Suchergebnisse

У статті обґрунтовано концепцію проектування цифрових наративів у навчанні майбутніх магістрів освіти, що поєднує мету, генезу провідних ідей дослідження, базовий понятійно-категоріальниий апарат, ядро концепції, програму, установлення характеру дослідження, результативно-прогностичний концепт. Охарактеризовано й подано визначення категорії цифровий наратив, наративне навчання, наративно-цифровий підхід. Обґрунтовано теоретичні засади проектування цифрових наративів як нового напряму навчання майбутніх магістрів освіти в сучасному інформаційному соціумі ; The article deals with the concept of digital narratives design in training of the future Masters in Education that combines purpose, genesis of the leading research ideas, basic concept-category apparatus, core of the concept, program, determination of character of the research, efficient-prognostic concept. Digital narrative, narrative training, digital narrative approach are highlighted and given the definitions to. Theoretical foundations of digital narratives design as the new field of training of the future Masters of Education in today's information society are defined. The origins of the use of digital narratives in education are found in digital humanities - the science about using computer systems in various humanitarian fields. Digital narratives spread in higher education of the USA in the late 90s of the XX century as a result of cooperation of Centre of digital narratives (CDS) with a number of universities. At the beginning of the XXI century courses on digital narratives are parts of the Bachelor and Master Study programs, and become the subject of study of international research projects. Leading conceptual ideas of the research are grounded on the convergence of two defining trends of the international educational space development: narrative training and digital humanizing of education, as well as four major scientific theories: making educational process narrative (J. Bruner), computerization of higher humanitarian education (R. Lenham), unity of artistic and pedagogical action (I. Ziaziun) and digital humanist pedagogy (V. Bykov, M. Leshchenko). The article highlights the main ideas about possibilities and advantages of digital narratives use in the training process of the upcoming Masters of Education: digital narrative is a universal social phenomenon that promotes awareness of the uniqueness of humanity (similarities and differences between races, religions, cultural traditions); digital narrative is the process and result of human creativity through ICT, so it is extremely important for the development of creative abilities; it improves cognitive-communication skills; it is a source of mental and aesthetic development, it promotes a positive attitude to learning; digital narrative is a unity of cognitive processes, artistic and creative activities and modern information and communication technologies. Implementation of digital narrative approach is due to expediency of attracting students to the creative production of the information products as a necessary step in the process of formation of information-communication and media competencies, which is particularly important in today's information society. The article establishes a new direction in theory and practice that enables effective use of ICT for democratization, humanization, and inspiration of the educational process that meets both social and individual needs and will be attractive for students.

У статті йде мова про те, що динамічний розвиток інформаційного соціуму та нових технологій перетворення інформації зумовлює необхідність створення сприятливих умов для застосування наративного навчання як нового методологічного підходу в педагогічній практиці та комунікації. Наративний підхід створює можливість для пошуку й розуміння смислів у різних формах і проявах життя. За допомогою наративу людина може осмислити ширші, складніші й більш диференційованіші контексти власного досвіду. Охарактеризовано й дано визначення поняттям наративного навчання, мультимедійного наративу, медіа компетентності, обґрунтовано необхідність використання мультимедійних технологій учителями у процесі впровадження наративних методик у професійну діяльність. ; The article refers to the fact that the dynamic development of the information society and new transforming information technologies necessitates the creation of favorable conditions for the use of narrative learning as a new methodological approach in teaching practice and communication. Narrative approach provides an opportunity to find meaning and understanding in various forms and manifestations of life. Using narrative approach person can comprehend the broader, more complex and more dyferent context of personal experience. The concept of narrative learning, multimedia narrative, media competence, the necessity of using multimedia technology by teachers in implementing narrative methods in their professional activities is characterized and defined. The multimedia narrative increases the values space using information and communication technologies that impact the strategies of design, understanding and learning of reality and identify it as part of human reality. It extends the information channels of influence, creating favorable conditions for cognitive activity, provides a new development of interactive learning in practice allows for the implementation of an individual approach. Effective factor of multimedia narrative is its interactivity, adaptability, based on the use of networked information technologies, including cloud technology resources, flexible learning modules, distance learning, providing interactivity, continuity, democracy, and personal orientation training. Narrative multimedia training is defined as a teacher interactions with students in which the rational and logical, emotional and sensory characteristics of information transferred to and absorbed not only through verbal, but also other information channels using information and communication technologies, making it possible to extend, enlarge, update a number of meanings and nuances that arise in the course of new knowledge. Narrative multimedia learning is characterized by a certain level of creativity that makes possible different ways of structuring, transmission and presentation of information. Therefore, a characteristic feature of teacher training to a multimedia narrative learning is fostering the skills of critical perception of information in the media space and enriching the experience of creative activity, formating of creating imaginative world skills using information and communication technologies. This approach is based on the magnitude of attracting students to the creation of information products as a necessarily step in the process of development of information and communication competency and media competency, which is of particular importance in the modern media space – an integral environment used for storage, transmission and presentation of information or data.

У статті йде мова про використання наративних методик у зарубіжних освітніх практиках як складової особистісно-креативної парадигми підготовки майбутніх педагогів. Аналізується досвід викладання мистецтва наративу у вищих навчальних закладах, зокрема, авторського курсу «Мистецтво оповіді» німецького професора Крістел Оехлманн. Розглянуто структуру курсу, що включає чотири функціонально пов'язані складники: «Оповіді про самого себе», «Вільна оповідь», «Нові оповідання», «Вічне мистецтво оповідання»; схарактеризовано етапи його реалізації. Визначено п'ять принципів навчання наративної майстерності. ; The article deals with the using of narrative methods in foreign educational practices as a part of personal-creative paradigm of future teacher's training. Experience of art narrative teaching in higher education institutions, particularly the author's course «Art of storytelling» by German professor Christel Oehlmann are analysed. The structure of the course, which includes four functionally related components: «Story about yourself», «Free storytelling», «New stories», «Eternal Art of Storytelling» is described; stages of its implementation are characterized. The course of the narrative art is interactive and includes a system of practical classes and trainings. According to its purpose the course covers a wide range of people: future teachers, educators, therapists, social workers, priests and parents, grandparents, all of those who communicate with children. The aim of the course is learning to create, to tell different stories, fairy tales, narratives, for all those who want to know themselves, to open sources of their own creativity, determine their creativite potential in telling stories, learn about themselves something new. Five principles of the narrative skills are defined: the first principle – «External and internal freedom from assessment»; the second principle – «Rejection of hierarchy, rules and regulations»; the third principle – «Creating an atmosphere of confidence»; the fourth principle – «Recognition process as a goal»; the fifth principle – «Attribute of narrative learning is democratic». Expected learning outcomes are formulated: 1. Development of the narrator's confidence in himself: mastering a strategy which enables appearing of the story about his inner world, based on a sense of security and personal competence, courage to identify his feelings, create mental images and its expression in his own words. 2. The trust of the audience to the narrator, which is manifested in the ability to tell his own stories, to listen other stories etc. In this aspect design and application of narrative skill models and strategies issues require further study and development.