Цифровые навыки для дистанта. Материалы вебинаров, бесед и исследований Юрайт. Академии.
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.
The massive transition of Russians to remote work during the COVID-19 pandemic was possible due to the achieved level of digital competencies, a key component of digital literacy. The paper is based on the materials of self-assessment measurement of digital competencies of the Russian adult population, conducted by Russian Public Opinion Research Center (VCIOM) and Social Business Group (SBG) at the end of April 2020. The study proposes a classification of digital competencies that are in demand in both routine and professional practices, identifies four quartiles of individual digital competencies depending on the self-assessment of their presence, and portrays four clusters of Russians depending on the level of adaptation to the digital environment.
Modern digital technologies change radically the economy, the way of life at hole. The labor market requires a qualitatively different content for the training of graduates of educational institutions. Digitalization affects not only the content of education, but also its organization. These processes have ambiguous consequences for the positioning of both the university and the teaching work. Necessary competences are often purchased outside the educational institutions, because educational programs often do not keep up with the dynamics of technology. Online education market raises the question about the university degree status. The professor turns from a carrier of knowledge and skills into a navigator which helps to navigate the knowledge bases. All these issues are particularly acute in relation to the reform of the Russian system of higher education. The necessary optimization is replaced by simply reducing the number of universities and reducing their financial support. Evaluation of the content of scientific activity is replaced by the formal requisites of scientometrics. Professor’s work acquires prekarial character.
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.
One of the most important indicators of company's success is the increase of its value. The article investigates traditional methods of company's value assessment and the evidence that the application of these methods is incorrect in the new stage of economy. So it is necessary to create a new method of valuation based on the new main sources of company's success that is its intellectual capital.