The Third Wave of Informatization - Mobile Learning and Social Networks in the Modern School for Upgrading the Educational Process
This research project attempts to investigate the peculiarities of reactions of Russian schools to changes related to the incorporation of mobile learning and social networks in education, which implied not by the federal government as previously, but brought by students themselves as main users of Internet and mobile devices. Currently, 97 percent of Russian adolescents have they own mobile devices (D.Koroleva, 2016). Despite the official Ministry of Education ban K-12 students still use their cellular phones or tablets in schools. Social network sites are most popular resource among adolescents; they use this service for communication, distribution of information and its consumption. The obtained data shows that the usage of mobile technology is the indistinguishable process for adolescents due to both face-to-face and online communication. Thus, the social situation for child’s development is changing. Nevertheless, penetration of the online communication in everyday lives of scho ol children is ignored by the compulsory education in Russia, and the educational potential of social networks is not considered. The study identified a new, third wave of education informatization, which is coming not from the state as previous ones, but provoked by students themselves as main users and owners of the mobile devices. We argue that this process of change have to be considered by educational stakeholders and policymakers. The research is based on Vygotsky's social constructivist theory (Vygotsky, 1978), and according to Creswell’s mixed methods research design (Creswell, 2005).
The collection contains materials, reports and presentations at the II International scientific-practical conference "Innovative technologies in cinema and education", held 21-25 September 2015 in Moscow at the Russian State Institute of Cinematography named after SA Gerasimov. For cameramen, of Cinema, the film industry education teachers as well as students and other professionals.
The social and community driven aspects of our digital lives continue to rapidly increase, resulting in transformative behaviors and, significantly, publishing and distributing huge amounts of fascinating data. The seventh meeting of the International AAAI Conference on Weblogs and Social Media (ICWSM-13) held in Cambridge, Massachusetts, promised to be a benchmark year for ICWSM. Thanks to the enthusiastic participation of our community, we received a record number of submissions, with a growth of 50 percent over the previous year. More than the quantity, however, the high quality of the submitted papers is the truest evidence that ICWSM is maturing in its role as a premier venue for social media research.
Software engineering education (SEE) process simulates the main professional software lifecycle processes such as analysis, design, construction and maintenance (see SWEBoK, ITIL, etc.). The necessity of meeting both educational needs and requirements from industry explains that using Supported Collaborative Learning (CSCL) techniques in software engineering (SE) should be based on professional tools or on similar to them. The main purpose of this work is to fill the gap between the SEE needs and the current trends in CSCL development. We generalize world experience and suggest the framework of using industry approved methods and tools. We compare CSCL tools and the other collaborative services; analyze the teaching experience of several SE courses supported by different collaborative methods and collaborative web-services. Special attention is paid to formative feedback implementation. Following achieved result we suppose that using best practices from SE will enrich CSCL methodology and tools not only for SE field, but also for other areas of knowledge.
Articles and presentations of Russian researchers, dedicating to different aspects of the United States foreign and domestic policy, actual issues of American historiography, problems of history of literature, linguistics and pedagogy are include in the book. For scholars, teachers, students, for everyone who is interested in the problems of American studies.
Mobile internet provides conditions for the split presence of participants interacting in augmented reality. This is especially true for participants of location-based mobile games that move through the streets of the city and are among other passers-by. Split presence means that presence in the physical environment and presence in the virtual environment can be in varying degrees of coherence. For the game process, it is important to constantly relate who is near and what happens on the screen of the mobile device that actualizes the problem of compliance of accepted rules of propriety. To conceptualize what is considered "proprieties" in situations involving gadgets, we turn to the theoretical resources of Erving Goffman. According to E. Goffman, proprieties mean maintaining the presence among the other participants of a situation that includes two elements: location and involvement in what is happening. The maintenance of proprieties is revealed in the desire of all participants to find a balance between these two elements. However, the possibility of (in)consistency between these two elements rises in location-based mobile games, because of which several protective mechanisms of attention distribution among participants in interaction are involved: 1) constant monitoring of the surrounding, 2) appropriate (not) ignoring passers-by, 3) total exclusion from the interaction of cheaters who substitute their location in the game. Together the three mechanisms ensure the “smoothness” of the game and the resulting public interactions, the boundaries of which now include rules of conduct in both offline- and online-environments. The methodology of the empirical research is based on ten semi-structured interviews with the players of Ingress the Game and Pokémon Go, as well as multiangle shooting of five game episodes. As a result of analysis of the collected video material, we see that users of location-based mobile games do not fall out of interaction with passers-by. They continue monitoring reactions of passers-by to their presence in public places trying to normalize their appearance. In an unhurried game, players spend a lot of effort not to seem completely absorbed by mobile devices. To do this, players switch attention from screens to passers-by, distracting them when they are so close that it allows monitoring of the actions of other participants in the situation. However, the behavior of players is substantially limited by ignoring the reactions of passers-by, which makes the players' position closed to spontaneous interaction. In addition to the fact that players are attentive to the presence of passers-by, they also scrupulously approach dishonest players (cheaters) who substitute the coordinates of their location, which allows them to perform game actions in places where they do not exist. In the case of detection of such cases, "live" players cease to notice the actions of cheaters excluding them from public interaction.
Propaedeutics of engineering culture in the school should not be limited by familiarity with the school robotics. It is necessary to the development of other components of the engineering culture, such as TRIZ, system analysis, project management, and others. The possible content of these components and the ability of their studying in the "Permian version" of a propaedeutic course of computer science ("TRIZformatics") and contest "TRIZformashka" are discussed.
During the 14th and 15th October 2017, a conference organized by Ben Eklof (Indiana University), Igor Fedyukin (Higher School of Economics (Moscow), Tatiana Saburova (Higher School of Economics, Indiana University), Elena Vishlenkova (Higher School of Economics, Moscow) has been held at the Indiana University Europe Gateway at CIEE Global Institute (Berlin) with the aim to discuss new narratives about the history of Russian education, aroused by James C. Scott’s books, Seeking like a State. How Certain Schemes to Improve the Human Condition Have Failed (1998), in particular on the basis of the concept of “high modernism” in its effort to redesign society and of the role of knowledge in the context of social and economic changes.
Usually marketization is associated with the commercialization as the desire for recovery of the profit. This means replacing the educational functions to the provision of services, with all the unfortunate consequences. However, such an approach is superficial and emotional. The orientation of higher education on the client is very appropriate. Moreover, it is able to put a lot into place.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.