Master Course Research Articles

Produtos de um mestrado profissional na área da educação: um estado do conhecimento

Por meio deste estudo objetivou-se identificar e analisar os produtos educacionais decorrentes do Curso de Mestrado Profissional em Políticas Públicas e Gestão Educacional da Universidade Federal de Santa Maria. Trata-se de uma pesquisa exploratória, com base no estado do conhecimento das dissertações disponíveis no repositório digital da UFSM, relativas às turmas que defenderam os trabalhos em 2017 e 2018. Constatou-se que das 53 dissertações destacam-se com maior incidência: propostas de formação continuada (24%), planejamento estratégico (9%), diretrizes (9%). Assim, foi possível identificar as maiores demandas e inquietações dos profissionais da educação, bem como os tipos de produtos que foram propostos para qualificar a atuação desses profissionais no trabalho.Palavras-chave: mestrado profissional; pós-graduação; formação continuada; produtos educacionais.

Observations on modular product structures based on teaching product modularisation

This paper studies modular product structures based on teaching product modularisation in a university course. In product modularisation, one of the most important tasks is to identify the appropriate partitioning logic for the product portfolio based on the business environment describing why each product element should be thought of as its own module or not. Central to this are the product structuring principles that create value for the company and the customer’s variety requirements creating value for customers, as well as other requirements and boundary conditions set by the business environment for the chosen product. Based on the literature and empirical findings, product modularisation enables many benefits, especially in terms of reusing designs and supply chain elements, but modularisation as a product strategy is challenging to implement. It requires not only successful product development but also changes in company practices, such as delivery chain and new type of thinking and skills. In our university course for master’s degree students, product modularisation has been taught for several years with the help of an exercise that utilizes the wheel loader set of Lego Technics. The main content of the exercise has been mainly similar in different implementations in 2017 -2020. The article presents the content of the assignment and analyses what kind of modular solutions based on the same assignment topic the students have implemented in different years and how different solutions have met the requirements of the assignment. The result of the paper is an analysis of the key partitioning types, i.e. the typical ways of partitioning a product into modules, what the pros and cons of each partitioning type are and how they fit into different requirements.

The development of socio-communicative competence of future trainers of higher education establishments in the course of master's degree acquiring

The article identifies one of the components of professional competence, social and communicative competence - the quality of a trainers of higher education, which is defined as complex integrative professionalpersonal formation, which determines the electiveness of interpersonal and professional interaction, allows a specialist to orient in any professional and social situation, to evaluate it adequately, to make the right decisions and achieve set goals and provides a pedagogue with personal comfort, professional electiveness and social demand in all spheres of life. The following structural components of socio-communicative competence of higher education establishment teachers are identified: motivation-valuable, cognitive, operational-active, personal, as well as a set of criteria and their indicators: motivational (presence of motivation to achieve, determination to interact, necessity in communication, self-actualization); cognitive (completeness and strength of assimilation of socio-communicative knowledge); active the level of mastery of skills (speech, nonverbal, interactive, social, information and communication); personal (social intellect, ability to empathize and reflexivity), which correlate with specified components of socio-communicative competence of higher education establishment trainers. The dissertation defined the levels of development of investigated competence (low, acceptable and high) and revealed their content. Despite the variety of solutions for its development, the higher education system needs to find new ways in this direction. The complex of education-methodological materials for HEE trainers were developed in regard to the development of the future trainers of higher education establishment in the process of Master's degree acquiring, which contains the bank of theoretical and practical lessons, educational cases, projects, exercises, trainings, role and business games; selected and adapted package of diagnostic materials for defining the level of development of socio-communicative competence of future trainers of HEE; and developed the special course program, “Socio-communicative competence of a trainer of higher education establishment”. The article presents the results of an experimental study of the level of formation of social and communicative competence of trainers of higher education establishment.

ФОРМУВАННЯ УПРАВЛІНСЬКОЇ КОМПЕТЕНТНОСТІ ЯК ЦІННОСТІ МАЙБУТНЬОГО ВИКЛАДАЧА ВИЩОЇ ШКОЛИ

The essence of the definitions "competence", "managerial competence" as the value of the future teacher of higher education and the object of scientific analysis is revealed; "value professional orientations" as a result of awareness and assimilation of universal and professional values and the basis for the formation of managerial competence of future specialists in higher school pedagogy. Values are outlined as a qualitative criterion of professionalism of the future specialist, which determines the vector of needs, interests, position and level of development of the individual and his professional self-determination. "Professional competence" is highlighted as the basis of effective management. The managerial competence of a teacher of a higher education institution is revealed as an integrative quality of a specialist in the field of higher school pedagogy, which reflects his ability to lead the educational process and communication in a professional environment and is a high level of professionalism. The peculiarities of the formation of managerial competence of a teacher in higher education are clarified. The pedagogical conditions of formation of managerial competence of the future teacher of higher school in the course of master's preparation are defined; the educational environment of the higher education institution is defined as an important condition for the formation of managerial competence and professional and value orientations of students; criteria for the formation of managerial competence of the future teacher in the process of master's training are revealed.

SEQUÊNCIAS DIDÁTICAS PERMEADAS POR TECNOLOGIAS DIGITAIS:UMA PROPOSTA INOVADORA PARA A EDUCAÇÃO INFANTIL.

The present study aims to evaluate the use of Didactic Sequence elaborated by teachers and students of a Master's course and made available through a Digital Educational Platform, in order to assist teachers from public and private schools, students, as well as their respective families in times of the covid-19 pandemic. To this end, we developed a didactic sequence and subsequently developed a questionnaire to evaluate it, with questions according to the Likert scale to be answered by teachers working in Basic Education in the teaching networks of the State of Rio de Janeiro and nearby. The results show that these activities facilitate the learning process on any subject, meeting the need to implement new technologies in Early Childhood Education, contemplating the axes provided for in the National Common Curricular Base (BNCC), through motivating and meaningful classes for children, who were in a situation of social isolation.

Nova udobnost - ka životu nakon pandemije

Recent periods in global history have put some heavy strains on the human condition. Changes in living have subsequently led to spontaneous bottom-up adjustments of housing units. During 2020 and 2021 the definition of spatial features of these changes has been the main objective of three Master's course workshops at the Department of Architecture and Urban Planning, Faculty of Technical Sciences, Novi Sad. Results of those workshops served as a pool of solutions for the research that followed. Using obtained data, abstract diagrams of architectural functionality are transcribed. They are applied to an algorithm and computer software that implements the algorithm, which has produced a wide range of spatial solutions. Both analytical and numerical approaches to the produced solutions, with additional criteria that have been applied and tested against some well-known theoretical thoughts from recent history, provide an insight into the possible future of multifamily housing.

Stylistic and typological features of students ' thinking as a factor of psychological readiness for innovative activity

This article discusses the quantitative characteristics of the features of the mental activity of students with different psychological readiness for innovation. The study involved 100 students of 2-4 bachelor's and 1-2 master's courses studying at the Faculty of "Agro-industrial" of DSTU, aged from 17 to 27 years (M=21.6, SD=4.4 (76.4% men), studying at different levels of education (bachelor's degree – 66.8% (M=19.8, SD=1.6, 54.8% men), master's degree – 34.2% (M=22.6, SD=3.5, 53.5% men). The following methods were used: The questionnaire "Psychological readiness for innovation" (V. E. Klochko, O. M. Krasnoryadtseva); The method of measuring the style of thinking (A. K. Belousova); The questionnaire "Determining the type of thinking and the level of creativity" according to the method of J. Bruner; The questionnaire "Individual styles of thinking" (A. Alekseeva, L. Gromova); statistical methods. The study established the style and typological characteristics of students with different levels of psychological readiness for innovation, and also found that styles and types of thinking, as well as creativity affect the level of readiness for innovation. The prospects of the research are aimed at further studying the factors and predictors of readiness for innovation and developing recommendations for teachers to form universal competencies among students.

Questionnaire-based survey regarding the opinion of general pathologists on the need for oral pathology services.

Context:Oral and maxillofacial pathology (OMFP) is a subspecialization having a masters course in India. Due to lesser number of oral pathologists in the country, the biopsy material from the head and neck is catered to by the general pathologist.Aim:This survey was conducted to acquire responses from general pathologists and gathering knowledge on their perspective of oral pathology.Methods:Pathologists at various medical institutions and at laboratories all over Karnataka were requested to answer a questionnaire comprising 13 questions pertaining to the need and scope of oral pathology.Results:In total, 37 (57%) general pathologists completed the questionnaire, of whom 97% (36) were aware of the specialty and 30 (81%) perceived a need for it. Eleven (30%) of them referred oral biopsy specimens to oral pathologists. The most common sources of diagnostic difficulty were identified as odontogenic tumors and cysts. Twenty-six (70%) pathologists felt the need for a short-term posting for their postgraduates in oral pathology, while 28 (76%) of them expressed their opinion about considering an oral pathologist as a part of their team when diagnosing complex head and neck pathologies. Twelve (71%) of them mentioned that they sometimes found that head and neck lesions took longer time to diagnose.Conclusion:Although the utilization of OMFP specialists’ services in the state is quite low, general pathologists strongly feel the need for OMFP training as head and neck specimens form a considerable proportion of biopsies received by them.

ОБЕСПЕЧЕНИЕ ПРАКТИЧЕСКОЙ НАПРАВЛЕННОСТИ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ МАГИСТРАНТОВ ПЕДАГОГИЧЕСКОГО НАПРАВЛЕНИЯ НА ЗАНЯТИЯХ ПО ЛИНГВОДИДАКТИКЕ

When lessons of linguodidactics are organized in a master course within the framework of the pedagogical program «Language Education», the literal understanding of the definition of linguodidactics as a general theory of mastering a foreign language in the learning environment often leads to the fact that undergraduates studying linguodidactics as an academic subject consider only theoretical issues. Understanding the relationship between linguodidactics and methods of teaching foreign languages as a relationship between theory and practice narrows the scope of the subject. As a result, the competencies included in its program are formed fragmentarily, i.e. the objectives of this subject contain only the knowledge of the theory which excludes the practical implementation of linguodidactic skills. The article describes linguodidactic skills and analyzes the experience of solving the stated problem by means of creating a system of practical work of undergraduates in the process of studying linguodidactics. The proposed training course is integrative. It combines fundamental and interdisciplinary areas in linguodidactics, and presupposes a smooth transition from studying the problems of the interaction of linguistic theory with the practice of teaching foreign languages to considering linguodidactic models of mastering a foreign language and forming a multicultural linguistic personality. The possibility of undergraduates’ putting into practice linguodidactic knowledge makes their theoretical reports more profound and instructive due to their examples from the practice of teaching foreign languages that confirm their theoretical propositions. It also stimulates their critical attitude to different teaching materials. The effectiveness of the organization of practical work at the lessons of linguodidactics is also a result of studying the interrelated modules of the subject and passing from a theoretical analysis of the process of mastering a foreign language to creating your own teaching materials on a strictly scientific basis. The research shows that the academic subject «Linguodidactics» has unlimited potential for the scientific organization of the educational and methodical work of future masters of science.

Digital and distributed project management in mechanical engineering studies – a case study

The acceleration of product development requires clear and systematic project management as a guideline and reference point for engineers from different backgrounds, different organizations and different cultures. Project management has therefore been part of the education of mechanical engineers for years. During the last years product development projects evolved the need for agile and lean management methods. So concepts originated from software development influence the organization of even pure mechanical engineering departments. Multidisciplinary product development projects can nowadays hardly do without scrum.Now, the COVID-19 pandemic suddenly transformed student cohorts from local classrooms into distributed teams from one day to the other. The basics of engineering project management could neither be explained nor trained in classroom teaching. Accidental discussions did not take place. Asking was difficult and feedback loops could not be closed. Exams in presence could not be carried out and has been transformed into some kind of homework assignment. The individual student got out of focus and learning success began to slip away. This contribution provides a case study how the sudden restrictions led to the implementation of a digital and virtual concept in teaching project management for mechanical engineering studies. It shows how classic project management is taught in a blended lecture set-up with asynchronous videos, synchronous web meetings and project based learning in a bachelor course. It further shows how agile project management is used to keep the close contact between student and teacher during student thesis. It also explains how scrum is applied to organize self-learning in a master course. The focus of this contribution is on the implementation of known methods with digital project management and communication tools. Finally, an attempt is made to compare the previous classroom teaching and the new digital teaching.

Master Course “Leadership Developing Program for Infrastructure Management”

Master Course “Leadership Developing Program for Infrastructure Management”

Making Linguodidactics an Independent Academic Subject in a Master Course within the Framework of the Pedagogical Program

Making Linguodidactics an Independent Academic Subject in a Master Course within the Framework of the Pedagogical Program

ИНТЕГРАЦИЯ ИНЖЕНЕРНОЙ И ПЕДАГОГИЧЕСКОЙ ПОДГОТОВКИ МАГИСТРОВ ИНЖЕНЕРНОГО ОБРАЗОВАНИЯ НА ОСНОВЕ РАЗВИТИЯ КЛЮЧЕВЫХ НАВЫКОВ И КОМПЕТЕНЦИЙ XXI в.

Statement of the problem. In the process of systemic developments in engineering education, the role of a technical university teacher increases. Changes in the requirements imposed by international and Russian communities to the quality of engineering education in the context of digital transformation of the economy and higher education mainstream the problem of continuous professional development of an engineering university teacher. Currently, a teacher of professional education should acquire new methods and digital tools, develop new competencies among students, i.e. “skills of the 21st century” and digital literacy. Training engineering personnel pressure the need for a professional education teacher to learn new pedagogical technologies and digital tools directly in the context of their professional activities. The pedagogical, technological and organizational conditions of such integration have not yet been sufficiently studied in educational practice and pedagogical science. The purpose of the article is to present the author’s approaches to and developments of modeling programs and digital educational environment for pedagogical training of a Master’s degree student in engineering education in the context of modern pedagogical technologies aimed at developing skills of the 21st century. The research methodology and methods are based on a transprofessional approach to the system of professional education; on the analysis of international and Russian studies to identify the structure of basic skills of the 21st century, the means and methods of their formation in Master’s education. Research results. The interrelations are grounded and expanded of the 21st century skills and universal competencies acquired by a graduate of higher professional education at the level of a Master’s degree in Engineering. The basic principles of designing the digital educational environment as a condition for integrating pedagogical and engineering training are revealed. The authors’ programs have been developed for the system of specialized courses in Master’s engineering training aimed at learning the technologies of soft skills formation and ways of their implementation in traditional training sessions. An open information resource (an online course) “Pedagogical Soft-Skills Navigator” has been developed to guide teachers and undergraduates through the soft skills formation technologies. Conclusion. Implementation of the developed programs in the digital educational environment of an open online course makes it possible to acquire the technologies of soft skills formation in personalized learning models, aimed at the needs of professional teaching and the focus of a Master’s program. The developed materials can be used in professional development programs for teachers of professional higher education.

К проблеме формирования категориально-понятийного аппарата курса «история и методология дизайн-проектирования»

The relevance of the study is due to the inevitable obsolescence of fixed concepts and categories of design theory that make up the theoretical foundation of the master's course “History and Methodology of Design”, which is associated with the closeness of the resulting categorical-conceptual systems.
 The aim of the study is to create a dynamic structure of concepts and design categories that form the categorical-conceptual apparatus of the course.
 As a methodological basis of the study, a cultural approach is used that allows one to "practically implement a systematic view" on a design that is in the process of constant development and updating. In the course of work, the following research methods are used: problem statement, definition and systematization of concepts and categories, comparative method, historical and cultural analysis.
 As a result of the study, the authors of the article propose to consider the system of concepts and categories of the course in the form of a “network” formed around the concept of “design culture”, the content of which is revealed using the category of “proektnost”. The proposed structure allows us to preserve the fundamental plurality of interpretations of the concept of design and justify the methodological pluralism of design practice.

Testemunho de um professor alemão visitante do CEFD/UFSM: Jürgen Dieckert

Diante da comemoração dos 50 anos da instauração do Centro de Educação Física e Desportos (CEFD) da Universidade Federal de Santa Maria (UFSM), faz-se necessário rememorar acontecimentos e personagens, a fim de reunir indícios para refletir acerca das distintas versões históricas sobre o CEFD e a formação de professoras(es) na área da Educação Física, oferecida pela instituição ao longo de cinco décadas. Dentre essas(es) personagens, fazemos referência a Jürgen Alfred Fritz Dieckert, professor alemão visitante no curso de Mestrado em Ciência do Movimento Humano do CEFD, entre os anos de 1980 e 1983. Apresentamos uma entrevista, guiada pelos pressupostos teórico-metodológicos da História Oral, realizada com o professor Jürgen Dieckert sobre o período em que atuou como professor visitante no CEFD/UFSM. Destacam-se informações referentes à comunidade acadêmica do CEFD e à concepção de Educação Física inerente à época.

Interactivity in the language online classroom: from the index of system intelligence to the systemic changes in education

Problem and goal. The article examines the changing nature and intensity of the teaching-learning interaction with the digital technologies becoming commonplace in higher education, whether in support of its traditional, blended, or fully online formats. The relevance of the study is determined by the need to identify the nature of interactivity, its types, didactic functions, methods and means of implementation in these new digitally enhanced learning spaces as one of their effectiveness parameters and indicators. Methodology. The study contextualizes its findings within the larger body of theoretical and applied research in the field of psychology, pedagogy and methodology, the formation and development of information educational media, vocational and electronic foreign language pedagogy in Russia and abroad. To verify the preliminary conclusions, the experience of designing a Moodle-based electronic training course was used. The quality of its interactive content was assessed on the basis of data from a questionnaire survey of students as a tool for their retrospective reflection upon completion of work on the thematic modules of the online course. Results. The principles, stages and technologies for designing interactive electronic educational resources have been developed and described, based on the pedagogical scenario, which forms the basis of a vocationally oriented foreign language course for master's students of a non-linguistic university. Instructional design is recognized as effective if it provides for complex types of learning and teaching interactions, the nature and intensity of which change as educational tasks become more complex, aimed at improving students' thinking skills of a higher order within the collaborative work and growing engagement into the online course. The functions of ICT as an element of an interactive educational ecosystem also vary, allowing the teacher and/or student at each stage of training to orchestrate the set of resources according to the teaching-learning goals. Conclusion. The results obtained revealed the diversity of forms and didactic functions of interactivity, stimulating the cognitive activity of students that results in the construction of new knowledge in the form of an intellectual artifact with its subsequent verification in a social context. The methodological value of the approach used in the study lies in shifting its research focus away from the comparative assessments of in-class and e-learning formats when discussing the quality teaching and learning issue towards an approach that delves more closely into choosing the appropriate methods and mechanisms for enhancing learning spaces with digital technologies and maximizing their effect.

Estudo da circunferência à luz dos princípios axiomáticos de rené descartes. Um olhar ao contexto de ensino-aprendizagem da Escola Superior Pedagógica do Bié (esp-bié)

Neste artigo apresenta-se um estudo relativo à circunferência, com base ao programa de Geometria Analítica do primeiro ano do curso de Matemática da Escola Superior Pedagógica do Bié, seguindo os princípios lógico-dedutivos introduzidos por René Descartes. A visão original que esteve na base deste estudo, tem a ver com um diagnóstico feito ao primeiro autor através de uma breve apresentação oral de um tema matemático de nível elementar referente ao ensino da circunferência, no âmbito do plano curricular da cadeira de Projecto de Ensino I do Curso de Mestrado em Matemática para Professores na Universidade de Beira Interior em Portugal. Cujo resultado do diagnóstico revela um rol imenso de insuficiências, relativamente a incapacidade do docente em lecionar o conteúdo da circunferência na perspectiva de um ensino que parte do mais simples para o mais complexo, demonstrando os resultados na base de teoremas e proposições adaptados a priori, o que promovia uma aprendizagem menos significativa por parte dos estudantes, neste âmbito. Neste sentido, pretende-se inverter esse quadro, com a realização desta pesquisa cujo objetivo é contribuir para o melhoramento do ensino da Geometria Analítica com particular realce ao tema da circunferência no curso de Matemática da Escola Superior Pedagógica do Bié. A mesma está encaminhada com vista a dar resposta a seguinte questão da pesquisa: como melhorar o ensino e aprendizagem da Geometria Analítica com ênfase ao tema da circunferência, nos alunos do primeiro ano do curso de Matemática da Escola Superior Pedagógica do Bié? A orientação metodológica é do tipo qualitativo e a abordagem descritiva, pois tratou-se de observar, analisar e descrever os procedimentos de resolução utilizados pelos professores e estudantes no estudo da circunferência, incluindo a revisão bibliográfica dos materiais de apoio utilizados como bibliografia básica na referida disciplina.

This Land is Mine!: relato de uma experiência gamificada na capacitação de professores em TDIC

Resumo: Este artigo tem como objetivo descrever um relato de experiência em que uma estratégia gamificada, denominada ‘This Land Is Mine!’, foi adotada na formação de docentes em TDIC. O seu propósito foi demonstrar aos participantes como a gamificação pode ser aplicada em sala de aula (atendendo a suas dinâmicas, mecânicas e componentes) e como as competências da BNCC podem ser abordadas de modo lúdico. No seu desenvolvimento, foi utilizada a pesquisa bibliográfica para orientar o planejamento da estratégia, além de uma pesquisa-ação, que contou com 12 participantes do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – IFRS vinculados ao Mestrado Profissional em Informática da Educação – MPIE, que tem entre seus propósitos a formação de docentes. Além disso, o estudo ainda incluiu coleta de dados por meio de questionário e avaliação, através de um momento de reflexão, bem como observação do ambiente da prática pedagógica realizada. Como resultados, pode-se perceber que a gamificação, para ser aplicada em sala de aula, deve ser bem planejada, e que, embora várias tecnologias tenham sido utilizadas na experiência, as atividades que foram melhor avaliadas foram as que envolveram criatividade, trabalho em equipe e colaboração. Palavras-chave: Formação de Professores. TDIC. Gamificação.

University as a Champion of Sustainable Development: Objectives, Approaches and Practice

The article reviews the objectives connected with present day university functioning within the frames of the UN global agenda, i.e. to ensure sustainable development. The academic community is interested mainly in finding the answer to the question about new approaches to conducting education, research and administrative functions of the university. University is considered as an influential institution, which promotes innovation and train future specialists to make responsible decisions. Values and goals of sustainable development affect universities, thus the aim of the article is to show in what way university can pursue ideology of system changes through realization of its education mission. The UN initiative ‘Responsible Managerial Education’ (RME) is seen as an approach to promoting sustainable development in universities and to designing new education programs. It is pointed out that by realizing principles of responsible managerial education in master course universities can develop practices contributing to goal attainment in the field of sustainable development. As a driver for RME realization the Englishlanguage master course program ‘Sustainable Management' was advanced, which relies on orientation to goals of sustainable development and principles of responsible managerial education. The authors put forward a concept of the program for Russian universities that includes methodological approaches to its construction, rough curriculum and expected outcomes. It is shown that system efforts aimed at attaining goals of sustainable management through responsible managerial education shall be continued by using the proposed solutions and searching for new ones. The authors identify spheres of university functioning that require serious reforms. Conclusions are drawn about new discourses in the field higher education connected with comprehending the involvement of universities in initiatives of sustainable development.

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Game design is a complex process based on balance between educational and gameplay experience in a coherent way. In the context of instructional design, Constructive Alignment aims to develop an outcome-based approach for designing learning activities during which the learners’ engagement through the activity is aligned with learning objectives and outcomes. Constructive Alignment focuses on the proposal of constructively aligned learning experiences, where assessment is the result of specially selected training activities, which are proposed based on intended learning outcomes. In this study, we analyze the game design process in an online master course on Game Design from a Constructive Alignment approach. We operationalize the Constructive Alignment in game design as the coherence between Learning Objectives, Game Mechanics, Learning Mechanics and the Assessment in the educational DGBL. The results analysis shows that the Game Based Learning course had a positive impact on students regarding the proposal of game design documents with coherence between Game Mechanics and Learning Mechanics as well as Learning Mechanics and Learning Objectives, while little focus on integrating Assessment mechanisms was observed. Based on the results of this study we propose to increase the focus on assessment in the process of game design.