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E-learning Specialists Training for IT Infrastructure of an Educational Institution Management

100%
Morze N., Vorotnykova I., Makhachashvili R.
International Journal of Research in E-learning IJREL
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2017
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vol. 3
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issue 1
11-26
XX
The article discloses the possibility of training e-learning specialists to manage the IT infrastructure of educational institutions. The contents and results of lifelong learning competencies formation and professional competencies, skills, and soft skills in the course of “Managing the IT infrastructure of an educational institutions” are studied. Content training for specialists in e-learning is defined by such topics as “ICT policy and IT infrastructure of educational institutions,” “Program and technical solutions for building IT infrastructure of educational institutions,” “Using cloud technologies for IT infrastructure of educational institutions,” and presented as an e-course that includes educational materials and competence tasks that form a competence for lifelong learning (communication in mother tongue, communication in foreign languages, knowledge of mathematics and general knowledge in the field of science and technology, skills in digital media, training for gaining knowledge, social and civic skills, proactive position and practical approach, awareness and self-expression in culture) and professional competence (in educational, technical, managerial, and project activities). The feasibility of using competency tasks to prepare specialists in e-learning is confirmed by educational achievements of 94 full-time and part-time students. What is analysed are the students’ acquired soft skills (flexibility, teamwork, leadership, outgoingness, social skills, creativity).
2
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Emancypacyjne czy instrumentalne – (re)konstrukcja kształcenia kompetencyjnego

87%
Przybylska I.
Studia Edukacyjne
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2016
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issue 41
131-156
EN
The main aim of the text is to (re)construct competence education in the context of three orientations: technical, humanistic and critical. Competences are discussed as practical and epistemological categories. It is a complex term, which carries the risk of simplification of meaning and structure. In the instrumental (technical) perspective, competences are reduced to skills and education to behavioural teaching. Due to reconstruction of competences in the context of humanistic orientation, concentration on a person and the process of “becoming” shifted the focus from “effects” of educational influence to the process of development and learning itself. Following this approach, education is not necessarily a process of acquiring competences, but rather a process of their exploration, creation and extension. Individuals will not be able to develop competences if they do not participate in the process of learning. The source of third, critical orientation, lies in progressivism, cognitive psychology, critical thought, and functional epistemology. Reconstruction is based, among others, on thoughts of Jurgen Habermas, Lawrence Kohlberg and Maria Czerepaniak–Walczak. In this orientation, competences have to be understood in a dynamic way. They are rather an open, cognitive structure which is subjected to constant reorganisation than a set of skills, knowledge or attitudes. The development of competences can be identified with progress to higher levels of development, enabling broadening of both cognitive and individual competences. The author intends to advocate for critical and emancipatory dimensions of competence-based learning as a way to overcome discrepancies between either only practical or theoretical education. The text yields arguments for education which increases reflectivity, strengthens personal identity as the core of competence.
3

Training future teachers from the standpoint of implementation of modular-activity programs: international experience

63%
Desiatov T.
Comparative Professional Pedagogy
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2014
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vol. 4
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issue 1
5-11
EN
The new approach to the higher education modernization based on the realization of competency-building modular programs has been considered. This approach closely supports competency-building approach to professional training of modern specialists within the context of current theoretical and methodological principles. The European dimension of competency-building approach and its basic concepts as well as its implementations in educational process have been characterized. It has been stressed that competency-building approach shifts the focus from teaching to acquiring competencies within the educational process. It has been defined that labor market growing demands, rapid technological change, globalization, increased academic and labor mobility require the use of the competency-building approach to future teachers’ aptitude to improve their professional level, which is a pre-requisite and priority in higher pedagogical education modernization. The connection of the competency-building approach with individually-oriented and active approach to learning has been considered, as it concerns student’s individuality and can be implemented and tested only when an individual student carries out a certain set of actions. The approach requires the transformation of the educational content, its conversion from the objective model that exists for “all” the students, to subjective outcomes of each student, which can be measured.
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