스마트 교육 미디어 활용을 위한 수해양 교육영역 평가기반 학습시스템 설계 및 구현

The major purpose of this study was to explore the learning outcomes on marine education for 3rd graders in Taipei. A quasi-experimental design with a single group was used in this study. Students in the experimental group (N=56) were given eight weeks of marine education activities and a one-day field trip at Tamsui River Estuary Park in New Taipei city. Two research instruments were used in this study, including a Marine Education Achievement Test and an Attitude towards Marine Education Scale. The results were obtained by t-test analysis. The results of this study were (1) the Marine Education Achievement Test showed students in the post-test achieved higher scores than in the pre-test (t = 14.21, p .001); and (2) the Attitude towards Marine Education Scale showed students in the post-test had higher scores than in the pre-test (t = 4.28, p .001). Therefore, it can be concluded the marine education activities and field trip were effective for 3rd graders’ learning on marine education in this study.

Introduction. In recent decades, the problem of the formation of a holistic perception in students’ minds of the surrounding reality in the field of education has become acute. The buildup of scientific knowledge, which is a determinant of the structure of the content of education, occurs impetuously. Students’ thinking and consciousness become fragmented due to the exorbitant, permanently increasing amount of information that is presented for learning, but cannot be fully mastered by students. The root cause is imbalance in the curriculum levels of integration and differentiation (with a roll in the direction of the latter). To compensate the current imbalance and reverse the dangerous situation that threatens society with extremely negative consequences, an audit of the structure of educational content and the search for its new conceptual models are required.The aimof the publication was to show the importance of using the phenomenon of symmetry in the construction of structures of scientific knowledge and the content of education.Methodology and research methods. The study was based on the ideology of F. Klein “Erlangen programme”; E. Wigner’s scheme, showing the division of areas of scientific knowledge; generalised idea of symmetry by G. Weyl; the personal-activity approach to structuring the content of education, improved by V. S. Lednev; and also on the theoretical and methodological analysis of other scientific sources related to the topic under discussion.Results and scientific novelty. The general idea of symmetry, borrowed from geometry, but nonetheless having a general methodological rather than a particular character, is proposed as the basis for systematising sections of scientific knowledge and structuring foundation of the content of modern education. The ability of symmetry to combine the merits of the primary deductive concept and the general inductive concept reflects the tremendous work performed by mankind in the course of history to identify stable patterns, sets of invariants (the allocation of which is the basic condition for the development of intelligence) and the corresponding forms of symmetry. That is, the forms of generalised symmetry accumulate in a compact form all the available knowledge and serve as a tool developed by society for systematising the phenomena and laws of the surrounding reality. The examples convincingly demonstrated the integrative property of forms of symmetry, manifested in the relationship between its principles, the laws of nature and natural phenomena. The principles of symmetry set the structure to areas of the laws of nature and natural phenomena, which, in turn, in the form of cross-cutting lines (according to V. S. Lednev) can determine the content of education. In addition, it justifies the expediency of introducing a special cross-cutting Symmetry line, consisting of a course system – apical elements, supplemented by implicit elements scattered in courses of other cross-cutting lines. Such an approach will eliminate the narrow specialisation in the learning process and avoid fragmentary perception of educational information and the surrounding reality. Practical significance. The research materials presented in the publication can be useful both for scholars and educators, who study the content of education, as well as for practitioners involved in the selection of educational material in the development of educational programmes at various levels.

The article is devoted to the analysis of international documents in the field of legal education. The place of international normative legal acts in the hierarchy of normative legal acts has been considered. Characterization of international educational legislation has been carried out. Developing an effective legislative framework is an indispensable condition for the formation and implementation of state policy in the field of legal education of the population. Normative legal acts, being forms of expression of law, determine the legal validity and validity of legal norms, the limits of their validity, binding and other properties. The effectiveness of the legal regulation of social relations largely depends on the unity and consistency of the legal system, the orderliness and certainty of the relations of sources of law. Today, due to the fact that Ukraine has ratified a number of international documents in the field of education and human rights protection, a legal framework for the development and functioning of national legal education, which is in line with international legal standards, has been created. In view of the above, the analysis and understanding of international documents is important for the legal regulation of the legal education of the population. There has been focused on the main provisions of normative legal acts on the protection of human rights. The concept of discrimination, civic education in the context of legal regulation of legal education has been described. It has been emphasized that contemporary international legislation reflects a significant transformation of ideological orientations and consciousness of each person that affects the content of legal education and defines the directions of the legal and regulatory framework for the formation and implementation of the state legal policy on the legal education of the population in Ukraine. Also there has been proved that the ratification of a number of international documents in the area of education and human rights protection contributed to the creation of a legal framework for the development and functioning of national legal education that is in line with international legal standards. The above shows that contemporary international legislation reflects a significant transformation of ideological orientations and consciousness of each person that affects the content of legal education and defines the directions of the legal and regulatory framework for the formation and implementation of the state legal policy regarding the legal education of the population in Ukraine.

The purpose of the article is to analyze the axiological component of the content of contemporary higher education. Objectives of the study: to prove the expediency and to find out the essence, levels, and logic of designing the value component of the content of modern higher education. Methods of research used: analysis (defining, comparative-comparative), synthesis, generalization. The article substantiates the relevance of the axiological dimensions of modern higher education. The directions of research of modern scientific discourse of value problems and content of higher education are presented. On the basis of the analysis of P. Kasatkin, V. Ognevyuk scientific positions, a scientific discussion on the necessity and feasibility of value component introducing in higher education has been analyzed. The traditional interpretation of the content of education in the context of the cognitive paradigm of education as a system of scientific knowledge, skills and abilities, which ensures the diversified development of mental and physical abilities of schoolchildren, the formation of their outlook, morality and behavior, preparation for social life and work, when its function was the transfer of experience gained by previous generations of people, and the idea of the content of education in the format of a personal pedagogical paradigm, when the student is in the area of primary attention and the content of education is interpreted as its external component, which performs functions of the environment for internal changes of the individual. The cultural concept of the content of education is presented, which is coherent with the pedagogically adapted social experience of all mankind, corresponding in its structure to human culture in its entirety and contains (according to O.Berezhnova) the experience of cognitive activity; experience in implementing known methods of activity; experience of creative activity; experience of emotional and value relation to reality. It is proved that the content of the value component of the content of education is formed at the state (global) level in the format of state documents, doctrines, concepts, leading theories of pedagogical science; at the level of the discipline – within the limits of state standards, educational programmes; at the level of educational material – reflected in textbooks, textbooks. It was stated that the value component of the content of higher education is a process of awareness, acceptance and internalization of socio-cultural, professional and personal values of students. It is determined that the perspective aspect of the investigation of the problem is to find out the structure of the value component of the content of higher education.

Uspostavljanje modela filmske edukacije u srednjoj školi

Моделювання культурологічної спрямованості змісту вищої освіти закладене на підставах ізоморфної тотожності освіти і культури. Основна ідея полягає в наповненні змісту вищої освіти когнітивними, ціннісними та регулятивними формами смислового розуміння культури. Зміст навчання і виховання диференційовано представлено у контексті культури і цивілізації. Цільовий компонент вищої освіти вибудовується в рамках культурологічної парадигми гуманістичного типу (парадигми людини культури), що визначає необхідні і достатні умови для становлення цілісної системи професійно-особистісних якостей випускника вищої школи. Модель представляє єдність духовно-моральних і професійно-технологічних компонентів підготовки. Це відображає об’єктивну потребу людини, суспільства і держави в високому рівні розвитку професіоналізму, компетентності та особистісних якостей майбутніх фахівців. Модель змісту вищої освіти відображає основні дидактичні ознаки і характеристики будови і функціонування сучасної гуманітарної культурно-освітньої системи. Сукупність концептуальних засад розглядається на основі діалектики єдності культурології та антропології. На теоретичному та нормативному рівнях моделювання закладена можливість подання змісту вищої освіти за допомогою категорій «значення» і «сенс» як засобу перетворення на їх основі духовних, соціальних і технологічних компонентів культури у цілісну «предметну реальність». Освітній процес моделюється як своєрідний культурний акт (подія), що спирається на ціннісну ієрархію, а також механізми засвоєння змісту шляхом переведення суб’єктами значень на рівень особистісних когнітивних, ціннісних та регулятивних сенсів. Особистісні сенси є головними складовими в структурі цілісної свідомості особистості й одночасно виступають універсальними структурними елементами культури.

[School Library Media Centres as Part of the Interkl@sa Project ] Since the very beginning of the educational reform in Poland, the Polish Ministry for Na-tional Education, Parliamentary Commission for National Education, various NGO’s and companies working in the field of education and information technology have been promoting a project known as Interkl@sa [Interclass]. The project has been initiated by Grazyniszewska, Member of the Polish Parliament. One of its objectives is to introduce informa-tion technology to all educational activities at schools. Students should develop praskills and learn how to collect, process and use information. Thus, the project has been cre-ated in order to prepare children for independent life in the age of information; it promotes schools which transform into centres for implementing the idea of the information Society. The integral part of the project is to promote the so-called didactic information or media centres in Polish schools. The term media centre was used for the first time in the USA in 1969 to describe the modern school library defined as ‘the centre for studying at school, providing students and teachers with the full range of printed and audiovisual materials, the necessary equipment and services provided by librarians and media specialists’. Many models of such centres have been created. In one of the first models, let us call it the Information Centre, the main emphasis is put on enriching the collections of books with multimedia materials and educational software, which – just like books and other educational media collected in the school library – can be borrowed out or used in the reading-room or the computer-room. The second model, the Centre for Computerised Information, prefers to base the activities of the liel fulfils the expectations of the teachers who are starting to use information technologyin the classroom. The third model, the so-called Didactic Information Centre, is the most useful for the programme of general education. Such a centre has a planned ctic objectives of the school; its workers are obliged to run systematic training sessions, not only for students.

Regions are facing a huge competition, to attract companies, businesses, inhabitants, students etc. and this way to improve living and business environment, which is rapidly changing due to the impact of digitalization.On the other hand, for the point of view of the industry, the availability of skillful labor force and innovation environment are crucial factors. In this context, qualified staff has been seen to be able to utilize the opportunities of digitalization and response the needs of future skills. World Manufacturing Forum has stated on year 2019- report, that in next five years 40% of workers have to change their core competences. Through digital transformation, the use of new technologies like cloud, mobile, big data, 5G- infrastructure, platform- technology, data- analysis, and social networks with increasing intelligence and automation, enterprises can capitalize on new opportunities and optimize existing operations to achieve significant business improvement.Digitalization is going to be an important part of everyday life of citizens, and present in the working day of the average citizen and employee in the future. For that reason, also education system and education programs on all levels of education from diaper age to doctorate have been directed to fulfill this ecosystem strategy. The Fourth Industrial Revolution will bring unprecedented change to societies, education organizations and business environments. The goal of this article is to identify how education, education content, the way education is proceeded and overall whole the education business is changing. Most important is how we should respond to this inevitable co- evolution.The purpose of the study is to verify how the learning process is boosted by new digital content, new learning software and tools and customer- oriented learning environments. The change of education programs and individual education modules can be supported by applied research projects. You can use them in making proof- of- concept of new technology, new way to teach and train and through the experiences gathered change education content, way to educate and finally education business as whole.Applied research projects can be used to make proof of concept- phases on real environment field labs to test technology opportunities and new tools for training purposes. Customer oriented applied research projects are also excellent environments for students to make assignments and use new knowledge and content and teachers to test new tools and create new ways to educate. New content and problem-based learning is used on future education modules.This research has used qualitative and conceptual analytic methodology. The data analyzed has been collected from case study environments and transdisciplinary digital transformation projects. Project settings have also been testing environments for new education tools and contents. In this article are introduced some case study experiences on customer oriented digital transformation projects and how gathered knowledge on new digital content and new way to educate has influenced on education supported. Case study is related on experiences of research projects, customer- oriented field labs/learning environments and education programs of Häme University of Applied Sciences.

The main goal of vocational education is the preparation of highly skilled workers for the country's economy. The training of a skilled worker predetermines his productive activities. This article is devoted to the study of the content of professional education, the establishment of the relationship between the content of education, theoretical training, production training and production process. The peculiarities of the content of vocational education have been singled out, related to the requirements of the federal state educational and professional standards of the scientific and technological revolution and social progress, highlighting the general scientific, professional and special cycles of the academic disciplines, highlighting the integrative and differentiated parts of the content of education, and analyzing the content of labor activity of workers. The article establishes the relationship between the analysis of work activity and the professional and qualification characteristics of the work profession, which includes the following elements (the socio-economic importance of the profession, the production and technical conditions of work, the content of labor, the requirements of production for vocational training, the level of qualifications, and the psychophysiological characteristics of the profession). A qualitative change in the content of vocational education is an increase in its scientific and theoretical level, the role of industrial training in the system of polytechnical education, the importance of theoretical and industrial training, and improved communication between education and training in general. Also, the article outlines the principles of researching the content of vocational education: the relationship between general professional and vocational training; communication theory and practice; the relationship between education and work, the principles of integration and differentiation of the content of training, the establishment of intersubject communications, the continuity of labor, polytechnical production training; the principle of mobility; the principle of communication between education and upbringing, which determine the structure of curricula and curriculum programs.

The article examines the analysis of historical experience and the modern concept of the future teachers training based on the examples of research on various aspects of teacher education in Ukraine and foreign countries: Great Britain, Germany, and the United States. It is noted that the main element in the content of pedagogical education is the theoretical and practical component in the preparation of the future teacher. The teacher of the 21st century is declared the bearer of social change. Orientation of society towards European standards and values, the best world traditions, require corresponding systemic changes in the field of education as well. The cornerstone of such changes is the improvement of the quality of the educational process in educational institutions, and therefore the quality of teacher training. The author presents the concept of the future teachers training based on the experience of European standards. The progressive achievements of countries that demonstrate a high level of professional training of teachers, in accordance with world standards are of significant scientific interest; they have rich historical traditions of education, which contributes to their leading role in the field of science and education at the regional and global levels; they have accumulated considerable experience in the field of professional training of teachers in new socio-cultural conditions. The key features of the professional training of teachers in the studied foreign countries at the beginning of the 21st century are substantiated: the expansion of the pedagogical practice component in the training of teachers; availability of several alternative ways of teachers training; creation of continuous professional development systems; updating the content of professional teacher training programs; transfer of professional development programs; strengthening of selection rules for pedagogical speciality; delegation of powers regarding certification and professional development. The author notes that the training of a modern teacher must meet the requirements related to innovative activities, the modelling of the structure of such activities of the future teacher is needed, which forms the readiness to perceive, develop or use of the latest educational programs, technologies and does not affect his professional position. No matter how time, values and trends change, a master teacher will always be in demand. Key words: future teacher, foreign experience, concept of training, personally oriented pedagogy, innovative activity.

Conceptual and legal bases of formation and realization of educational policy of Ukraine are considered. The vector of educational policy is aimed at its modernization and promotion of broad cooperation with educational institutions, research institutions, public organizations, private foundations of the European educational space, representation of Ukraine's interests in education and science in international relations in the prescribed manner. Four key objectives of European cooperation in the field of higher education have been identified: addressing future skills mismatches and promoting skills development; building inclusive and integrated higher education systems; providing higher education institutions that promote innovation; support for efficient and effective higher education systems. The political and legal aspects of cooperation between Ukraine and the EU in the field of education and the involvement of our country in the formation of the European educational space have been clarified. The main tendencies of professional training of specialists in the field of education are determined. These are: lifelong learning, development of professional skills and qualifications, entrepreneurship formation, quality assurance in higher education, optimization of management and funding. The modernization of the national system of professional training of specialists in the field of education, namely: establishing direct relations of universities with foreign partners on cooperation in the field of professional training of specialists in the field of education, concluding and ensuring implementation of international agreements on training, retraining and advanced training of foreign citizens at educational institutions of Ukraine

The article is devoted to the problem of training marine education contenders for future professional activity. It is determined that in modern socio-economic conditions the problem of activation of the human factor, maximum use of personal capabilities to achieve the highest results in professional activities, in particular in the marine industry, is particularly acute. It is proved by the author that determining the peculiarities of the training of marine education contenders for future professional activity will be facilitated by the characterization of the essence of the concept “professional orientation of marine education contenders” (the quality of the personality of a cadet of a maritime educational institution is associated with a certain activity in educational, social and other fields of activity and forms him as a future professional of maritime transport and a socially active citizen of society). The peculiarity of the training of marine education contenders for future professional activity is: the orientation of strategies and concepts of training maritime education to global and European values, and therefore it is important to learn a foreign language (acquisition in the process of organizing educational activities of competencies that determine effective training for professional activities); ambiguity and diversity of scientific approaches to the organization of the educational process of marine education contenders (from the focus on European models to the dominance of national ideology in Ukraine); active participation of marine education contenders in the patriotic education of state institutions, politicians, public and veterans’ organizations and religious confessions. In determining the features of the training of marine education contenders for future professional activity, the following principles are identified: systematic approach, interaction of cadets with teachers, the principle of positive resource diagnostics, the principle of continuity, the principle of positive motivation and favorable emotional background, the principle of forming a positive perspective of the professional ability of a graduate of a maritime institution of higher education. . Key words: training, educational process, contenders of marine education, features of training, professional activity, professional orientation.

To solve the integration tasks of forming a common labor market, interpenetration of values and ideas, ensuring mutual understanding and trust between peoples, the Eurasian Economic Union (EAEU) needs a single educational space, similar educational and professional standards, mutual recognition of diplomas, academic degrees and titles. The article considers academic mobility within the EAEU and current practices of cooperation between its member-states and observer countries in the field of higher education based on the data of the Eurasian Economic Commission (EEC) and the Russian Federal State Statistics Service (to assess the efficiency of promoting the ideas of Eurasian integration) and on the results of the authors’ empirical research (to identify potential for the development of cooperation between the EAEU member-states and observer countries in the field of education). The authors show a decrease in student exchange between universities of member-states and an increase in the number of students from non-CIS countries; Russia still accepts more students than its EAEU partners, which proves the inequality of student and teachers’ academic mobility and the need for changes in legislation and funding under the growing competition with Turkey, Europe and China in the field of education. The article considers the development of the structure and programs of educational cooperation, the expansion of branches of leading universities in other countries, the creation by leading universities of the Consortium, Eurasian Network University and Slavic Universities, and so on. The development of cooperation between the EAEU member-states and observer countries in the field of higher education requires an agreement between participants of integration at the highest level, classification of the higher education issues as a separate area of cooperation, expansion of legal regulation of cooperation issues and creation of an institutional form for the EAEU management in the sphere of higher education.

Introduction: Psychodynamic psychotherapy is an effective treatment for borderline personality disorder (BPD), but few specific curricula for psychiatric residents currently exist. The authors developed an online learning module to teach psychodynamic psychotherapy for BPD to psychiatry residents, based on the following educational methods: the ADDIE (analysis, design, development, implementation, evaluation) design process, the Morrison, Ross, and Kemp instructional design model, and the 4C/ID (four-components instructional design) model. Methods: Indonesian residents, psychiatrists, and psychotherapy teaching staff participated in a needs analysis to identify the competencies, subject content, and learning methods that the module should address, through focus group discussions and Delphi survey methodology. The module then underwent content validation. Results: The psychodynamic psychotherapy for BPD learning module was designed as a 12-session online training program. The module addresses three main subjects: phenomenology and pathogenesis of BPD, basic principles of psychodynamic psychotherapy, and the practice of psychodynamic psychotherapy with patients with BPD. It is taught through lectures, case discussions, video discussions, psychodynamic formulation learning assignments, and a review of residents' process notes of psychodynamic psychotherapy sessions. Discussion: Implementation of this module could enhance residents' competency to treat BPD with psychodynamic psychotherapy and fill the current gaps in the field of psychotherapy education, especially in areas of the world with limited access to expert faculty.

The progress and advancement of nation is highly dependent on the merging and upgradation of modern based technology in the Higher education system. Higher education is considered as an industry, for ascertaining knowledge-based civilization. The 21st century has witnessed an extraordinary technological advancement in different areas of world, and the field of education is no exception in this context. The contemporary higher educational institution is placing utmost priority to the use of ICT in teaching learning process and access of online platforms for the learners. The entire teaching learning materials in this ICT dominated world is digitalized, and the students are exploring study materials from e resources available in different educational platforms. The effectiveness of e- learning system was witnessed during COVID-19 pandemic in all over the world. It was due to the effective uses of e-learning system the education was continuously provided to the learners even during pandemic period. The ICT-based e- learning and digital learning approaches are highly emphasize by the NEP 2020 in the field of higher education. This paper tried to explore the application of ICT- based teaching learning process and digital platforms with its importance in the field of education. The authors had gone through the various articles and studies conducted by many researchers in the field of ICT, e-learning platforms, and e-resources to draw descriptive analysis on the above-mentioned topic.