Опыт организации проектного обучения на образовательной программе «Прикладная математика» В МИЭМ НИУ ВШЭ
The article describes the experience of designing project-based learning courses as part of the educational program "Applied Mathematics" in MIEM NRU HSE. The features of the organization of project-based learning for educational programs for mathematical sciences are considered. The results of the annual survey of employers, concluded that the need for various forms of project-based learning to achieve the learning outcomes claimed by employers. We suppose a sequence of the project-based workshops and seminars, as well as their approximate content. An important feature of the practice-oriented courses in the educational program "Applied Mathematics" is its interdisciplinary focus, including the projects carried out in a foreign language.
Proceedings of the 16th International interdisciplinary scientific multiconference “Information Society”, considering topical technical and social problems of modern information society
This paper describes the experience of the application of the design approach which is used in the HSE - Nizhny Novgorod in the teaching of accounting (financial) accounting, auditing, economic analysis. The stages of a complex project, as benefits of this approach and the problems that arise.
Articles and theses of reports on use of educational and information technologies in teaching and educational process of the higher and high school are presented in the collection. In work requirements according to which standards and curricula in the Applied Mathematics and Informatics direction are developed are formulated
The functional model of the subsystem holding the business game of the competence based business games studio software suite is regarded. Use case diagram is employed to build the model.
Successful online learning if we look outside the didactics but in the field of personal development, from the anthropological bases, is in learner’s identification as an active subject of the learning process. Activities that online learners perform correlate with the characteristics of the subjectness that researchers revealed: spotting one’s own gaps in the educational environment and one’s educational needs, satisfying them and enhancing one’s competence by means of online learning (ability to change the environment and oneself inside that, reflexive way of life, realizing the principle of development), searching, selecting and studying online courses on one’s own, supported first and foremost by the intrinsic motivation (initiative), ability to plan and analyze one’s activity or inaction in the course, managing the requirements and the deadlines of the assignments, as well as readiness to accept the consequences of one’s choice (responsibility). Therefore, successful online learners (those who study on their own, cope with the tasks in time and in a proper way, achieve expected results) are characterized with such a subjectness that is based on a set of general-cultural and general-professional competencies that should be formed. To define the set of competencies, which an online learner needs to become successful and to study learners’ attitude to them, we have done a competency-based test (self-assessment questionnaire) in September - November 2017. The respondents were 2060 learners from TSU online courses offered on three e-learning platforms (population is 80938). Learners responded that the following general-cultural competencies are of much help for them in online learning: readiness to self-development, self-realization and using one’s own creativity (69,7%), ability to organize and educate oneself (53,3%), ability to acquire new scientific and professional knowledge using modern educational and informational technologies (62,3%), as well as ability to imply means and methods of learning and self-control over one’s intellectual development, increasing one’s cultural level and professional competence (50,2%). Among general-professional competencies the learners replied that the most useful competencies for online learning are computer skills for receiving, processing and managing information (79,5%), ability to work with the main retrieval query systems (60,2%), ability to search for scientific information, perform its critical analysis, to set research objectives and choosing appropriate methods and technologies to achieve them (59,3%), ability to critically analyze the learning process and training materials from the point of view of their effectiveness (54%) and ability to use polite manners in oral and written speech (21,9%). At the same time, the respondents define general-cultural competencies as more significant. Therefore, the survey results proved our idea that successful online learning requires firstly, a set of general-cultural competences (those which are connected to the learner’s personal development and his/ her subjectness in the learning process) and secondly, a set of general-professional competencies to be formed. This led us to the idea that assessing learner’s level of the general-cultural competences we can predict his/ her future success in taking online courses.
This article continues the publication of results in study of employers' relation to the health protection of their employees that was performed by the National Research University at the Higher School of Economics. An Information basis of the study included the data of sociologic questioning performed in 2010 for directors of big and medium enterprises and organizations of various economy branches. The obtained results are evidence of the fact that 38% of questioned enterprises and organizations entered into contracts of voluntary medical insurance and 10% had direct agreements with medical institutions. In spite of economic crisis consequences only an insignificant part of employers reduced expenses for agreements of additional medical aid provision for their employees in 2010, or decreased a scope of employees by these agreements. The overwhelming majority of employers sow positive results in investments of own funds into additional medical aid for their employees. In a majority of cases the employers embraced all employees in agreements of voluntary medical insurance and completely paid polices. Therein the employer placed the greater financial responsibility on employees themselves the higher the level of professional risk of work is at the enterprise.
The article considers the conceptual approach of creating a set of development tools for active learning methods in a form of competency-based business-game studio. Competence-based business game is an information system, which aims to give a certain level of professional competence while implementing scenarios that are determined by business-process models of the domain. The structure of the gaming studio, suggests a set-theoretic representation of business-game design process. Business game can be represented as a cybernetic system with feedback, which contains both the object of management and the management system. The game is implemented as control and operating machines accordingly. For the construction of the operational machine it is proposed to use a knowledge model in the form of ontology. To represent the automate model it is proposed to use a model of managing business processes of an enterprise. A block diagram of the business-game design process is provided.
This book aims to present the newest research in the fields of mathematics and mechanics. Theories of mathematics and mechanics are the basis of modern technological improvements and, therefore, interest towards them are increasingly important.
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.