Blended learning module for universities and extended education programs

The paper is devoted to the actual problem of the implementation of educational programs of higher education in the conditions of digitalization and the transition to online forms of teaching. As a basic model, a mixed form of teaching is considered, when all the information part of the educational course is brought online, but at the same time all practical classes are carried out in the classroom in the traditional contact form. The paper examines in detail the procedure for creating, implementing and operating an educational module implemented in a mixed hybrid format and actually provides a teaching technology that can be widely replicated in a wide variety of educational fields. As an example, the study considers the educational module of the block Theoretical and probabilistic methods of data analysis, which includes video content of 100150 clips lasting 810 minutes, a communication medium, printed materials and step-by-step operating instructions. The issues of content production, its time and content formats are considered. In addition, the issues of creating and operating a communication environment in which the educational process takes place are considered. Special attention is paid to the issues of monitoring the activities of all participants in the educational process: both students and teachers, as well as content creators, a media group working on its production and maintenance. In addition, the risks of the project are analyzed, recommended risk management measures are proposed. The module is implemented in the Blended Learning format and is designed to be used in educational programs of higher professional education and in extended education programs. Its subject matter (probability theory and data analysis) is presented in such a way that, once implemented, it will be in demand in a wide range of educational areas: from sociology, biology and medicine to economics, energy, construction and mechanical engineering.

Supplementary Education at College and Its Consequences for Individuals’ Labor Market Outcomes in the United States

The current study seeks to expand our knowledge on extended education and ist potential contribution to social inequality by examining socioeconomic disparities in supplementary education (SE) at college and its impact on labor market outcomes. Using data from the United States Education Longitudinal Study, logistic and linear regressions deliver the following main findings: (1) Socioeconomic status (SES) significantly affects SE participation, net of other factors. (2) With higher involvement in SE activities, neither employment nor income prospects significantly increase. (3) Low SES graduates are slightly more likely to benefit from SE than high SES graduates. (4) Among high-impact SE practices, only internships exert a positive effect on labor market outcomes.

Specialised Professional Training Makes a Difference! The Importance and Prestige of Typical Duties in All-Day Schools from the Perspective of Teachers, Leisure Educators, Principals and Coordinators of Extended Education

In Austria there is a specialised education (60 ECTS) for “leisure educators”, who are professionals working in all-day schools in the field of extended education but who are not teachers. Despite the existence of leisure educators, also teachers are often tasked with supervising extended education settings like lunchtime, extra-curricular activities and uncommitted free time in all-day schools in Austria. This paper aims to illustrate the difference of prestige that comes with different fields of duty in extended education and the implications of that difference. The paper is based on a quantitative study carried out in all-day schools in Vienna. It looks at the prestige of typical professional duties in all-day schools and at the importance attached to these duties by different professional groups. Leisure educators assign a higher importance to non-formal activities than teachers or other professional groups do. Yet, these activities represent relevant fields of duty in respect of training children and adolescents in 21st century skills. Hence the authors propose to address typical extended education duties in teacher education to enable all-day school professional teams to work on eye-level and efficiently.

SMALL EDUCATIONAL ENTERPRISES IN DIGITAL ENVIRONMENT: SPECIFICS OF WORK, PROBLEMS AND PROSPECTS OF ACTIVITY

The article discusses functioning characteristics of small educational enterprises on the example of an independent not-for-profit organization of extended education in the conditions of digitalization of economic processes. The notion of “digital environment” and its components, opportunities of educational organizations, their external settings, and the demand for their digital activities are in the focal point of the article. Digital economy requires from educational institutions to restructure and implement changes in their major operations and to solve the problems arising: reviewing educational syllabi with the issues of digitalization inclusive, changing the class format, opportunities to provide educational services on the territory of Russia regardless the location of an educational institution, qualitative cost restructuring of educational services. To solve the problems, it is crucial to actively implement digital technologies in the operations of small educational enterprises, to retrain staff, to universally apply outsourcing, to implement enterprise-wide electronic document flow. The authors concluded that at present, conditions have been formed that make it possible to successfully use and further develop digital technologies in the activities of educational small firms.

STEAME Model in Action: Challenges and Solutions in Mastering the Digital Culture

Due to the digital transformation of everyday practice the process of education has become more complicated than ever before. The role of teachers is more complex as they are not the only source of information and knowledge for their students anymore. Formally or informally, they need to help students develop new competencies and prepare them for the unknown future in the fast-growing and changing labor market. Essential part of these new competencies lies in the interconnected fields of Science, Technology, Engineering and Mathematics. In order for students to obtain them a variety of learning approaches have to be applied in an interdisciplinary educational environment and digital culture. The new generations of digital natives grow up with a set of skills about engaging in the digital world as a basic knowledge. Furthermore, to provide students with more holistic understanding the concepts of Arts are integrated with STEM to become STEAM education. This chapter presents extended education model taking STEM and STEAM to the next level and bringing the Entrepreneurship discipline to create an integrated STEAME curriculum. This chapter presents an integrated STEAME curriculum model, methodology for its implementation and STEAME classroom and environment design as a new education approach to tackle the challenges of the development of skills for the 21st century.

TEACHING CHESS IN EXTENDED EDUCTION INSTITUTION

Among the areas of extended education of children aimed at their comprehensive development, a special place is given to teaching chess. Chess develops eye-mindedness and logical thinking, attention and memory, contributes to the development of imagination and creativity as well as cultivates perseverance, purposefulness, independence in decision-making. All the skills acquired in the course of chess lessons will help the child in the future, no matter whoever he becomes. In the practical part of the article, the scenario for holding a chess and draughts tournament for families «Dad, Mom and me – a chess family» was proposed. The tasks of the event conducted by the author are following: testing the knowledge gained, acquiring skills for participating in chess competitions, getting used to the cultural spending of free time, uniting the children's and parents' collective, uniting the families of pupils.

Professional deficits of a graduate of a Pedagogical University: from identification to reimbursement

The paper reveals the issues of organizing postgraduate support of graduates of a pedagogical university through the interaction of the Extended Education Institution and specialized departments of OSPI. The construction of a system of postgraduate support is based on the results of diagnostics of professional deficiencies of young educators. The proposed content and forms of organization of training ensure the choice of an individual educational route for a young educator and the elimination of existing deficiencies.