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ACADEMY OF THE HUMANITIES AND PEDAGOGICS (Branch) V. I. Vernadsky Crimean Federal University in Yalta Invites You for Publishing In A SCIENTFIC Journal "Problems of Modern Pedagogical Education" That Is A Part of A System RSCI (RUSSAN SCIENCE CATION INDEX). The Journal IS Registered In International Center Issn in Paris (ID of a Print Version: ISSN 2311-1305), Which Works with the Assistance of UNesco and Frenc Government.

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Humanitarian and Pedagogical Academy in Yalta at the Crimean Federal University named after V.I. Vernadsky invites you to publication in the scientific journal "Problems of Modern Pedagogical Education", which is included in the RISC system (Russian scientific citation index, license agreement No. 111-03 / 2014). The magazine is registered at the International Center for ISSN in Paris (the identification number of the printed version: ISSN 2311-1305), which is valid with the support of UNESCO and the French government.

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"Problems of modern pedagogical education"

Crimean Federal University. V. I. Vernadsky

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Problems of modern pedagogical education

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Pedagogy

UDC: 378.2.

doctor of Pedagogical Sciences, Professor Vesirov Timur Gadzhievich

Dagestan State Pedagogical University (Makhachkala)

Information Education Environment of Pedvuza in the development of professional competence of magistracy students

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The concept of "flexible learning" is based on providing students to choose a place, method and pace of their training. These three aspects can successfully exist through the application of the appropriate pedagogical practice, which in itself can be supported and strengthened through information and communication technologies. The author considers the idea of \u200b\u200b"flexible pedagogy" as a phenomenon that emerged in response to the desire of students to participate in the choice of aspects of their training, strengthening the role of a personally-oriented approach to learning. With the definition of the essence of "flexible learning", the author considers "flexible pedagogy" as a new educational paradigm, which offers flexible approaches to teaching and learning, including the practice of dialogue. "Flexible Technologies" and "Flexible Pedagogy" are considered by the author as natural partners: Flexible training provides and supported by modern technologies, at the same time, on the contrary, technologies can stimulate flexible approaches to the provision and evaluation of training.

flexible pedagogy

flexible information technology

flexible learning

personalized learning

1. Blokhin A.L. Higher education system as one of the main factors for the formation of human capital // Problems of modern pedagogical education. - 2016. - № 52-6. - P. 19-24.

2. Kelarev V.V., Kotova N.S. Case Stage as an effective method of training technologies in the preparation of management personnel // State and Municipal Management. Scientists Note Skags. - 2014. - № 3. - P. 209-214.

3. Kelarev V.V., Kotova N.S. Convergent approach to the organization of business education in high school: foreign experience // State and municipal management. Scientists Note Skags. - 2015. - № 4. - P. 188-193.

4. Cats S.V., Kotova N.S. Patriotic paradigm of the educational process in the context of the increasing of neophashi ideology // Integration of science and practice as a mechanism for the effective development of modern society: materials of the XI International Scientific and Practical Conference. - Ekaterinburg: NIITS "Institute of Strategic Research", 2014. - P. 316-321.

5. Kotov S.V., Kotova N.S. Formation of inclusive education in Russia // European Social Science Journal. - 2015. - № 6. - P. 263-267.

6. Kotova N.S., Kotov G.S. Higher education through remote technologies (foreign experience) // Theory and Methods of the modern educational process: a collection of scientific papers based on the I International Scientific and Practical Conference. - Nizhny Novgorod, 2016. - P. 51-54.

7. Barnett R. Imagining the University. - London: ROUTLEDGE, 2013.

8. Collis B. And Moonen J. Flexible Learning in A Digital World. - London: ROUTLEDGE, 2004.

9. Ryan A., Tilbury D. Flexible Pedagogies: New Pedagogical Ideas. - THE HIGHER EDUCATIONAL ACADEMY, 2013.

10. Watling S. Technology-Enhanced Learning: A NEW DIGITAL DIVIDE? - The Future of Higher Education: Policy, Pedagogy and The Student Experience. - London: Continuum, 2009.

The changing medium of higher vocational education requires the teachers of the universities of "new pedagogical ideas", which will be able to form a "flexible pedagogy", self-adapting to the challenges of modern society reflected in curriculum and educational practice. Such a request for "flexible pedagogy" puts the task of not only to expand the possibility of applying obvious educational technologies for the formation of knowledge and modeling channels of access to them, but also to consider the development of a new pedagogical direction.

The area of \u200b\u200binfluence of pedagogical innovation is currently felt at all levels of the educational process: from diversifying the educational background (cultural, technological, practical) to the growth of the number of students and their mobility. The development of new technologies, the manifold of forms of training, access to it and management of them generate more diverse educational needs. Higher education in the modern world not only "serves as a lighthouse" of social change and the growth of the "public good", but is the active consumer of these goods and change. The situation that has developed in recent decades causes the highest professional education to assume greater responsibility for the professional qualifications and training of university teachers, i.e. Upualizes the problem of personality development and the idea of \u200b\u200bthe university, its basic functions and responsibilities, the nature and goals of the knowledge and practices transferred to them.

The expanding horizon of learning opportunities requires higher education, is still focused on traditional educational and educational needs, develop and provide educational foundations for the future. Therefore, today the imperative of higher education should be a model of "flexible pedagogy" capable of, for example, to form in graduates of competence, which can be adapted to different areas of activity during the decline in the labor market, thereby designing employment prospects for students who collided with a sharp rise in fees For training in the period of economic crisis.

Purpose and objectives of the study

New pedagogical thinking and practice, educational idea are determined by technological developments, expanding new channels of access to knowledge and rapid globalization of the educational sector. In such conditions, the future form of the university is understood as "flexible" type of a pedagogical approach, which seeks to improve the quality, relevance and value of learning.

In modern scientific discourse and pedagogical practice, the term "flexible pedagogy" covers several areas of educational activities, but does not offer a single definition of this phenomenon. In our study, we tried to move away from the generally accepted concept of "flexible pedagogical technologies". The purpose and task of this work to consider and withdraw the definition of the developing phenomenon "Flexible Pedagogy" as a new educational strategy based on the study of the principles of "flexible learning" as learning with the possibility of a personal choice of the pace, place and regime of training in terms of their effectiveness for educational purposes:

a) "Temp" includes, along with standard, accelerated programs, accounting for the experience of preceding learning, expressed in loans;

b) "place" includes training and exchange of effective practice by attracting the employer;

c) "Mode" includes the use of innovative technologies to diversify learning (widely known as "e-learning" or "extended learning technology").

The interaction of the aforementioned aspects creates the necessary comprehensive strategy for institutional implementation and improve the effectiveness of the final result.

Material and research methods

Research methods: Theoretical - Analysis of the subject and Problems of study based on the study of psychological and pedagogical domestic and foreign literature, analysis of their own pedagogical activities and pedagogical activities of colleagues, mass and advanced pedagogical experience, modeling; Empirical - experienced work, learning and generalization of pedagogical experience, observation.

Results of research

Achievements in the field of information technologies found significant potential for the development and diversification of the education process, expanding access to educational content and increasing the inclusiveness of the educational process. (Educational organizations such as Open University, Coursera, Universarium, promoting open educational resources and training programs in open access.) It is recognized that it is technological innovations that are an important factor contributing to flexible learning. However, it should be noted that the rapidly growing use of information technology teachers not only provides opportunities to cover a large audience, but also leads to a decrease in pedagogical interaction, and, consequently, to reduce the quality of learning. Where the expansion of "choice" and the expansion of the logistics of education is the only factor in the development of flexible pedagogical technologies, there is no flexibility in the field of pedagogical practice. This approach can very easily become a "flexible" extreme.

There should be a distinction between the flexibility of planning (personalization, and not changing the curriculum as a whole) and interpersonal flexibility, which relates to the dynamics of the program. Consequently, flexibility towards pedagogy is not an automatic aspect imposed by the achievements of the IT-sphere, but can suggest current changes in the main dynamics of training. This understanding lies at the basis of the approach of this study to the quality of future higher education, as well as the ability of universities to effectively strengthen its position in the context of growing competition in the medium of higher education providers.

In modern pedagogical thought, "Flexible Pedagogical Technologies" are considered mainly from the point of view of logistics and diversity of modern forms of training, but we believe that in pedagogical theory and practice, flexible pedagogical technologies should be considered independently, but as an attribute of a wider concept of "flexible pedagogy" in which students and teachers are equally involved and, which is understood as one of the inalienable characteristics of the institutional educational strategy. In this sense, the rethinking of pedagogy from the point of view of flexibility means an understanding of how pedagogical approaches can form and develop in students' flexibility and actions in order to effectively affect the challenges and situations with which they face in their lives and work. New horizons of "flexible pedagogy", formulated in six new pedagogical ideas, are based on four basic considerations:

1) they are aimed at the perspective and strategically innovative curriculum;

2) they are new in the sense that in general practice were not practiced in higher education, even there;

3) they demonstrate the pedagogical concerns "flexibility" and an emphasis on the formation of students from the ability to foresee, prepare and react in the context of complexity, uncertainty and changes;

4) They transform education towards democratic and inclusive training and rely on the pedagogy of changes and innovation.

This approach takes into account the future pedagogical landscape, recognizing that as the world changes, pedagogics should also look for new forms to help students not only respond to current trends or reproduce the dominant models of thinking, but to be able to respond to challenges constructively taking into account alternatives. Such an assumption indicates the need for new pedagogical areas in higher education, which in turn will require the development of pedagogical models other than those traditionally presented in this sector. It is not only about the formation and application of new flexible pedagogical technologies (they already exist), but also about the transition to the formation of curricula and educational programs that prepare graduates to rapidly changing conditions and the future in which their skills and skills will be tested at the limit of them opportunities.

Interest in such educational results is obvious. A graduate of the Higher Educational Institutions should demonstrate flexible opportunities for working in various systems, the ability to critically and creatively thinks, develop intercultural competence, offer alternative options, adapt to changing conditions and develop skills that will support its ability to quickly adapt to new conditions.

One of the important aspects of the development of "flexible pedagogy" are institutional conditions in which "new pedagogical ideas" can be implemented in life. The task of rethinking pedagogy in flexibility is one of the pedagogical innovations in the curriculum. In creating a flexible training program, a true educational potential is laid, requiring an understanding of the implementation of the implementation of the spectrum of curricula using information technology, which entails changes in the educational strategy in corporate and educational aspects.

It is precisely the flexibility of formed competencies able to affect the formation of key attributes of graduates of higher educational institutions and set a vector of formation of a flexible curriculum, as well as provide a wider experience of a student who includes formal, informal training and mobility.

The development of "flexible learning" is of great importance for pedagogy, as it reacts to emerging technologies and changing the expectations of stakeholders. "Flexible pedagogy" as a modern strategy is determined by six "new pedagogical ideas", which have a pass-through importance for teaching and learning in the formative "flexible higher education".

The idea of \u200b\u200b"expanding the rights and opportunities of the learning" occupies a central location in a dynamic interaction with other five ideas and emphasizes the importance of the interaction of ideas in the convergence of the concepts of "flexibility" and "pedagogy" into a single concept. However, the main question is to which flexibility as an attribute is related to the flexibility in the most pedagogy (we consider it necessary to study this issue in comparison with the more widely used concepts of "traditional pedagogy" and "use of flexible pedagogical technologies").

Obviously, the "flexible pedagogy" should be achieved between "flexible learning" (for example, Open University) and the corresponding consequences of the dynamics and relations of the student and teacher. We are talking about supporting the more active participation of students in the learning process in order to strengthen the idea of \u200b\u200bhigher education as a qualitative education.

The idea of \u200b\u200b"expanding the rights and capabilities of the learning" most innovative and significant recognizes a greater degree of orientation to the educational model of "Creation". Such models challenge the authority of an experienced teacher and allow you to expand the degree of learning involvement by changing the dynamics of training through the interaction, as well as the possibility of an alternative to the conservative, non-rational institutional structure, which underlies the traditional academic project as a whole.

The idea of \u200b\u200b"expanding the rights and opportunities of the studying" solves the problem of changing the basis of the interaction of the teacher and the student towards more active participation in the learning process and thereby involves students and university in the restructuring of teaching and learning processes.

Below are some of the learning parameters in the framework of "flexible pedagogy", taking into account aspects of "flexible planning", "flexible learning", "flexible educational technologies":

personalized training: The curriculum is adjusted for the needs of a separate student;
ensuring synchronous and asynchronous educational activities, of which the first are the activities carried out in real time with interaction in real space and time, and the latter - with the lag in time. As a rule, in a communication aspect, traditional lectures, seminars, practical classes, online webinars are synchronous educational activities, and asynchronous includes communicating by email, lectures online educational portals, etc.;
flexible learning: by analogy with a personal-oriented approach, but with a large emphasis on how the educational material adapts to the progress of the studying, which may include adaptive testing;
"Learning, playing": use of game methods (especially game mechanics), which encourages and motivates educational activities;
online training: the use of different forms of e-learning and Internet resources for the provision of educational content at any time and anywhere, which is key to many approaches to flexible learning;
mixed learning: a combination of physical / actual interaction is complemented by e-learning, this hybrid is especially relevant to introduce elements of flexibility in traditional courses.

The above list, although it is not exhaustive, indicates those areas that can provide large-scale and pragmatic solutions that are the key to gaining widespread and implementing "flexible pedagogy". Despite the fact that some technologies have already proven themselves - such as the use of virtual training media to provide educational content - the use of other technologies, such as personalized automatic testing, is often unavailable or missing as such. We also concluded that new educational technologies from the point of view of pedagogy and training offer definitely new opportunities and tools for the search and use of educational content, for the interaction of teachers and students, for the pre-welded study of online courses that will help students get some university loans that Let them choose their training course with a small amount of loans to increase the share of loans for research or project work.

"Flexible learning" allows students to choose aspects of their learning. As a rule, the choice of aspects is meant "when, where and how" learning, although there are some broader approaches, such as personal oriented education. With the definition of "flexible learning" under "flexible pedagogy" means such a paradigm of approaches to teaching and learning, which allows students to make a choice. The use of information and communication technologies (ICT) in the broadest sense helps to maintain and improve the learning process. Thus, flexible technologies and pedagogics can be considered as natural partners, and "flexible learning" can be carried out and maintained with ICT, and vice versa, new technologies can stimulate the development of flexible approaches to the provision of training and evaluation. They also relate to the fact that truly flexible pedagogical technologies and their effective use in education (e-learning) help to adapt institutional systems, employees and students to rapidly changing realities. Thus, the concept of "flexible pedagogy" is the symbiosis of participants in the pedagogical process, including educational (teachers and students) capable of thinking, to act and introduce innovations through existing structures and in very unpredictable scenarios.

Bibliographic reference

Zhiryakova A.V. "Flexible pedagogy" as a condition for the development of the modern university // Modern problems of science and education. - 2016. - № 5;
URL: http://science-education.ru/ru/Article/View?id\u003d25377 (Date of handling: 02/01/2020). We bring to your attention the magazines publishing in the publishing house "Academy of Natural Science"

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Publication in the scientific journal "Problems of modern pedagogical education"

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"Problems of modern pedagogical education"