ПЕДАГОГИЧЕСКАЯ ИННОВАЦИОННАЯ ДЕЯТЕЛЬНОСТЬ: ОПЫТ РАБОТЫ
Нелунова Е.Д.1, Григорьева Л.А.2
1 Доктор педагогических наук, профессор, 2 Mагистр филологии, Северо-Восточный федеральный университет, Якутск, Республика Саха (Якутия)
ПЕДАГОГИЧЕСКАЯ ИННОВАЦИОННАЯ ДЕЯТЕЛЬНОСТЬ: ОПЫТ РАБОТЫ
Аннотация
В статье представлена педагогическая инновационная деятельность в новых условиях среды образования. Под педагогической инновационной деятельностью понимают целенаправленное прогрессивное изменение учебного процесса в связи с нововведением, то есть освоением и внедрением новшеств. С помощью конструирования новшествa можно управлять развитием образовательных систем, как на уровнe вуза, так и на уровне региона, страны. Такой инновационный процесс определяется как комплексная деятельность по созданию, освоению, использованию и распространению новшеств.
Ключевые слова: приоритетные аспекты, педагогическая инновационнaя деятельность, новшество, нововведение, мультимедийная образовательная среда, поликультурный социум, саморазвитие студента.
Nelunova E.D.1, Grigoreva L.A. 2
1 PhD in Pedagogy, Professor of Foreign languages teaching Department, 2 Master of Philology, Institute of foreign philology and regional studies, North-Eastern Federal University
EDUCATIONAL INNOVATION: EXPERIENCE OF WORK
Abstract
The article discusses pedagogical innovative activities in the new conditions of education environment. Pedagogical innovation activity is supposed to be purposeful progressive change of the educational process in relation to innovation, i.e. development and introduction of innovations. Designing innovation makes it possible to manage the development of educational systems, both at the university and at the regional or national level. This innovative process is defined as complex activity on the creation, development, use and dissemination of innovations.
Keywords: priority aspects, pedagogical innovation activity, innovation, novelty, multimedia educational environment, multicultural society, self-development of students.
The modernization of higher education system in Russia is increasingly correlated with changes in the world. This is due to the integration and globalization of society and education, within which unified educational space is planned to be created, which involves the construction of multiple and diverse patterns of higher education, emergence of new educational environments, providing students the opportunity to be subjects of their own development [1; 2]. In this context, the priority is to create the environment of education, which would not only provide the conditions for development, but would also support "progressive changes in the formation of specific subjects" – of teachers and students trained. Innovative multimedia (e) training is suggested to be a tool for building such environment, solving the problems "connected to the study of system relations arising in innovative educational activities in relation to the personal formation and development of a student and a teacher" [3; 4].
We have developed the concept aimed at the idea of global network and multimedia technologies opportunities use in the open education environment, which activates the desire for self-fulfillment needs of the subjects, encouraging them to self-realization [6] and intended to the formation of self-development needs of the subjects of multimedia educational environment due to its openness and informativeness. To achieve the goal we are setting the following objectives:
- to build a multimedia learning environment (MLE), which provides the condition and support the desire to intensify the need for self-development of the subjects in it;
- create the need for independent search for knowledge and acquisition of skills and practical skills in the open and informative MLE conditions;
- to strengthen (to support) the student's inner incentives for being prepared for socially significant educational and other activities;
- to develop methodological and technological support, promoting self-development of students in the new environment of education.
The concept covers three areas - "man - MLE - communication."
The first direction is presented by self-preservation and self-development of an individual in a rapidly changing world. We studied philosophical foundations of the integrity of self-developing entities in line with the expansion of humanitarian and anthropological concept of the technology philosophy, the essence of which lies in the understanding of a man as a skillful and conscious, able to control himself/herself in any situation as far as he/she "knows how."
In our study, a student and a teacher with an active "I-position" as subjects of substantive activity will be able to carry out "personal order to change themselves and others" [6] and, thus encourage the learning process for the upgrade. Activating the reflexive position in teaching and professional work of the teacher and the student's is connected with personal characteristics focused on awareness of the need for change, stimulating self-assertion and self-realization.
The second area - a multimedia educational environment (MEE) is the society. MEE-society has social and cultural identity. Cultural component of the presented concept is multimedia training, characterized by integrity, informational content and openness, as well as historical conjugation of culture and education. Socio-cultural support is justified by an essential characteristic of multimedia training as a result of techno-socio-cultural development of society. Construction of educationalenvironment through multimedia learning is innovative activity of students and teachers as main subjects of the educational process. MLE does not only provide a convenient condition for the organization of training, but also enables the formation of commitment to the needs of self-development of personal qualities in students, with the support on which interaction of subjects, not only in this environment, but also of life in society is being formed. The innovative activity of MLE subjects determines achievement of the"acme" level of professional development based on the development of reflective thinking.
The third area – is the study of changes in the subjects of MEE. The processes of human change take place in this environment. The basis of self-development is humanization and technologization of training activities, which provide an optimum combination of purposeful management of content and technological aspects of this process. In this process, it is important to use linguistic and communicative method in simulation of communication in the "man-MLE-communication." Mediated communication in MLE is aimed at implementation of educational tasks and has functional significance. MLE subjects have the subject of joint activities, and thereby they develop subject-reflexive relationship. Given the strong "self-concept" of the environment subjects sufficient to ensure that their reflection was focused on practical action on self-change. In the process of self-development in MLE there is a "spiral of self-reflection", consisting of self-knowledge, self-education and self-reflection to further self-development of the student. Value of reflection in innovative activity of the teacher and the student is that it provokes individual-centered action. The teacher's task is to provide educational activity in the form of educational situation that puts the student in a condition changing the usual course of study, and requiring new models of action from the student. The result of the action can be a desire for self-realization [6, 7].
In the given study multimedia (electronic) learning is considered to be far more than an opportunity provided to a person to enjoy the result of intelligent techno-socio-cultural development of society. By the term "multimedia training" we mean "open" on the grounds that "the media" as the technology is the basis of open education.
First, multimedia educational programs are student-centered, integrative, moreover, they can enrich the communicative nature of language teaching through unrelated dialogues on the basis of situation principle. They may be rather a good tool to deal with the role of developing training, as intensification of paraphrasing and development capabilities to combine voice units in the computer technology conditions are achieved by building the correct phrase from a variety of data to monitor [4].
Second, carefully selected training material content and authentic texts to be used, submitted in the information environment, give ethnopedagogical, spiritual and moral context to multimedia learning.
Third, types and forms of information reveal wide range of technologies and implement the principle of "non-closure", i.e. openness of self-organizing systems.
Fourth, multimedia training's novelty is innovative. Innovative training stimulates changes into existing culture and social environment in general education. "Human involvement" and "non-closure" as essential characteristic of open education determine the content of multimedia technology adaptive to meet human needs, and meet the requirements of life, including education [1; 2].
The reliability of the aforementioned provisions is being proved during practical training in educational institutions of the Republic of Sakha (Yakutia). Below we present an example of the use of Internet resources in teaching English.
On the Internet there are many educational web sites, each of which is interesting in its own way, it is useful for teaching and original. One of the new trends of our time is special learning management system. For example, it is Learning Management System, which is a system of management of educational activity - LMS (Eng. LMS). It is used for the development, management and dissemination of educational materials sharable online. These materials are created in visual learning environment, with the task of sequenced study. The system includes various kinds of individual tasks, projects to work in small groups and educational elements for all students, based both on substantial component, as well as communicative one.
There are several learning management systems that implement distance learning via the Internet and other networks. Thus, the learning process can be performed in real-time, online organizing lectures and seminars. Distance Learning System – DLS, or E-Learning Management System are characterized by a high level of interactivity and allow you to participate in training people in different countries and having access to the Internet [3, 5, 8].
Teachers and students of the North-Eastern Federal University have been using LMS Moodle for several years, where teachers can post teaching material, as well as their unique study aids and to create educational websites on Google. In addition, there are a lot of sites on the Internet for foreign language teachers with a wide range of material on various aspects of language skills: reading, writing, listening and speaking. These sites incorporate collections of numerous resources for learning and self-education: dialogues, exercises for conversational topics, lesson plans on various topics, texts and grammar tasks. As an example we can mention sites like www.britishcouncil.org, www.esllibrary.com, www.docstoc.com, www.teachenglish.com and others.
At the workshops in English, you can use mobile applications such as News Republic, Guardian, News Swipe. These applications are good because they allow students to do a quick search for any article on any topic of interest. We also use the website to create online tests Classmarker (http://www.classmarker.com). By registering on this site, each teacher or employer can create their test for free, to register their students or employees, and then see the results of the test and the points scored by each student. Moreover, students can not only perform the test on-line, but also write an essay.
There are also sites for creation of virtual classes. For example, Nicenet (www.nicenet.org), where students and teachers post their materials after registration. We use Nicenet for home reading, namely to search for articles from the English-language press. Undergraduate students second year students of Financial and Economic Institute, majoring in "International Management", send and store the links to the articles on this site, and then in the classroom we can open these links using a computer with Internet access and a projector. Each student sums up his/her article and gives his personal opinion on this issue.
These LMS and DMS are effective assistants of lecturers in the modern university. Such sites are gradually becoming widespread in all educational institutions. The only requirement to use them is availability of high-speed Internet.
It is also worth mentioning the site, which is located at: www.LinguaLeo.ru.
The emphasis here is made on the receptive skills of English listening comprehension, reading and correct pronunciation, as well as the rapid expansion of students' vocabulary. Submission of material is carried out through video-audio files, combined with texts. In view of technical difficulties encountered using web sites on the lessons we suggest to apply some of their elements. For successful preparation for classes using this web site, we have developed a flow chart of the lesson, which is attached as an example.
The flow chart of practical training with an educational web site LinguaLeo.ru is presented in the Table 1.
Table 1.
With the use of podcasts and educational multimedia website educational environment is built, which provides conditions and increasing educational activity in students. All tools used for practical training are multimedia, creating conditions for the formation of students' need to be subjects of their own development in the educational environment.
The main idea of the above reveals that:
- firstly, the content of the managerial cooperation is to study possibilities of students and creating problem-conflict situations with the teacher inclusion, as well as providing a free choice of the desired direction of self presentation;
- secondly, use reflective analysis, reflective conversation, analytical methods of reflective analysis of specific situations and teaching information and communication technologies as forms of interaction of the teacher with the students;
- thirdly, the inclusion of teacher in enhancing educational activities of the students using action-specific technology capabilities, allows management of training activities in the background of the "subject-subject" relations.
Thus, the content of the teacher's activity shows the conjugation process of self-transformation of the student and the teacher being the coordinator of the educational process. Both subjects, having an active "self-concept", implement innovative training activities in multimedia learning environment. The activity of the student in this case contributes to the need for self-presentation. However, their role in this society is not the same: the teacher is organizer, coordinator and head of the educational process, and the student is an active and independent partner in the joint creative innovative teaching.
References
- Ardeev, A. H. Educational information environment as means of improving the efficiency of education at the University. Candidate dissertation paper. Stavropol. 2004, pp 12-29.
- Afonin, A.Yu. Educational Online Resources [Text] / A. Yu Afonin, VN Babeshko; GNII ITT"Informica". Moscow.: Education, 2004. - 287 p.
- Thomas Dietinger, Hermann Maurer, Maja Pivec / Multimedia Learning Environment: Combining easiercourseware production and new learning methods
- Halm-Karadeniz K. Das Internet [Text]: Ideales Medium fuer Daf und Landeskunde. In: Info DaF 28, 4 (2001). - P. 375-396. http://hyperg.iicm.edu/liberation/iicm_papers/ifip98.pdf
- Mai Neo and Ken TK Neo / Innovative teaching: Using multimedia in a problem-based learning environment. Lecturers, Centre for Innovative Education (CINE) Multimedia University, Cyberjaya, Selangor Malaysia http://www.ifets.info/journals/4_4/neo.html
- Nelunova E. D. Abstract of diss. Sciences. 2014.
- Khutorskoy, A. V. Pedagogical innovation. Methodology, theory and practice. M.: 2007. 222 pp
- Woo HL/Designing multimedia learning environments using animated pedagogical agents: factors and issues: Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, Singapore http://www.elvag.edu.ee/~ardo/12.05.2010/agent.pdf