Search

Hybrid learning technologies are increasingly being integrated into modern educational practices, eliciting both public concerns about the quality of education and positive feedback regarding the potential of digital learning environments in hybrid classrooms. This learning format acts as a catalyst for enhancing the quality of education and broadening access to educational programs. However, challenges such as student motivation in online settings and teachers’ readiness to use modern learning technologies persist. This research aims to analyze the advantages and disadvantages of hybrid learning. The study employs both theoretical and empirical methods. The theoretical component includes a comprehensive literature review on the topic. The empirical component involves (1) surveying higher education teachers and students about their perceptions of hybrid learning, (2) conducting classes in a hybrid format, and (3) comparing this format with traditional in-person and fully remote learning. The findings reveal that hybrid learning offers distinct advantages, particularly in organizing panel discussions, engaging students who cannot attend in person, and facilitating online programs, minor programs, and employee training. However, these benefits are more pronounced for administrative purposes than for teaching staff, many of whom express skepticism about the long-term effectiveness of hybrid technologies. Identified drawbacks include increased resistance from faculty during the adoption of new technologies, limited access to hybrid learning methodologies and resources, and the need for continuous technical support. Additionally, the study highlights specific challenges in using hybrid classrooms for foreign language instruction, which could be mitigated by increased investment in resolving technical issues.

The period of the coronavirus pandemic (SARS-CoV-2), which hit Poland in early March 2020, has become a great challenge for the whole education sector. The limitations in the functioning of schools, imposed on all teachers, including RE teachers, created the immediate need to adapt to new conditions and start remote teaching. Some of these teachers have never worked in such a way before, have not used information and communication technology, and possessed no or only elementary digital competences. Therefore, the author of the article attempts to seek answers to the following questions: To what extent could RE teachers count on methodological help of those responsible for RE teaching in individual dioceses during the pandemic and has the need to use digital didactics in distance teaching of Religious Education been recognized? The author present the context of her research, formulate the research problem and indicate its relevance and originality, which is based on presenting the issues of remote teaching from the perspective of methodological support for teachers of RE given by the Catholic Church in Poland, then describe the results of a critical analysis of materials for RE teachers published on-line during the pandemic and give conclusions. [ABSTRACT FROM AUTHOR]

Police leadership is an essential part of policing, as is the education of police leaders. Our study responds to the call for research on how to transform police leadership education into practice. In this longitudinal mixed-methods single case study we investigate two research questions: 1) How do the digital didactics of the digital police leadership course contribute to students’ perceived learning? 2) How are the knowledge and skills acquired in the digital police leadership course perceived to be applied 1.5 years after course completion? We collected data from students enrolled in a 12-week course. This course offered 24 students a two-day on-site course introduction, while the rest of the course was taught online. Data was collected through five surveys and follow-up interviews with six participants. The results show that police leaders perceived increased competence in being a police leader, report enhanced ability to bridge theory and practice, and improved their digital skills. They also reported increased confidence in the leadership role and increased sharing of competence after study completion. The findings suggest that digital didactics may achieve embedded police education as it can provide an interplay of individual and organizational factors.

The relevance of the practical application of the theory of generations by N. Howe and W. Strauss in the context of digitalization is revealed. The purpose of the article is to analyze the capabilities of electronic library systems as didactic tools designed to promote the development of the cognitive abilities of the digital generation. The results of the study conducted at the Center for Interdisciplinary Cultural Studies of the Moscow State Institute of Culture are presented. The emergence of electronic library systems is characterized as a reaction to the redundancy and unreliability of information in the Internet environment. The phenomenon of the digital generation is analyzed, the maturation and socialization of which occur under the rapid penetration of digital technologies into all spheres of life of a modern person: leisure, everyday life, study, work. Representatives of this digital generation are integrated into digital society from their birth, so they have views, attitudes and values that differ from the worldview of older generations. The distinctive features and problems of developing the cognitive abilities of Z generation are considered. The results of the study of electronic educational systems “Urayt”, “Lan”, “Rukont”, “University Library Online”, “IPR Smart” are presented from the perspective of digital didactics. Violations of the didactic principles of systematic, scientific character, and clarity are identified. Recommendations are formulated for teachers and librarians on the specifics of working with Z generation.

The article presents blended learning organization at the university during digital transformation of education, which poses new educational challenges. The purpose of the study is to describe implementation of blended learning «Flipped classroom» with digital didactics principles at the university. The research gives the analysis of foreign and Russian researchers on the issues of blended learning. The relevance of the research is in using of blended learning technology in higher education with digital didactics, which is due to the weak organizational and didactics support of the educational process. The article presents the author’s definition of «Blended learning» concept. The scientific novelty of the research is due to the author’s definition of «Blended learning» technology and in the implementation of blended learning into the educational process with digital didactics for a teacher and for administration of an educational organization. The principles of digital didactics are analysed from the point of view of their expediency. The choice of blended learning technology «Flipped classroom» for the educational process at the university is justified. The algorithm of integration of blended learning with digital didactics at the university for a teacher and for the university administration is described.

This work studies the obstacles and difficulties that stand up in front of the teaching of the architectural project and front of creativity under the aegis of digital technology. It questions the closing of the algorithm fieldin front of most architects and designers. It sheds light on cerebral functioning, which underlies creativity in its relationship with novelty in the era of digital disruption. Different insights on the technological inflection points reconfiguring our daily lives and our productivity for good or worse are called upon. We will highlight the intergenerational gap that currently characterizes the relationships linking students from a netocratic society to teachers with knowledge of practices deemed historical or even dated. Based on discoveries in neuropsychology, we then attempt to demonstrate how this discrepancy is at the center of the framework of any didactic approach focused on creativity. The essay conceptualizes the digital practice to include it under axioms able to contain its diversity and richness to become transmissible and teachable. Novelty is undeniably linked to creativity. Understanding the brain function that gives rise to novelty is a step toward understanding human creativity. Founding a conclusive pedagogy for a didactic architectural project cannot be established in a misunderstanding of the cognitive processes behind any creative act. Let's give an overview of how it works for some neuropsychologists.

The digital transformation of education, the emergence of new digital technologies that expand the linguodidactic base of Russian as a foreign language (RFL), modern conditions for education implementation have become an occasion to study teaching methods in the aspect of digital didactics. The aim of the research is to highlight the stages of development of digital linguodidactics of RFL and to determine the key characteristics of each of them. The material for the study was scientific papers on organizing the learning process with the help of computer technology, the methodological justification for using digital educational resources in teaching RFL, as well as the authors' long-term observations on the formation and development of digital linguodidactics. To achieve this aim, methods of general scientific knowledge were used - analysis, synthesis, induction; linguistic methods of comparative analysis, component and complex analysis of digital educational resources; empirical methods of observation of the development of digital language didactics of RFL over the past decades, comparison of the achievements of each stage in terms of creating digital educational resources and their consolidation and relevance in teaching. The terms “digital competence of the teacher”, “digital didactics”, “digital linguodidactics” are considered. The key concept in the development of the methodology of teaching RFL over the past decades under the influence of the digitalization in the economy and society - the digital competencies of the teacher - has been determined. As a result of the study, four stages in the development of digital linguodidactics of RFL were identified in the article: 1 - late 1980s-1999; 2 - 2000-2010; 3 - 2010-2020; 4 - 2020 - present. For each period, key characteristics were revealed: interactivity and multimedia - stage 1; distance education and visualization - stage 2; digitalization of educational content and mentoring - stage 3; system transformation and rethinking - stage 4. Identifying stages of development of digital linguodidactics of RFL seems promising both for the scientific, educational and methodological base of teaching methods, and for future studies on the process of digital transformation of teaching RFL.

This work studies the obstacles and difficulties that stand up in front of the teaching of the architectural project and front of creativity under the aegis of digital technology. It questions the closing of the algorithm field in front of most architects and designers. It sheds light on cerebral functioning, which underlies creativity in its relationship with novelty in the era of digital disruption. Different insights on the technological inflection points reconfiguring our daily lives and our productivity for good or worse are called upon. We will highlight the intergenerational gap that currently characterizes the relationships linking students from a netocratic society to teachers with knowledge of practices deemed historical or even dated. Based on discoveries in neuropsychology, we then attempt to demonstrate how this discrepancy is at the center of the framework of any didactic approach focused on creativity. The essay conceptualizes the digital practice to include it under axioms able to contain its diversity and richness to become transmissible and teachable. Novelty is undeniably linked to creativity. Understanding the brain function that gives rise to novelty is a step toward understanding human creativity. Founding a conclusive pedagogy for a didactic architectural project cannot be established in a misunderstanding of the cognitive processes behind any creative act. Let us give an overview of how it works in the eyes of some neuropsychologists. [ABSTRACT FROM AUTHOR]

Composition is one of the facets of musical activity that allows a more effective way to interrelate theoretical and practical contents in a real context to enhance the development of creativity and collaborative work in the music classroom. Through a qualitative methodology based on participant observation, the results of several projects aimed at implementing collaborative composition in the training of music teachers at the University of Salamanca through audio production tools (DAW) as a pedagogical strategy to address basic knowledge and specific skills of the curriculum of the music subject in secondary education, are synthesized. From this perspective, this work proposes a structured and sequential model for the collaborative composition of musical productions in the field of popular urban music (with special attention to the rock style), addressing and exemplifying in a practical way issues such as the layered structure in the prototypical song of rock bands, the fundamental rhythmic bases, the harmonic function and the development of chord progressions or the creation and development of melodic lines for the voice. [ABSTRACT FROM AUTHOR]

This article analyses the possibilities of digital music production tools in the field of music teacher training. To do so, it identifies the different fields of action and the projection of music production resources in the educational environment, as well as the tools and functionalities of the Digital Audio Workstation (DAW) as a didactic resource. Based on the above, an action-research is carried out within the framework of secondary education teacher training of the music specialty of University of Salamanca, through a series of learning situations developed using the DAW and aimed at the acquisition of basic knowledge, the development of competences and the assimilation of music production concepts. The work shows how the DAWs are a very powerful and versatile resource for articulating learning situations that promote meaningful learning in real contexts, the development of creativity, the assimilation of complex and abstract concepts, while at the same time boosting self-esteem, motivation, and commitment to the subject. [ABSTRACT FROM AUTHOR]

In the context of the digitalization of society, there is a crisis in the values of physical culture; the fact of falling down in individual health potential is alarming. The purpose is to determine the influence of digital didactic resources on formation of the values of physical culture in the educational environment in the medical university. In modern conditions of digitalization of society the values of physical culture are becoming increasingly important as a system-forming factor of the nation’s health. The purpose of the research is to reveal the educational potential of digital technologies in promoting the values of physical culture in the educational environment of the university. The study involved 1569 young men and women of the first and second years of full-time education of the State Medical University of Orenburg. The survey method and the in-depth interview method in online mode were used to collect statistical data in a pandemic. As a result of the study, respondents developed basic digital skills in using various fitness applications for mobile devices, physical education and sports programmes, digital tools, smart wearable devices (MHealth gadgets) that allow monitoring students’ physiological indicators. There was an increase in the level of motor activity in online classes using educational platforms. There is a positive dynamics in the orientation of the student’s personality to health as a value. At the end of the experimental work, the respondents improved their digital skills in using various fitness applications for mobile devices, physical education and sports programmes, digital tools, smart wearable devices (MHealth gadgets) that allow monitoring the students’ physiological indicators. The systematic introduction of digital technologies in the teaching of disciplines (modules) in physical culture and sports and understanding of their educational potential contributed to the personification of the learning process; visualization of environments for the training process; enlargement of forms of physical culture and recreation activities; introduction of platform solutions as a space for pedagogical innovations.

The development of information technology has radically changed our way of living, communicating with others, and transferring information. In the future, the role of computers in our lives is expected to become essential. Every student will need to master this field to easily achieve their goals. In a new paradigm of learning, one strategy could involve revisiting select learning tasks proposed and resolved some time ago and reevaluating them using new platforms or dedicated software. The steps of approaching an old geometry problem could be as follows: "Draw, construct, analyze properties, experiment with different shapes and sizes, and note that the properties remain constant. Can you formulate a theorem based on this investigation? Finally, rigorously prove it!" The experience should not only be lived but also shared. Through such actions, any teaching-learning paradigm can evolve to a new and higher stage. To be useful in this technology-driven teachinglearning environment, any software must be dynamic and continually evolve based on daily use. GeoGebra is an excellent example of this kind of software-platform, connecting people and their educational actions with the development of new learning technologies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To consider the problematic field of digital didactics, we propose the use of Agile technology in modern educational conditions, since this technology is successfully used to manage cognitive activity in the digital space. This methodology seems to be one of the most effective in solving the problem of preparing students, increasing their employment opportunities, creating conditions for the formation of “soft skills” that are in demand in modern conditions of digitalization of education. The study aims to analyse and explore the applicability of the Agile ideology in digital didactics in the era of the VUCA world in education; to determine the degree of teachers' readiness to build their digital educational process using the Agile tool; to determine the effectiveness of distance learning at university through the application of the Agile methodologies (Scrum, Kanban). Research methods are collection and analysis of scientific publications devoted to the study of the features of Agile technologies, the possibilities of their application in the educational process; observing students' work according to the approaches of Agile methodology using the system of LMS MOODLE.The Agile approach in education allows achieving goals with less effort and expense, in a shorter time, and the final product is of higher quality. We decided to open an Agile Center, which is aimed at developing the concept of reflective and research-oriented teacher education, designing and implementing a new structural and functional model of comprehensive teacher training in the university.

Введение. Дидактика как неотъемлемая часть теории образования изучает закономерности образовательного процесса, принципы и средства обучения. Цифровые технологии четвертой промышленной революции явились драйвером развития цифровой дидактики профессионального образования и обучения. Формирование цифровой образовательной среды, включающее развитие информационно-коммуникационной структуры современного образовательного учреждения, предоставляет всем участникам образовательных отношений (педагогам, обучающимся) набор цифровых технологий, которые могут быть использованы ими для достижения образовательных целей, самореализации, профессиональной адаптации и социализации. Поэтому вопросы эффективного использования возможностей цифровых технологий и средств цифровой дидактики для достижения поставленных образовательных целей определяют в целом эффективность педагогического взаимодействия и образовательного процесса. Цель – описание и объяснение процесса профессионального образования и обучения с использованием средств цифровой дидактики. Материал и методы. Использовались теоретические методы исследования: изучение и анализ нормативно-педагогической, научно-методической литературы и ресурсов сети Интернет по проблеме исследования; изучение технической документации на программное обеспечение цифровых образовательных технологий, сравнительный анализ возможностей средств цифровой дидактики в сопоставлении с информационно-коммуникационной структурой образовательного учреждения; изучение и обобщение российского и зарубежного опыта использования средств цифровой дидактики в профессиональном образовании. Эмпирический аспект исследования представлен в виде рефлексии педагогической деятельности автора статьи. Результаты и обсуждение. Выявлены предпосылки формирования цифровой образовательной среды, необходимости взаимной адаптации цифровых и педагогических технологий, исследования возможностей использования потенциала цифровых технологий для достижения поставленных образовательных целей. Выделены основные группы средств цифровой дидактики – персонализированный образовательный процесс, цифровые педагогические технологии, метацифровые образовательные комплексы, дана их содержательная характеристика. Выявлены особенности основных цифровых технологий искусственного интеллекта и интернета вещей, технологии виртуальной и дополненной реальности V/R и A/R, технологии блокчейн в контексте их адаптации и использования в образовательном процессе с целью повышения наглядности и эффективности обучения. Рассмотрены, изучены и охарактеризованы перспективные направления педагогической дидактики, обеспечивающие раскрытие индивидуального потенциала обучающихся и коллективного потенциала педагогического сообщества с использованием средств цифровых технологий. Заключение. На основании выполненного исследования и полученных основных результатов выявлены проблемы применения средств цифровой дидактики в профессиональном образовании и обучении, сдерживающие их эффективную реализацию педагогами в образовательном процессе, определены комплексные задачи построения цифровой дидактики профессионального образования.

The article analyses the impact of globalization and technological development of society on research, education, organization and technology of the educational process. Pedagogical priorities of digitalization of education such as combining the efforts of scientists and practical specialists for a comprehensive analysis and interdisciplinary solution of modern problems of digital educational space and pedagogical principles of education digitalization have been identified. The article formulates the conceptual provisions of digital pedagogy and specification of the content of basic pedagogical concepts of digital education, development of digital didactics, revision of forms, methods, means and technologies of teaching, students’ training and development in the digital space. The features and directions of education of children and youth in the digital space have been identified; new forms and methods of organizing the educational impact on children and youth in the digital environment have been revealed; the risks of digitalization of education and ways to overcome them have been outlined. The article shows that the mission of modern education is to provide society and every citizen with a proper transition to the digital age, focusing on other tools and different living environment and to prepare not only young but also middle-aged and older people for new types and kinds of work. An example of solving problems of digitalization of education, which requires joint efforts of scientists and practical specialists, is the creation and work of the Advisory Board on Digital Education and Pedagogy at the Department of General Pedagogy and Philosophy of Education of the NAES of Ukraine. Its functions are to examine current issues of digitalization of education in relation to interdisciplinarity: philosophical, theoretical and methodological, practical aspects of digital education and pedagogy; to сonduct in-depth research of the benefits and threats of digitalization of educational and scientific activities and to make analytical conclusions and recommendations for the management of education.

The paper analyses the impact of globalization and technological development of society on scientific activity, education system, organization and technologies of the educational process; pedagogical priorities of digitalization of education are identified: joining the efforts of scientists and practitioners for a comprehensive analysis and interdisciplinary solutions of modern problems of digital educational environment, pedagogical principles of digitalization of education; formulation of conceptual provisions of digital pedagogy and definition of the basic pedagogical concepts of digital education, development of digital didactics, revision of forms, methods, means and technologies of teaching, education and development of the learner in digital space; identification of features and directions of education of children and youth in the digital environment, new forms and approaches to organizing the educational impact on children and youth in the digital environment, outlining the risks of digitalization of education and means of overcoming them; it is shown that the mission of modern education is to provide society and every citizen with a transition to a digital age focusing on different tools, different living environment and training not only young people but also middle-aged and older people for new types and kinds of work.

Problem and goal. The problem lies in the effectiveness of the formation of motivation for the productive information activities among the subjects of the educational process. The goal is determined by the need to train specialists, taking into account changes in the field of education that have occurred due to the introduction of digital technologies in education and risks of digitalization generated by technogenic processes in the educational environment. Methodology. The author's programs and funds of evaluation tools were used, practical tasks and research project topics were developed to include them in the programs of pedagogical and industrial practices of undergraduates. The materials are based on the author's developments, which are reflected in the textbooks. In practice, the following technologies have found methodological justification for the implementation of the discipline: information and communication technologies for universal use, Big Data, distance learning, blended learning, organization of project activities of students. Results. The introduction of the discipline Digital Didactics allows undergraduates to form new competencies. Conclusion. The competencies formed during the training of the discipline Digital Didactics enable to take into account the existing changes in the field of education.

Composition is one of the facets of musical activity that allows a more effective way to interrelate theoretical and practical contents in a real context to enhance the development of creativity and collaborative work in the music classroom. Through a qualitative methodology based on participant observation, the results of several projects aimed at implementing collaborative composition in the training of music teachers at the University of Salamanca through audio production tools (DAW) as a pedagogical strategy to address basic knowledge and specific skills of the curriculum of the music subject in secondary education, are synthesized. From this perspective, this work proposes a structured and sequential model for the collaborative composition of musical productions in the field of popular urban music (with special attention to the rock style), addressing and exemplifying in a practical way issues such as the layered structure in the prototypical song of rock bands, the fundamental rhythmic bases, the harmonic function and the development of chord progressions or the creation and development of melodic lines for the voice.

The concern for digital literacy is a tangible reality in the classroom. The main objective of this study was to determine the educational level of Spanish teachers in basic programming and computing, as well as the relevance given to this area in the curriculum in Early Childhood, Primary and Compulsory Secondary Education. Through a descriptive methodology, on a population of 103 teachers, the results of the application of a series of very short answer questions are expressed, according to the computational theme, in a distribution by educational stages, age ranges, sex and training. It is concluded, mainly, a great acceptance of the proposal as an important curricular element of computational thinking in Basic Education, the beginning of digital literacy from the stage of early childhood education onwards, the scarce training of teachers in computing and digital didactics in the sample. selected and the positive affirmation of acquiring training and getting involved in the leadership of projects in this area of knowledge. [ABSTRACT FROM AUTHOR]

The pandemic period revealed the shortcomings of distance learning, which do not allow it to be used as a basic form of education in the main educational programs. The most effective form of organizing the educational process, in the context of its digital transformation, is seen as blended learning, which involves alternating online and face-to-face learning formats. The subject of this article is the pedagogical aspects of blended learning related to the organization of the process of mixed learning in an educational institution and its implementation in the joint activities of the teacher and students. The analysis of existing approaches to the identification and classification of blended learning models is carried out. The authors justify an approach to the typology of blended learning models, which can be implemented at different levels: curriculum, subject, section or topic (within the framework of the discipline), training session, extracurricular learning technology. The proposed methodology is based on the joint work of the network of experimental sites of the Ranepa Federal Institute for the Development of Education in the direction of “Digital Didactics”. The article shows the connection of the proposed typology of organizational and didactic models of blended learning with other typologies and individual models presented in foreign and domestic publications.

The northernmost region of Norway has difficulties in recruiting qualified teachers, in 2019 9.5 % of the teachers in Finnmark were unskilled. To ensure education for people who, for various reasons, are unable to move to education centres to study, UiT the Arctic University of Norway offers a flexible teacher education model from campus Alta. This is a model which alternates between teaching on campus, home studies and online supported teaching in different nodes/localities. In this article we present a case study addressing some of the challenges with flexible teacher education connected to structure, technology and digital didactics. Through interviews and observations we have collected data from both teachers and students, which raises questions concerning the organisational forms of teacher education. ICT-support must be ensured by the educational institution and not be entrusted to the teachers. The opportunities for gaining relevant competence must be facilitated. Furthermore, a flexible education model demands adapted pedagogical and didactical thinking.

This paper critically addresses the conditioning factors and considerations underlying the projection of Digital Humanities, as an operational discipline, to the field of educational praxis. The colonisation of this new area of competence consolidates the trend of translation of Digital Humanities, from its consideration as a methodological apparatus at the service of research, to the environment of professional praxis in various areas of knowledge. In order to address this issue, a conceptual delimitation is layed out to characterise the Digital Humanities in the academic environment, as opposed to the common use of the concept of ICT in Education. From this perspective, the development of new epistemic cultures is addressed in terms of the new ways of thinking implied by the flows and channels of knowledge reception in digital educational environments, as well as the need to integrate the Digital Humanities into these ecosystems in order to design and implement tools and sources of information semantically adapted to the needs of the environment, in relation to the different curricular requirements or pedagogical perspectives of each academic context. Finally, a brief allusion is made to how all these issues come together in what is known as "digital didactics", understood as the set of strategies that inspire the new teaching-learning processes, optimising the pedagogical possibilities offered by new technological developments. [ABSTRACT FROM AUTHOR]

The formation of digital pedagogy in conditions of global digitalization leads to a rethinking of educational paradigm and development and implementation of new methods of educational process organizing. These changes primarily concern higher pedagogical education, as the development of digital technologies changes the approaches to the training of future teachers and improving its quality. Blended learning, which has become a traditional way of organizing the educational process in higher educational institutions during the pandemic, has highlighted the problem of finding effective tools to motivate students to learn, the formation of academic self-regulation in combined educational environments. One of such innovative tools that changes the approaches to the organization of mixed courses is formative assessment. The research defines the essence and empirically generalizes the didactic potential of formative assessment as a tool of professional training of future physical culture teachers in conditions of blended learning. It is emphasized that formative assessment is an interactive and informal assessment of the level of academic achievements of students. The purpose of using formative assessment in professional education is to ensure scientific and reflexive independence of students, prevention and elimination of gaps in their mastering of knowledge, skills and abilities. The characteristics of modelling and designing the educational and professional experience of future physical culture teachers in conditions of blended learning through the algorithms of planning, monitoring and reflection are generalized. The didactic potential of formative evaluation in the process of professional training of future physical culture teachers in conditions of blended learning is determined: constructive and automated feedback (both for the teacher and for the student); timely and accurate description of the student's strengths and weaknesses, as well as suggestions for further activities that will support student development; differentiation and adaptation of the educational process to the needs of students, the development of their reflexive and evaluative skills of self-control, self-evaluation and mutual evaluation; increasing of cognitive activity, formation of academic independence, the ability to make informed educational choices and ways of professional development; formation of communicative competencies and skills of interpersonal communication. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

On April 25, 2020, MGIMO University held the inter-institutional scientific and practical seminar (with international participation) “Digital Didactics: Technologies and Practices” organized by the Department of Pedagogy and Psychology. Educators and researchers from Russia, Belarus and Moldova met in the wake of the COVID-19 pandemic, which sent students and professors online, to discuss the problems related to teaching and learning from home and share the immediate experience of the first month in quarantine conditions. MGIMO welcomed colleagues from Moscow Pedagogical State University, Financial University under the Government of the Russian Federation, Moscow Polytechnic University, Academy of Labour and Social Relations, Esenin Ryazan State University, Pushkin State Russian Language Institute, Belarusian State University, Komrat State University (Moldova), Federal Research Centre Computer Science and Control of the Russian Academy of Sciences. The participants of the seminar discussed the place and role of online courses in university education, ways of presenting teaching material and teaching methods as well as pedagogical and psychological problems in online education.

New trends in the agro-industrial complex require specialists working in agriculture to possess digital skills and competencies. There is an acute shortage of personnel capable of solving a wide range of tasks based on modern digital technologies. The article is devoted to the actual problem of training graduates in the context of the development of digital didactics as a new methodology for teaching in a digital environment with changes in technologies and means due to the digital transformation of all types of social life. In this study, using a questionnaire on a wide range of issues, an analysis was made of the readiness of teachers and students for the digital transition in education and their ability to use the digital educational space to organize and conduct the educational process. The strengths and weaknesses of the participants in educational activities, the positive and problematic aspects of digital education, the didactic difficulties of learning in the digital environment are noted. The emphasis is on assessing the state and problems of digital didactics in domestic and international educational practice. The factors that determine the effectiveness of training in the digital environment are described. New didactic principles are presented that contribute to improving the efficiency and effectiveness of educational activities, requiring digital literacy of teachers and students for their implementation.

Copyright of Continuing Professional Education: Theory & Practice is the property of Continuing Professional Education: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The COVID-19 pandemic made it necessary to convert a course on history taking, in theory and practice, to an online format over a very short time. A key question was whether, and if so to what extent, basic theory and, in particular, the practical skills required to conduct medical interviews can be learned online. Methodology/project description: The teaching program in basic theory was didactically redesigned and asynchronously placed on a learning platform, while the practical program, which consisted of training in conducting history-taking interviews, took place with the help of video conferencing software during synchronous sessions. For the practical sessions, the lecturers received organizational and technical support.Results: Based on initial evaluation results, a positive picture of the conversion has emerged since the course was completed. The need to restructure the course and use new teaching methods because of the COVID-19 pandemic was well accepted by lecturers and students, and the course content was successfully adapted to an online format.Conclusion: Overall, the online format enabled the learning objectives of the course to be successfully achieved. For topics such as non-verbal communication, the evaluation results indicated that a classroom format is preferable. Asynchronous theory teaching was generally very well received. Blended learning formats thus represent an appropriate means of teaching how to conduct medical interviews. Overall, online courses on conducting medical interviews provide students with the opportunity to become acquainted with the use of digital formats to conduct doctor-patient interviews, and to develop the relevant skills.

Copyright of Cuadernos de Filología Italiana is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Digital health has been taught at medical faculties for a few years. However, in general, the teaching of digital competencies in medical education and training is still underrepresented., Objective: This study aims to analyze the objective acquisition of digital competencies through the implementation of a transdisciplinary digital health curriculum as a compulsory elective subject at a German university. The main subject areas of digital leadership and management, digital learning and didactics, digital communication, robotics, and generative artificial intelligence were developed and taught in a transdisciplinary manner over a period of 1 semester., Methods: The participants evaluated the relevant content of the curriculum regarding the competencies already taught in advance during the study, using a Likert scale. The participants' increase in digital competencies were examined with a pre-post test consisting of 12 questions. Statistical analysis was performed using an unpaired 2-tailed Student t test. A P value of <.05 was considered statistically significant. Furthermore, an analysis of the acceptance of the transdisciplinary approach as well as the application of an alternative examination method (term paper instead of a test with closed and open questions) was carried out., Results: In the first year after the introduction of the compulsory elective subject, students of human medicine (n=15), dentistry (n=3), and medical biotechnology (n=2) participated in the curriculum. In total, 13 participants were women (7 men), and 61.1% (n=11) of the participants in human medicine and dentistry were in the preclinical study stage (clinical: n=7, 38.9%). All the aforementioned learning objectives were largely absent in all study sections (preclinical: mean 4.2; clinical: mean 4.4; P=.02). The pre-post test comparison revealed a significant increase of 106% in knowledge (P<.001) among the participants., Conclusions: The transdisciplinary teaching of a digital health curriculum, including digital teaching methods, considers perspectives and skills from different disciplines. Our new curriculum facilitates an objective increase in knowledge regarding the complex challenges of the digital transformation of our health care system. Of the 16 student term papers arising from the course, robotics and artificial intelligence attracted the most interest, accounting for 9 of the submissions., (© Juliane Kröplin, Leonie Maier, Jan-Hendrik Lenz, Bernd Romeike. Originally published in JMIR Medical Education (https://mededu.jmir.org).)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital technologies have a strong impact on changes in the educational environment and activities. In the context of such changes, aggravated by the spread of coronavirus infection and the transition of schools to distance learning, teachers and students are facing the need to actively master digital tools and educational platforms. The authors aim at analyzing the professional gaps of teachers associated with digital literacy and the ability to effectively use digital technologies in educational activities. The conducted sociological research and the results obtained allow the authors to study the existing internal teachers’ gaps and show the main problems in the organization of educational activities in the context of the transition to distance learning and the existing gaps in the use of digital technologies by school teachers. Based on the results of the study, the authors have identified the key areas of the professional development of teachers. They have developed educational programs aimed at skill development and further training of teachers in the Russian Federation and foreign countries on such topics as the digital educational environment and the use of open educational resources, methods of using digital technologies in the organization of educational activities, methods and techniques of organization feedback, pedagogical communication in the digital environment, and information security and ethics in the digital environment. The authors have determined the conditions for the professional development of teachers in the process of skill development and further training, as well as self-education (including spontaneous training in the workplace).The authors believe that the increase in teachers’ digital literacy, based on filling their professional gaps, will help to improve the quality of general education and create conditions for the elimination of the digital divide of the population.

The preconditions for the research are based on sustained trends of the influence of development rates of digital economy, information space in Belarus on dynamics of digital transformation of additional education of children and youth (AECY). Analysis of AECY digital transformation revealed specific properties of didactic singularity of information education environment, network clustering of resources, dynamics of media environment contour, e-technologization of didactics. The established preconditions of stability of AECY digitization as a constant of transfer to regulations predetermined the aim of this work: development, substantiation of methodological concepts of AECY digitization. The research methods included theoretical and empirical analysis, expert appraisals, simulation, forecasting. The results are comprised of development of a set of organizational and network, environmental, instrumental, technological, institutional concepts of scientific methodology of AECY digitization. The obtained results were verified in the project titled “Implementation of Republican methodological cluster as a resource of development of additional education of children and youth” (2017-2020) on the premises of National Center of Artistic Activity of Children and Youth (Minsk) in accordance with the Program of innovations of the Ministry of Education, Belarus. The novelty of the results is in introduction of the following categories into scientific usage of pedagogical science: didactic singularity of information and education environment, structure of media environment contour. The novelty of the results is reflected in authentic intelligent product of scientific and practical significance in the context of Belarus National Strategy of Sustainable Social and Economic Development–2030.

The article examines the problem of organizing distance learning in the conditions of uncertainty and the forced transition of teachers and students to online interaction. The situation that has arisen is viewed as a natural experiment the education system finds itself in requiring an understanding of its results at a certain stage. A theoretical analysis of the most popular distance learning organization technology implemented in Russian universities under current conditions (the coronavirus pandemic) is conducted and a critical evaluation of the obtained initial results of the readiness of higher education system to transition into the new digital education reality is provided. The discovered problems of distance learning include: the insufficient level of teachers’ digital tolerance and the lack of necessary competencies in them; the psycho-emotional instability of the online interaction participants; low learning motivation and the level of students’ practical skills; the lack of a universal digital platform for the organization of activity of all participants of the learning process. The perspectives for solving the aforementioned problems and priority directions in the improvement of this form of education are established, specifically: the technological direction (the formation of teachers’ ability to create online courses and effectively combine the functions of different digital platforms); the methodical direction (the formation of a set of professional and personal qualities necessary to effectively address professional tasks and expansion of the set of methods and means of organizing students’ activity considering the conditions of online interaction); the psychological dimension (teachers’ awareness of the need for self-improvement in the sphere of digital technologies and the formation of interest in learning and satisfaction with the process and results of distance learning in students). The identified areas are considered as risks the consideration of which in educational activities will make the distance learning process flexible and manageable.

The article suggests new approaches to the terminological field of digital didactics. The differentiation of the concepts "digital pedagogy", "digital didactics" and "digital education" is substantiated. The problem of the typology of e-services in this study has both applied practical importance for structuring a single integrated open educational space of the university, and a methodological, prognostic significance that allowed authors to enter the task of developing a fundamentally new type of electronic educational services. In the typology of services, logistics services are provided to manage the maintenance processes of the main professional educational program and logistic services for the content management. This typology is primarily of applied importance and involves the coverage of various areas of interaction between all actors of the educational process. The second group of services is classified by the authors on two bases: the stages of the process of content acquisition and the theory of multiple intelligence, which is interpreted in the notion of "pedagogical intelligence" proposed by the authors.