Technologies of digital learning during the organization of scientific and research work in the conditions of modern challenges

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National Pedagogical Dragomanov University

Technologies of digital learning during the organization of scientific and research work in the conditions of modern challenges

Holiiad I., Dinko V., Tropina M.

Introduction

Modernization of the education system is an extremely urgent problem today, which involves the training of specialists of a new generation with digital skills, knowledge and competencies in accordance with the modern needs of the labour market. Also, especially now, it is important to develop cognitivity, research, creative activity, and labour activity in future specialists. The problem of training students who can independently acquire new knowledge, think creatively, use acquired knowledge and results in new unusual conditions is, and will be an integral part of the educational process. Research activity plays a significant role in supporting this process. Undoubtedly, this requires a pedagogically balanced introduction of innovations on pedagogical theory and practice. Teaching methods should be based on the principles of ensuring the unity of educational and research activities of teachers and students. Various aspects of research activities were studied by outstanding scientists and experienced teachers: O. Bulvinska, V. Verbytskyi, I. Goliyad, S. Horbenko, O. Hrybyuk, N. Divinska, N. Dyachenko, S. Kyrylenko, O. Lisovyi, I. Savchenko, Yu. Skyba, I. Slipukhina, O. Udalova, I. Chernetskyi, V. Chernomorets and others. Currently, when educational institutions have switched to distance or mixed learning, the formation of digital competence among students has become especially relevant. Actual problems of the use of digital technologies in the educational process and the development of digital competences are revealed in the works of V. Bykov, I. Vorotnykova, R. Hurevych, А. Hurzhii, L. Kalinina, L. Kartashova, V. Kuharenko, V. Lapinsky, S. Lytvynova, N. Morze, V. Palii, I. Plish, O. Spirin, M. Shishkina and others. Today, there is a question of updating and encouraging applicants to participate in scientific research activities and educational projects for the development of creative, practical, nonstandard thinking, using various digital learning technologies.

Findings

Significant advances in digital technology have taken place over the past decade, including artificial intelligence, robotics, cloud technology, data analysis, and mobile communications. It is increasingly difficult to renew education with traditional pedagogical technologies.

The introduction into the educational process of scientific elements and research activity, which is carried out by creative groups of pedagogical and scientific workers together with applicants, is aimed at achieving the goals of the pedagogical system: improving the organisation of training scientific and pedagogical research; development of joint projects; participation in educational-scientific and research-experimental activities, use of the most modern means and technologies [1]. computer pedagogical digital learning

There is currently a transition to new learning technologies aimed at the competency approach. The main opportunities provided by digital technologies are: creation of a modern educational space; free access of participants of the educational process to electronic educational content; acquisition of new knowledge and skills; personalization of training, increase of motivation; available tool for contacts, research processes and learning outcomes; creative realization (photo, design, audio and video products etc.); labor activity etc.

The rapid development and emergence of new digital technologies and their introduction into the education system, openness and transparency of educational systems, the transition of the educational process to a virtualized space requires the development of balanced pedagogical models to ensure mobility of educational participants and optimal use of new services.

Ensuring differentiated and comprehensive influences on the formation of components of digital competencies of future professionals is through the introduction of the latest pedagogical technologies. Pedagogical technologies are given a leading place in the pedagogical system, because they always have a positive result in the process of joint work of teachers and students.

Modern trends in the educational process are characterized by the use of various educational strategies, which are mostly based on the use of information technology. Recently, many forms of digital learning have appeared: mobile learning, e-Learning, self-directed learning, synchronous and asynchronous learning, cloud learning, adaptive learning, virtual classroom, mass open online courses, gamification, simulation games etc.

Gamification is the process of using game thinking and game dynamics to attract the audience and solve problems, turn something into a game. Today, in many countries, a variety of computer games, from the simplest to the most complex, have become widespread. Researchers and educators see the main way to teach students through computer games, and their share in the educational process varies widely - from individual fragments to the full construction of the curriculum. Game motivation gradually turns into learning, when there is interest in the content of learning. There is a special virtual world, similar to the real, and at the same time different from it, which allows you to effectively realize the benefits of the game: stimulating initiative and creative thinking, involving almost all students, gaining experience of collaboration and cooperation, establishing interdisciplinary connections, creation of preconditions for development of various strategies of the decision of problems etc. Most game simulators have a wide range of tasks, which makes the learning process more multifaceted: brings theory closer to practice and introduces elements of scientific research into the educational process, thus acting as a new model of learning in the era of social and economic transformations arising from global technology [2].

Examples of gamification tools: https://www.classdojo.com/ uk-ua/?redirect=true, Ribbon Hero - game, which is created by Microsoft specialists to facilitate the assimilation of all Office tools, https://www.duolingo.com/ - resource for learning foreign languages using elements of the game. In the conditions of application of computer games in professional training of experts the important quality of the expert - active creative imagination develops. STEM-games expand the opportunities of educational institutions, teachers, masters of industrial training, prepare young people for adequate perception of the new, accelerate their adaptation to changes in the environment [3]. Website TryEngineering.org/ (“Try yourself as an engineer”) offers interactive games for applicants, teachers, which will help to understand how an engineering career can become part of their future.

Simulation learning technologies can be used at different stages of educational activities. Of course, the advantages of using them for training are obvious: the result of mastering simulation techniques is the formation of general cultural and professional competencies that will help young learners to become qualified professionals in the future; with the help of simulation technologies situations are simulated to practice practical skills and gain experience in a virtual environment without risk to the enterprise; unlimited possibility of repetitions to practice skills, proper skills and eliminate mistakes; additional independent training at a convenient time in order to increase the level of knowledge and awareness of innovation in their profession; part of the teacher's functions is taken over by a virtual simulator; practice of the received skills at team work; objective assessment of the achieved level of skill; control of the level of readiness through the system of training simulation; exclusion of the psychotraumatic component in the learning process, which significantly improves the assimilation of educational material [4].

A virtual classroom is online learning environment hosted on the Internet with available content of educational materials and an organized set of online tools aimed at the process of professional training. Enables students and faculty to communicate synchronously, implementing the following features: audio, video, text chat, interactive whiteboards, and application sharing. An example of a virtual class is the Google Classroom Internet service.

Adaptive learning is a technology that uses computers as interactive learning tools, aimed at providing an effective, efficient, individualized learning strategy to engage each student in independent activities. The essence of this technique is that the effectiveness of the lesson is greatly increased when the teacher teaches, demonstrates, explains, shows, and then works individually with each student. Adaptive learning is one of the most effective and modern educational technologies that will help each subject to achieve learning goals in a personalized way. To understand the needs of the applicant and create an optimal educational trajectory for him, it is necessary to develop a service of adaptive learning.

Cloud technologies are a unique opportunity to create a new educational space with an appropriate information base. Their popularity is growing every year. Currently, a promising approach to improving the quality of education is the use of cloud technologies, which are characterized by such innovative features as better adaptability, mobility, full-scale interactivity, free network access, unified infrastructure and others. In such an environment, conditions are created for the implementation of various goals, strategies and trajectories of training and education of applicants, ensuring the adaptation of the components of the educational process to individual capabilities and needs of the individual [5].

The process of formation and development of the cloud environment in educational institutions is aimed at achieving the goals of the pedagogical system: improving the organization of education and scientific and pedagogical research; development of joint projects; participation in educational-scientific and research- experimental activity, use of the most modern means and technologies; increasing the digital competencies of participants in the educational process etc. Cloud technology is a large information center or network of interconnected servers accessed through an Internet connection using specialized software. In the process of professional training, they provide an opportunity to provide public access to information stored in any place and device; use specialized applications free of charge (text, spreadsheet, graphic editors, programs for creating presentations, etc.), mechanisms of individual and collective work (virtual offices, disks, mail); fast exchange of information. Examples of modern services based on “Cloud Technology” for education are Live@edu of Microsoft, Google Apps Education Edition etc. The scope of use of cloud technologies is expanding both in the professional activity of teachers and in the educational activity of applicants. Cloud technologies are easy to spread and update, reliable and costeffective. Prospects for educational cloud technologies in the world: Apex Learning, Naviance, ML-algorithms.

The purpose of the digital educational environment is the organization of a personalized learning system, which provides a focus on the interests of the applicant and building an educational trajectory around them. Adaptive education tools are already being implemented in US universities: for example, Knewton is working with Arizona State University. Thanks to Knewton, the student receives tasks that meet his educational needs, and the teacher has the statistics of each individual student and the group as a whole. These data allow to modify classes so that for each student it was as effective as possible (https://www.ed-era.com/).

Differentiated learning is the organization of the educational process, which takes into account individual psychological personalities, forming groups of students with different content of education, teaching methods.

Individualized learning is a method of learning in which the content, learning technologies and pace of learning are based on the abilities and interests of each individual student.

Synchronous learning is carried out in real time and involves the simultaneous participation of teacher and student, student and student, divided only territorially. This form practically simulates the usual learning process. The most famous programs for synchronous learning are Interwise Webex (Cisco), Adobe Connect, Elluminate, Instant Presenter.

Asynchronous learning supports the teacher's dialogue with students for a certain period of time and provides future professionals with all possible educational materials necessary for the formation of professional qualities of future professionals at a convenient time for everyone. The advantages of such training include the ability to use a large amount of multimedia with video, computer programs, images, sound; a wide range of tests to control knowledge [6].

E-Learning is learning based on the use of information and telecommunications technologies that provide the ability to support the entire learning process, involves the use of Web 2.0 tools: blogs, wikis, podcasts, social networks and more. E-learning can be used for the following purposes: independent work with electronic materials, using computers, mobile phone; receiving consultations, holding meetings, evaluations of a remote expert, the possibility of remote interaction; creating a distributed community of users who conduct joint virtual learning activities; standardization and certification of electronic learning materials, technologies, distance learning tools; formation and improvement of information culture of all participants of the educational process; assimilation, popularization and transfer of innovative pedagogical technologies, increase of efficiency of activity of teachers; opportunity to develop educational Web-resources, opportunity at any time, from any place to receive modern knowledge. E-Learning tools include electronic textbooks, educational services and technologies.

Self-directed learning is a kind of activity that stimulates activity, independence, cognitive interest, is the basis of selfeducation.

Mobile learning provides community in the work of students, provides new opportunities for prolonged lifelong learning both within and outside the institution, which contributes to a more thorough understanding of certain categories and the formation of sustainable knowledge by discussing them online. It was found that in order to ensure a constructive dialogue between participants in the educational process, it is necessary to combine both traditional forms of online learning (platforms on the Internet) and newer (mobile messengers), including platforms for real-time conferences and mobile messengers for online information exchange [7]. The use of mobile technologies in the educational process is increasingly introduced into educational practice, which is the essence of the educational model BYOD (“Bring Your Own Device”).

BYOD is a comprehensive toolkit of the educational environment, as it allows you to learn using educational platforms, video applications, web services, cloud computing, virtual and augmented reality, artificial intelligence and more. The introduction of the BYOD approach to the educational process will solve the problem of logistics of the educational institution. However, the low level of digital competencies of teachers and the lack of methodological recommendations for conducting such classes remain an urgent problem. The use of the concept of BYOD, as a universal tool for education, allows to implement at a higher level such principles of learning as visibility, accessibility, awareness, the connection of learning with life. BYOD technology creates favorable conditions for the formation of future research skills, self-educational competence, motivational readiness for professional activity, the need to implement innovative ideas [8]. Support for the use of BYOD in the learning process is a service from Google “Scientific Journal”. It allows teachers to easily organize a maker space, eliminating the need to purchase expensive equipment, will allow you to organize research, conduct experiments. The powerful didactic capabilities of the mobile application “3D Graphics GeoGebra” allow applicants to create any 3D object, operate with models of spatial objects, exploring their properties. It is possible to conduct experiments in physics, biology, chemistry, mathematics and other sciences with the help of interactive simulation “PhET”. The 3D-interactive virtual laboratory tool “LabInApp” allows to demonstrate experiments, to carry out visualization of difficult processes.

“Online storytelling” is the use of electronic tools to tell interesting stories for educational purposes: to tell about research, to reveal a sequence of reasoning. Today, storytelling is becoming modern and digital, now very popular: there is a compilation of stories with Rorys Story Cubes. Training in special programs for storytelling: Easy Sketch Pro and Sparkol VideoScribe.

МООС (Massive open online courses) are a new popular online learning technology for both educators and applicants that is constantly expanding the potential of open educational resources and distance learning technologies [9]. MOOC allow you to learn different disciplines, work with video content is possible through video hosting, solve problems with self-education allow social networks, blogs, etc.

Online courses are conducted by the world's leading universities and educational organizations. Teachers of mass courses are the best specialists and researchers in their field, and the audience of leading educational platforms is visited by millions of users. The most popular are presented on the following platforms: online education studio “EducationalEra” (https://www.edera.com/), proj ect Prometheus (https ://prometheus.org.ua/courses-for-teachers/), Edmodo, Stepik (https://stepik.org/), project “Youth Action Multimedia” (http://mammedia.com.ua), Wisecow, Edx, Udacity, “Stemford” (https://beta.stemford.org/). In recent years some new educational platforms have appeared:“E-schools”, “iSpring”, “ACCENT” [10], “Docker”, “Arduino” and so on.

There are many other Web-resources that modern educators should get acquainted with.

Conclusion

The training of students is based on the content of training adapted to modern changes in the educational environment. In order to transition to new approaches for learning, it is necessary to provide students with scientific and research skills and abilities during their student years. The interest of education seekers in scientific and research activities forms a desire to learn new things and participate in the development and implementation of research and innovation projects, will help to achieve high educational results, and increase their status. Rapid adaptation of educational programs to the needs of the market, thanks to the use of digital learning technologies, during the organisation of scientific research work, provides applicants with more opportunities for professional growth and new achievements. The presence of creative tasks of the research direction are aimed at increasing the quality and efficiency of the education system, in particular the effectiveness of its research component, strengthening the role of science in society and transforming it into a real force that will contribute to the construction of an effective economy based on innovation.

The introduction of digital technologies in education is not only the use of new online tools, it is lifelong learning, design of individual educational routes, development and distribution of their own educational products by teachers.

References

1. Holiiad, І., Dinko, V Tropina, М. (2022). Scientific research of future teachers of labor training andtechnologies in the educational process. Monthly Scientific and Pedagogical Journal "Youth & Market" / Drohobych State Pedagogical University by Ivan Franko. - Drohobych. No. 6/204 (2022) pp. 126 - 13. from DOI: https://doi.org/10.24919/2308-4634.2022.265874.

2. Didiakova, О. (2018). Game as a tool: what is gamification? /Mistosite : project of Analitic centre, from https://mistosite.org.ua/articles/hra-iak-instrument-shcho-take-heimifikatsiia.

3. Tokarieva, А. (2018). Ways to integrate serious video games into the learning context. Bulletin of Kremenchuk Mykhailo Ostrogradskyi National University, 2 (2), 121-126.

4. Pazdrii, V. (2019). The use of business simulators in the educational activities of vocational education institutions. From http://ir.kneu.edu.ua/bitstream/handle/2010/33319/1_conf_28_5_ 19.pdf?sequence=1.

5. Bykov, V., Burov, O., Hurzhii, A., Zhaldak, M., Leshchenko, M., Lytvynova, S., Luhovyi, V., Oliinyk, V., Spirin, O., Shyshkina, M. (2019). Development of theoretical bases of informatization of education and practical realization of information and communication technologies in the educational sphere of Ukraine.

6. Levin, М. How Technology Will Change Education: Five Top Trends. From http: //www.forbes.ru/tehno/budushchee/82871- kak-tehnologii-izmenyatobrazovanie-pyat-glavnyh-trendov.

7. Slobodianyk, О. (2018). Mobile technologies as a means of activating cognitive activity in natural sciences and mathematics. Collection of materials of the International scientific-practical conference “Actual problems of natural and mathematical education in secondary and higher school”, 19-21.

8. Bazhmina, Е. (2020). Use of BYOD technologies in the educational process. Scientific notes of BSPU (http://bdpu.org/ pedagogy/ua/).

9. Makhynia, Т. (2020). The use of mass open online courses in the training of heads of educational institutions in the master's program. Collection of regional scientific works of the Internet conference “Andragogical support of personal and professional growth of a teacher” (Zhytomyr, September 30, 2020), 62-71.

10. Kartashova, L., Plish, I., Bakhmat, N. (2018). Development of digital competence of a teacher in the information and educational environment of a general secondary education institution. Information technologies and teaching aids, 68, from https://journal.iitta.gov.ua/index.php/itlt/article/view/2543/1423

Аннотация

Технологии цифрового обучения при организации научно-исследовательской работы в условиях современных вызовов

Модернизация системы образования - чрезвычайно актуальная на сегодняшний день проблема, которая предполагает подготовку специалистов нового поколения, обладающих цифровыми навыками, знаниями и компетенциями в соответствии с современными потребностями рынка труда. Также, особенно сейчас, важно развивать у будущих специалистов познавательную, исследовательскую, творческую и трудовую активность.

Проблема подготовки студентов, способных самостоятельно приобретать новые знания, творчески мыслить, использовать полученные знания и результаты в новых необычных условиях, является и будет неотъемлемой частью образовательного процесса. Исследовательская деятельность играет значительную роль в поддержке этого процесса.

Несомненно, это требует педагогически сбалансированного внедрения инноваций в педагогическую теорию и практику. Методы обучения должны основываться на принципах обеспечения единства учебной и исследовательской деятельности преподавателей и студентов.

Различные аспекты научно-исследовательской деятельности изучались выдающимися учеными и опытными преподавателями: О. Бульвинской, В. Вербицким, И. Голиядом, С. Горбенко, О. Грибюком, Н. Дивинской, Н. Дьяченко, С. Кириленко, О. Лисовым, И. Савченко, Ю. Скайбой, И. Слипухиной, О. Удаловой, И. Чернецким, В. Черноморцем и другими. другие.

В настоящее время, когда учебные заведения перешли на дистанционное или смешанное обучение, формирование цифровой компетентности у учащихся стало особенно актуальным.

Актуальные проблемы использования цифровых технологий в образовательном процессе и развития цифровых компетенций раскрываются в работах В. Быков, И. Воротникова, Р. Гуревич, А. Хуржий, Л. Калинина, Л. Карташова, В. Кухаренко, В. Лапинский, С. Литвинова, Н. Морзе, В. Палий, И. Плиш, О. Спирин, М. Шишкина и другие.

Сегодня стоит вопрос об обновлении и поощрении абитуриентов к участию в научно-исследовательской деятельности и образовательных проектах для развития творческого, практичного, нестандартного мышления с использованием различных цифровых технологий обучения.

Современные тенденции в образовательном процессе характеризуются использованием различных образовательных стратегий, которые в основном основаны на использовании информационных технологий. В последнее время появилось множество форм цифрового обучения: мобильное обучение, электронное обучение, самостоятельное обучение, синхронное и асинхронное обучение, облачное обучение, адаптивное обучение, виртуальный класс, массовые открытые онлайн-курсы, геймификация, симуляционные игры и т.д.

Геймификация - это процесс использования игрового мышления и игровой динамики для привлечения аудитории и решения задач, превращения чего-либо в игру. Сегодня во многих странах широкое распространение получили разнообразные компьютерные игры, от самых простых до самых сложных. Исследователи и педагоги видят основной способ обучения студентов с помощью компьютерных игр, и их доля в образовательном процессе варьируется в широких пределах - от отдельных фрагментов до полноценного построения учебной программы. Игровая мотивация постепенно переходит в учебную, когда появляется интерес к содержанию обучения.

Вывод: Подготовка студентов строится на основе содержания обучения, адаптированного к современным изменениям в образовательной среде. Для перехода к новым подходам к обучению необходимо обеспечить студентов научными и исследовательскими навыками и умениями в течение их студенческих лет. Интерес соискателей образования к научно-исследовательской деятельности формирует желание узнавать новое и участвовать в разработке и реализации научно-исследовательских и инновационных проектов, поможет достичь высоких образовательных результатов и повысить свой статус. Быстрая адаптация образовательных программ к потребностям рынка, благодаря использованию цифровых технологий обучения, при организации научно-исследовательской работы, предоставляет абитуриентам больше возможностей для профессионального роста и новых достижений. Наличие творческих задач исследовательского направления направлено на повышение качества и эффективности системы образования, в частности эффективности ее исследовательской составляющей, усиление роли науки в обществе и превращение ее в реальную силу, которая будет способствовать построению эффективной экономики, основанной на инновациях.

Внедрение цифровых технологий в образование - это не только использование новых онлайн-инструментов, это обучение на протяжении всей жизни, проектирование индивидуальных образовательных маршрутов, разработка и распространение преподавателями собственных образовательных продуктов.

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