmbito do autocuidado a pessoa dependente.

Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

ABSTRACTNew interactive music educational technologies are often seen as a ‘force of change’, introducing new approaches that address the shortcomings (e.g. score-based, teacher-centred and disembodied) of the so-called traditional teaching approaches. And yet, despite the growing belief in their educational potential, these new technologies have been problematised with regard to their design, reception, implementation and evaluation. A possible way to optimise the realisation of the educational potential of interactive music educational technologies is to connect their use to music educational approaches that stood the test of time and as such may inspire technologies to become a bridge between tradition and innovation. This article describes an educational technology (the Music Paint Machine) that integrates the creative use of movement and visualisation to support instrumental music teaching and learning. Next, it connects this application to such an established music educational method, the Dalcroze approach. Through the lens of a set of interconnected aspects, it is shown how the Music Paint Machine’s conceptual design aligns to the underlying principles of this approach. In this way, it is argued that integrating Dalcroze-inspired practices is a plausible way of realising the didactic potential of the system. An appendix with example exercises is provided.

Interactive learning: advantages and disadvantages

In the article the use of interactive technologies in the educational process of the university, allowing students to develop innovative thinking, away from stereotypes, develop imagination, communication skills and expertise, intellectual, emotional, motivational and other areas of personality. Implementing the principles of technological learning, interactive educational technology and provides interactive computer learning tools, and interactivity of educational process when the basic conceptual provisions defined training based on interactive communication. Key words: interactive learning technology, teacher, students, innovative thinking, communication skills.

Cases as a Means of Formation of Students’ Reflexive and Analytical Experience

Background: Pedagogical press often observes a gap between the theoretical and practical components of the professional education. Theoretical skills of future social work experts finds no back up in the reflective and analytical observational experience, which partly explains their unreadiness for qualified professional reactions. Phenomenological and existential methodology laid in the basis of the educational process stimulates the development of integrated interactive multimedia educational technologies (and in particular, technologies named in contemporary educational theory and practice as 'Case-study'), aimed at forming a professional reflexive and analytical experience of the future professionals of social services and institutions, the development of their subjectivity, creative individuality, adaptive abilities, etc. Methods: During the analysis of ways of ensuring internal connection between theory and practice in the reflective and analytical activity of the future social work experts, we used the typology and modelling method ensuring the formation of taxonomic concepts of the studied objects, their characteristics, relationships, attitudes and behavioral patterns. In addition, during the development of interactive multimedia educational technology a system-structural method was used. This method allowed considering the studied phenomena as a dynamic total integrity interacting with other socio-cultural phenomena. Findings: The study has revealed the capacity of the case-study interactive educational technology in the context of reflective and analytical experience development and increase in the level of professional preparedness of students, the future social experts, to the professional problems solving; the capacity of interactive educational technology of integrated media education in terms of the reflective and analytical experience development, proficiency improvement and formation of a professional and humanistic attitude of students, the future social experts; the overall structure of the cognitive schemes of social situations and cases as a basis for the formation and development of intentional and dialogical, reflective and analytical experience of students in the educational process. Applications/Improvements: Our didactic research support (in the form of interactive technology of integrated education) improves the development of methodological and substantive bases of the educational process in the system of social and socio-pedagogical education.

Актуальные вопросы реновации коммуникативной культуры в условиях информационного общества

The article is devoted to the renovation of the communicative culture within information society. The authors consider the problem of devaluation of verbal communication in terms of technical and technological revolution of the end of XX- beginning of XXI century. They justified the feasibility of using interactive educational technologies for the formation of the communicative potential, improving communication skills. Noteworthy the authors suggest a method to the game as a form of creative development of proactive information underlying the formation of skills of verbal interaction. The authors see advantages of the game in opportunities in displays of emotion of the participants, in the creation of the command of the atmosphere, in overcoming barriers to communication, self-actualization. The task of preserving the language considered in the general cultural context as a means of preserving the national identity and mentality with their inherent picture of the world. Talking about changing cultural studies´ paradigms related to the computerization of modern society, it can be argued that it is the devaluation of the problem field of communicative values. As already mentioned, a very important fact is that the general use of information technology and the recognition of it as an absolute communication channel creates a risk of loss of traditional forms of communication with their ethical and etiquette standards, epistolary genre, rhetorical qualities of speech, appeal paper medium of information as a sign of culture . However, paradoxically, it is contrary to and at the same time thanks to the spread of technological form of communication (SMS, Skype and so on) that there has been a recent renovation of the classic communication channels, which is reflected in the creation of cycles of speech disciplines in the educational system at all levels.

A new CPD website for ultrasound.

Ultrasound publishes articles on a wide range of subjects relevant to those involved in medical ultrasound, including clinical applications, new technologies, professional issues and education and training. Although many of these articles are research reports, most issues include at least one review article aimed at providing basic education in one of these subject areas. Ultrasound is intended as an educational resource for ultrasound users worldwide including BMUS members, but BMUS members can now get more benefit from studying our educational articles. Our publisher, SAGE Publications, has commissioned its website designer to create a new CPD website for use in conjunction with the journal. BMUS members will be able to access this new site via the members’ area of the BMUS website and register with their name and email address. The site will give access to a selection of educational articles, each accompanied by a set of questions provided by the authors. After studying an article, members can then answer the questions, and if they achieve the 70% pass mark, be awarded a CPD certificate. Each registered user will have an account that records all CPD points earned in this way. The site is being launched with a small selection of review articles that have been published recently in Ultrasound. It is hoped that one or more articles per issue can be used as CPD articles, and that a broad collection of articles can be accumulated as new issues are published. Please log into the BMUS website members’ area to register your details and look for relevant CPD articles. Many BMUS members and non-members make valuable contributions to the BMUS Annual Scientific Meeting by presenting papers and posters or running practical workshops. Some presenters then go on to make a permanent record of their work by publishing it in Ultrasound. Now, all contributors can have a discoverable record of their work via the Ultrasound pages of the SAGE website. This May issue of Ultrasound is accompanied by an online-only supplement which contains all abstracts and titles from the Annual Scientific Meeting held in Manchester in December 2014. You can find the supplement at http://ult.sagepub.com We begin this May issue with a report from Willits et al. on a very large retrospective study of unenhanced ultrasound scans of the liver. It seems that many of these scans were able to detect, but not characterise, focal liver lesions (FLL). There were more inconclusive scans in the outpatient cohort than in the GP cohort, and almost 50% of FLLs detected in cirrhotic livers were inconclusive. The results of this research will inform future NICE diagnostics guidance on the use of contrast agents. Clements et al. report on a study aimed at developing ultrasound criteria for the assessment of the internal jugular vein. They show that body position (sitting or supine) has a large impact on cross-sectional area, time average velocity and reflux measurements. Katie Johnson et al. report on a study of the relationship between temporomandibular joint effusion and a patient reported disability index of the jaw. The strong correlation suggests that the index might be used in clinical assessments in place of ultrasound measurements. The previous issue of Ultrasound in February was a special issue devoted to education and training in ultrasound. You may have noticed that this special issue was larger than usual. In fact, it could have been much larger, because there were far more articles submitted than we could possibly publish in a single issue. So in this May issue, we include those education and training articles that were delayed. Parker and Byass describe the implementation of an audit tool based on case review by peers that helped identify the development needs of sonographers and monitor the quality of the scanning service. Diane Dickson reports on a study of how interactive educational technologies may help sonography students relate theory to practice. Grace Carolan-Rees describes a cost model for an ultrasound virtual reality training simulator. It seems that in most circumstances, cost savings can be made by using the simulator rather than traditional practical training methods. Returning to the use of contrast in the detection of liver lesions, Obaro and Ryan review the grey scale and contrast-enhanced ultrasound appearances of a range of benign liver lesions. Finally, a case report by Greenall and Drage demonstrates the ultrasound features of sebaceous carcinoma of the lip and describes the normal anatomy of this area.

TRAINING COURSE AS AN ORGANIZATIONAL FORM OF STUDENTS’ TEACHING INTERNSHIP

The research objective is to analyze the introduction of interactive educational technologies and methods during the teaching internship. The authors consider that a pedagogical concept «teaching internship» as an interactive form of the educational organization for students can be a useful possibility. This form is aimed at the development of students’ personal qualities for their future professional and pedagogical activities. The paper presents the types of internship training focused on the development of students’ personal qualities and willingness for future vocation and teaching, such as professional teaching, research, educational–rojecting and integrated types. The methods. The teaching professional training methodology involves SWOT-analysis to help students to gain the experience in the analysis of real pedagogical situations which are relevant for a particular educational organization and for education in general. On the basis of the group expert assessment method and the pedagogical aims arrangement by B. Bloom, the authors have worked out their own specific taxonomic model for reasoned training course tasks’ development; and the readiness level diagnostics of students involved in teaching internship. The results. The authors reveal new approaches to teaching internship organization for incoming vocational education teachers. It is specially noted that the training organization on the stages of teaching practice of bachelors provides not only constant feedback with the teaching internship head or tutor allowing to correct a practical activity but significantly increases students’ willingness to complete it in various educational institutions as well. Scientific novelty. The authors not only introduce the concept of «pedagogical training» but also supplement it, defining its aims and objectives. It is proved that SWOT-analysis usage as the strategic planning method during teaching course provides internal and external factors identifying relevant to organization activities. Practical significance. The research findings can be used while teaching internship. The authors suggest their own new practice organization approaches for forming and determining general- cultural and professional abilities that allows preparing the student for future professional and educational activities.

Опыт повышения квалификации педагогических работников и специалистов учебно-методических служб по проектированию и реализации магистерской программы «Школьная психология»

The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist) with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist). The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n = 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.

A Novel Approach to Diagnosing Motor Skills

The combination of virtual reality interactive systems and educational technologies have been used in the training ofprocedural tasks, but there is a lack of research with regard to providing specific assistance for acquiring motor skills. In this paper we present a novel approach to evaluating motor skills with an interactive intelligent learning system based on the ULISES framework. We describe the implementation of the different layers that ULISES is composed of in order to generate a diagnosis of trainees’ motor skills. This diagnostic process takes into account the following characteristics of movement: coordination, poses, movement trajectories and the procedure followed in a sequence of movements. In order to validate our work we generated a model for the diagnosis oftennis-related motor skills and we conducted an experiment in which we interpreted and diagnosed tennis serves of several subjects and which shows promising results.