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| 1 | The development of the methodical system for physical education in technical university requires the effective use of PC and local corporative network along with Internet. The goal of paper is to designate the possible directions for to integrate both pedagogical and computer technologies in its applications in physics | 1198 | ||||
| 2 | Wiki, blogs, and social networks are considered in report as powerful tools to develop the communicative competence of teachers, and to use the computer technology in pedagogical practice. Keywords: Wiki, blogs, social networks, communicative competence, personal educative environments, Life Long Learning | 1231 | ||||
| 3 | It is possible to coverts the methods of physics labs workshop in the direction their implementation as mono-disciplinary mini-projects research, performed by small groups of students, and contributing to the development of metadisciplinary competence. As an example, the methodology of computer simulations is described to be performed in the laboratory workshop of Tomsk Polytechnic University. Keywords: physical experiment, physical workshop, computer simulation, virtual models, methods of teaching physics | 1283 | ||||
| 4 | Implementation of web 2.0 resources in techniques of virtual physics labs is considered as previous approach that will foster the connection between a real experiment and its idealized model studied in the course of lesson or independently. As an example, the studies of Doppler’s effect and the movement of charged particles in the magnetic field are described to demonstrate the priority of the practical actions in the physical laboratory. Keywords: physical experiment, physical laboratory, virtual models, web 2.0 services, methods of teaching physics | 1223 | ||||
| 5 | The article considers the opportunity of creating learning-methodological complex in physics as an open electronic resource (disciplinary blog) on the internet, intended for both full-time and part-time students of higher education. Teacher's blog serves as an independent discipline educational resource that meets the requirements of the pedagogical design and presents the content of the discipline as part of the information and educational environment of the University. The priority of the proposed model is for part-time students, it can also be used in full-time education, in particular for organization of students’ home work. The practical implementation of the models was carried out for the first-year students of TPU Institute of distance education at their place of residence without arrival for the exam session in the university. Keywords: methods of teaching physics, digital educational resources, web 2.0 services, open education | 1104 | ||||
| 6 | Consideration is given to develop the professional competencies of the bachelors through the informal interaction on the basis of a public organization with a professional focus. In particular the subject to study was “The club of public firefighters, rescue workers and volunteers” which currently includes 78 students and 5 teachers. The practice activity of a student club, organized in 2012 year by the Yurga Institute of Technology (Tomsk Polytechnic University Affiliate), shows the stages of its formation and relations with University and with a municipality, detects the conditions of the student’s developing competencies and the student’s socialization. Here the integration is achieved by institutional and non-formal education, to create a field activity of students to improve their competencies and practices when developing future profession. Thus the informal activity of students enriches the academic learning. In addition, for teaching staff the club has become a testing ground for educational innovations. Keywords: development of competencies, non-formal education, pedagogical interaction, student’s socialization | 1194 | ||||
| 7 | The article discusses the trends in information and communications technology that promote the formation of the open pedagogy, the subjects of which are not only teachers and students, but also other stakeholders (experts, consultants, Internet content curators, etc.). The possible ways to form the theoretical basis and the necessary institutional conditions for everyday educational activities of the pupils (students, working professionals, retirees) are determined. Offered a possible model of the open pedagogic environment related to social, technological and ecological environment. Highlighted the link between educational space, educational environment and personal educational spheres in global education space. The necessity of teaching evaluation for didactic characteristics of total mobile connectivity, hybrid (virtual and augmented) reality, "brain-computer interfaces" and other innovative technologies, and the impact of the digital reality on the identity of the person, to his way of thinking and lifestyle is showed. From the point of view of the open pedagogy-andragogy, the State should define the overall framework for educational space-regulation, level organization forms of institutional education, and professional standards. In this space can operate educational services providers of various ranks: normative authorized educational institutions (public and private schools, lyceums, colleges, institutes and universities) business (consulting, expert, training etc.) institutions, volunteer associations, professionally oriented hybrid organization types, accompanying public education. The necessity of pedagogical evaluation of not only didactic characteristics of total mobile connectivity, virtual and augmented reality, brain-computer interfaces and other innovative technologies, but also the influence of digital reality on personality, his thinking and way of life, is grounded. Keywords: lifelong learning, personalization of education, pedagogical system, open pedagogy | 1133 | ||||
| 8 | Introduction. One of the goals of youth policy in the Russian Federation is the formation of a system of moral and semantic guidelines that can allow us to resist the ideology of extremism, nationalism, manifestations of xenophobia, discrimination and other negative social phenomena. Under the FSES university graduates are required to be able to navigate the socio-political environment, to have their own worldview, ideals and humanistic values, to have the ability to self-develop. Therefore, the active phase of youth education should be continued today beyond school education – in higher education. This requires the reanimation of the educational potential of universities. The main task of educating students at the university falls on the shoulders of curators of academic groups and tutors. The aim of the article is to compare the educational roles of curators and tutors in higher education. Material and methods. The material of the study was dissertations and articles in pedagogical periodicals devoted to the study of the activities of curators and tutors of universities, as well as the results of the practical organization of the work of a team of curators in a technical university. The study used the method of contextual analysis of publications and the setting of a pedagogical experiment to identify the effectiveness of the educational work of curators of student groups. Results and discussion. This article compares the educational roles of curators and tutors in higher education. It is noted that unlike tutors, the professionogram of curators of academic groups is not legally defined, their official duties are regulated by local acts established by universities independently. Comparing the functional responsibilities of tutors and curators shows the commonality of their educational roles, both categories are mentors of young people, implementing informal transfer of knowledge and social experience, providing assistance in personal and professional development. It is determined that the curator of the academic group is an employee of the educational organization from the teaching staff, who provides tutor support and academic guidance to the student group, organizes the educational and extracurricular activities of students with the aim of adaptation, harmonious development, personal and professional development of each student. It is concluded that the full implementation of the activities of academic groups’ curators requires the creation of an appropriate system of organizational and methodological support for this activity, including psychological and pedagogical training of academic groups’ curators. Conclusion. It is concluded that for the full implementation of the activities of curators of academic groups at a technical university, it is necessary to create an appropriate system of organizational and methodological support for this activity, including the psychological and pedagogical training of curators. Keywords: education, higher school, institute of curators, tutors, tutor support | 783 | ||||
| 9 | In the existential aspect, the modern world is characterized as BANI-world (Brittle, Anxious, Nonlinear, Incomprehensible).The reasons for this characterization are the factors of rapid obsolescence of specific knowledge, the accelerated change in the technological structure of society, the risks of environmental, energy and epidemic crises, the emergence of artificial intelligence and trainable neural networks, the large consequences of small (at first glance) events in science and public life. In such circumstances, there is a tendency to move from pragmatic pedagogy to analytical pedagogy, which contributes to the formation of conceptual pedagogical thinking. It differs from the standard-performing one in that it is aimed at a deep understanding of the meaning and essence of the fundamental principles of planning and implementing the ideas of scientific research. This path requires the development of the methodological apparatus of general pedagogy and its application in dissertation research. The purpose of the study was to substantiate the system-contextual approach in the study of pedagogical processes and educational technologies in the changing world. The source materials for the review of literature in pedagogical periodicals and in open access to the Internet were the abstracts of dissertation research along with publications in the field of the theory of pedagogical systems, forms of contextual education, environmental and other approaches in pedagogy, the theory of systems and research methods. The paper uses methods of comparative comparison of the content of publications and frequency analysis of the use of terms in them using the online open access service “Semantic text analysis online, seo-analysis of text”. A model of the pedagogical system, the dominant of which is the control unit, is proposed, which allows us to consider the system as educational. The system-contextual approach, conceptually integrating the theoretical model of the pedagogical system, the forms of contextual learning and the environmental approach in pedagogy, has been substantiated. It is concluded that a full-fledged analysis in pedagogical research requires the use of a system-contextual approach in complementary consideration of pedagogical processes of various scales and levels in inseparable connection with the context in which the processes are implemented. Keywords: pedagogical system, contextual learning, environmental approach, pedagogical design, educational system context, open pedagogy | 587 | ||||