Зарубіжний досвід запровадження мобільного навчання

Abstract

Розвиток комунікаційних пристроїв, мінімалізм комп’ютерної техніки привели до появи інтегрованих мобільних пристроїв, які слугують не тільки для зв’язку й розв’язання повсякденних задач людей, а й активно впроваджуються в освітній процес навчальних закладів різних рівнів. Певний досвід мобільного навчання мають науковці іноземних держав. Тому виникає необхідність ознайомитися з цим досвідом для запровадження мобільного навчання в Україні. На основі аналізу зарубіжного досвіду автори пропонують свій прогноз подальшого розвитку мобільного навчання, прогнозують зміни у способах подачі навчального матеріалу, формах проведення навчальних занять.

The appearance of new electronic means affects the organization of educational process in educational institutions and during the process of self-education, improving of the educational and professional level. Mobile agents are innovative means of learning, improving organizational elements pedagogical process (methods, technologies, learning forms and learning activities), forms for giving the content of the educational material. In recent years, the principle of learning mobility significantly expanded its essence due to the increased availability of educational resources. Mobile training causes a significant interest among domestic and foreign teachers. Therefore, the authors analyzed the foreign experience of m-learning implementation in the educational process of educational institutions. The analysis the stages for improving of computer and communication technology allowed scientists to identify the stages of the mobile learning implementation. Foreign scientists also connect the development of electronic technology with the development of pedagogical concepts: discovery learning; cooperative learning; situational, constructivist, problem-oriented, informal, contextual learning etc. Based on this thought, as well as the latest trends in the development of mobile devices and network technologies, the authors of the article predict possible ways of active development and combination with mobile learning of such pedagogical concepts: project-based learning, interactive learning, distance education, and individual education. The analysis of the domestic and foreign scientifical researches allowed the authors of the article to define three main approaches in the interpretation of the "mobile learning"concept: as innovative technical training aids; as an innovative pedagogical technology; as an integration of both approaches. In the article the authors give evidence about the correctness of the third approach. Based on the analysis, the authors propose their own interpretation of the "mobile learning" concept as an innovative method of learning, which can be organically included in pedagogical methods, technologies, forms and types of educational activities in order to improve the efficiency and effectiveness of the educational process. Foreign researchers find that the m-learning implementation to the education system makes the educational process timely (just-in-time), sufficient (just enough) and individualized (just-for-me). The authors of the article think that the mobile learning implementation of technology improves the subject-subject relations between participants in the learning process (teacher-student, studentstudent) and subject-object relations between the participants in the educational process and the content of the learning material. This aproach improves the personally oriented model of the construction and interactivity of the learning process. Mobile learning has a powerful potential for improving the quality and capabilities of the educational process through the inter-activization, individualization and differentiation of learning, increasing the level of independence the subjects of learning , accessibility and comfort of the organization of classes, the sequence and duration of learning materials. Mobile learning contains considerable didactic potential, its integration into education improves both traditional and new learning technologies. Therefore, it is possible to create new models of general education and vocational training by providing greater independence to participants in the educational process.