Book
Перспективы и приоритеты педагогического образования в эпоху трансформаций, выбора и вызовов: VI Виртуальный Международный форум по педагогическому образованию: сборник научных трудов
This article contains a description of the methodology and the first results of a study conducted with the support of the Russian Foundation for Basic Research (2020–2022). The aim of the interdisciplinary project is to analyze the problems of managing educational relations during the period of digital transformation. The focus of this article is the topic of digitalization of education, in particular, the problem of transformation of relations in the field of education during the transition of the system from traditional to digital. We consider the digitalization of education as a qualitatively new stage in the development of multisubject relations in the educational system. The topic of the transformation of interactions between participants in the educational process is disclosed in the article on the basis of data collected in the framework of a large-scale pedagogical experiment – the project “Learn to learn”. The sample includes more than 1000 students from schools in St. Petersburg and the Leningrad region. Analysis of the collected data gives the researcher the ability to predict behavior and identify problems in communication between various subjects of relations. A change in the attitude of students to their own educational action is reinforced by a change in the role of the teacher in the complex interaction “student–computer–teacher”.
This article contains a description of the methodology and the first results of a study conducted with the support of the Russian Foundation for Basic Research (2020–2022). The aim of the interdisciplinary project is to analyze the problems of managing educational relations during the period of digital transformation. The focus of this article is the topic of digitalization of education, in particular, the problem of transformation of relations in the field of education during the transition of the system from traditional to digital. We consider the digitalization of education as a qualitatively new stage in the development of multisubject relations in the educational system. The topic of the transformation of interactions between participants in the educational process is disclosed in the article on the basis of data collected in the framework of a large-scale pedagogical experiment – the project “Learn to learn”. The sample includes more than 1000 students from schools in St. Petersburg and the Leningrad region. Analysis of the collected data gives the researcher the ability to predict behavior and identify problems in communication between various subjects of relations. A change in the attitude of students to their own educational action is reinforced by a change in the role of the teacher in the complex interaction “student–computer–teacher”.
In this paper, one of the technologies that have emerged on the wave of the Fourth Industrial (Digital) Revolution - Blochein, and possible prospects for implementation in the railway industry is considered. Like other digital technologies, it has great potential, so in the railway industry, Blockchine can provide high efficiency of processing and storing information.
With the development of digitalization and its pervasion in all spheres of social life general education runs against new challenges. Digitalization of general education can be regarded as a new level of development in polysubjective relationship against the backdrop of computerization and information technology development.
Talking about the education system reforms it is necessary to turn attention to the pedagogical aspects of digitalization taking into account potential acquisitions and risks.
Digitalization penetrates all spheres of education process relationship bringing new opportunities as well as concerns of both managerial and psychological-pedagogical nature.
Education process stakeholders – students, teachers, parents, administrative staff - beliefs about the value of ‘digital school’ in education may differ significantly and even be polar opposite which paves the way for transaction costs escalation and raises contextual risks in stakeholders relationship. To elicit effective ways of “moving towards digitalization” process it is helpful to consider its manifestation drawing on some narrow particular examples not overextending ourselves with ambitions of building a unified model of digital education.
This report focuses on one of the very particular but quite significant manifestations of digitalization – possible transformation of teacher-learner relationship when applying computer assisted training in the learning process.
The empirical data was obtained during the large-scale pedagogic experiment “Learn to learn”. The sample includes over 2 000 students from 41 schools of St.Petersburg and the Leningrad Region. The experiment has started in 2018. Basis of the project is a digital platform which facilitates diverse roles of different education process stakeholders – students, parents, psychologists, administrators of education organizations. The platform tracks learning activities about the learning process of the primary level of education learners. The ‘digital footprint’ is also available for the adults – teachers and parents, who accompany the learning process.
Empirical data analysis affords an opportunity to predict behavior and identify challenges in communication between different stakeholders, as well as shape model strategies in changing interaction rules of the teacher, the learner, the school and the family.
The report will present evidence collected during the “Learn to Learn” project. This evidence is intended to elicit how the agency of primary school learners may change and how through the prism of their self-esteem both learning and personal individual and collective concerns baffling effective learning process can be negotiated.
Transformation of the students attitudes towards their learning activity also should be accompanied by the transformation of the teacher’s role in the complex interplay “the learner – the digital device – the teacher”. The project evidence shows that the utmost progress is attained in the learning communities where the pedagogical support is efficiently organized.
Real cases from the two-years experiment of the education stakeholders relationship transformation in the digital context reveals the main problem – majority of teachers are not prepared for the "digital challenge”, not motivated for building new types of relationship, see no rationale neither necessity for digital competencies development.
The learning process with application of digital platforms imposes new requirements for the competency based portrait of a teacher as well as teacher’s digital literacy profile.
this paper attempts to analyze network interaction in the labor market. The position of the worker comes to the fore, his place in various types of network structures and the problems he may encounter in his work are revealed. Under new conditions, an employee becomes an actor in the global labor market, gets the opportunity to engage in networking with other small and large participants. An analysis of the modern Russian and foreign scientific literature is offered, including research on network interaction, the process of uberization, the formation of a network economy, etc. As a result, various models of network organizations are considered, depending on the principles of interaction between the participants, which underlie their construction, and the main characteristics of these models. Particular attention is paid to self-employed in the network labor market in the objective world and virtual reality
The relevance of the research topic is due to the formation of a new trend in the development of the education system – digitalization of education, changing the paradigm of educational relations. The process of digitalization of the economy in General and education in particular, as stated in the strategic documents of Federal level in the last two decades and up to 2024, has received a sudden acceleration on the background of quarantine measures spring 2020 and the massive transfer of participants of educational relations in an online format. This topic requires special study, as it is unique in the context of the transformation of relations in any field of human activity, and, especially, in the context of human relations going beyond the analog "offline" world to the "online"world.
Governmental support in the formation of economic and intellectual potential of Kuzbass contributes to more comfortable conditions for development of business and improvement of life quality of the population. Strategic branding tools are an effective mechanism which allows building up long-term and trusting relationship with the local people and introducing certain values. The effect of external shocks including the COVID-19 pandemics on the functioning of social and economic spheres also reveal the necessity of their structural transformation and the need for raising digitalization level. The authors of the article suggest a number of strategic initiatives aimed at improving the business reputation of Kuzbass. Kuzbass Trading House can become a centre for promoting Russian hi-tech companies abroad, presenting investment projects. It also can act as an integrator of international engineering projects and a driver for technology transfer. As digitalization tends to spread wider and wider the authors suggest creating an electronic platform «KuzbassTrade» to improve the performance of Kuzbass Trading Centre and build the financial stability of the region. The platform will function as a virtual presentation of products, services and technologies of local representatives of corporate and scientific sectors. State institution «Agency for Investments Attraction and Protection» and leading higher educational institutions and research organizations of Kuzbass should strategically take direct part in creating a unified chain for determining innovative technologies to be implemented (including patent landscape and market niche analysis) and form investment package offers for building new manufactures and consortiums.
The article presents the guidelines of the competency modeling methodology invariant to subject domain, type of activities and psycho-pedagogical platform. The core of this methodology is systematics of the expandable metamodels adaptable to application conditions by profiling mechanism. The methodology is aimed at creating conditions for interoperability of systems and services that make up a digital education, dealing with competency description due to possibility of flexible selection of such interaction level, good information structuring and formalization, selection of competency description units repeatedly used in various contexts, as well as ontological approach. One more purpose of the methodology is preparation of grounds for realization of smart features of digital education technologies: adaptation, inferring, self-learning, anticipation.
Political, social, and economic transformation is a complex historical phenomenon. It can adequately be analysed only by a multidisciplinary approach. The Handbook brings together an international team of scholars who are specialists in their respective research fields. It introduces the most important areas, theories, and methods in transformation research, with particular attention placed on the historical and comparative dimension. Although focussing on post-communist and other democratic transformations in our epoch, the Handbook therefore presents and discusses not only their problems, paths, and developments, but also deals with the antecedent 'waves', beginning with the Meiji Restoration in Japan in 1868 and its aftermath. The book is structured into six parts. Starting with basic concepts as systems, actors, and institutions (Section I), it gives an overview over major theoretical approaches and research methods (Sections II and III). The connection of theory and method with their application is essential, allowing special insights into the past and opens analytical avenues for transformation research in the future. Section (IV) provides a historically oriented description or interpretation of particular 'waves' or types of societal transformation. With a clear focus on present transformations, the contributions to Section V provide a description and discussion of the problems, structures, actors, and courses of the transformations within different spheres of (civil) society, politics, law, and economics. Finally, brief lexicographic entries in Section VI delineate research perspectives and facts about relevant issues of societal transformation. Each of the 79 contributions contains a concise list of the most important research literature.
Contemporary discussion on the concept of "civilization" raises a number of questions for researchers: what is civilization? Does it make sense to talk about "civilizations" in the plural? What is the relationship between "civilization" and contemporaneity? The relevance of the issues can be confirmed by indicating the appeal to them not only by scientists, but also by politicians and common people. The cultural complexity of the contemporary world leads to the fact that the concepts are used more often, but the clarity of their meanings is largely lost. The article proposes to return to the methodological issue of definition of concepts in order to clarify how contemporaneity functions. To achieve this goal, it is proposed to consider the concept of "civilization" and "civilizations", first, in the historical context, and, secondly, to relate them to one of the most important features of contemporaneity – "late globalization". The author assumes that the undertaken consideration is able not only to clarify the use of concepts, but also to deepen our understanding of contemporaneity, as well as to get closer to the productive meaning of the discussion on "civilizational projects" which is relevant in the Russian context.
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.