Development of the learning model of innovative personality

Simple item page
dc.citation.epage36
dc.citation.issue1
dc.citation.journalTitleUkrainian Journal of Educational Research
dc.citation.spage33
dc.citation.volume2
dc.contributor.affiliationLviv Polytechnic National University
dc.contributor.authorShvay, Rosksolyana
dc.contributor.authorMisiurak, Yana
dc.coverage.placenameLviv
dc.date.accessioned2018-10-02T08:23:20Z
dc.date.available2018-10-02T08:23:20Z
dc.date.created2017-02-20
dc.date.issued2017-02-20
dc.description.abstractModern technologies have a great influence on our life, learning and communication. Both understanding of a learning process and acquisition of knowledge are changing. Key factors for a successful functioning in the modern world are learning, innovation and cooperation. A new phenomenon of a joint learning or self-education is developing. Connectivism, as a theory of learning, is adapted to the opportunities of our time and becomes the basis for the development and introduction of new pedagogical technologies in the era of globalization and computer technology. Connective training helps us shape all the key skills that we need to function in the modern world. Leading aspect in the learning process is the connection between learning activities and thinking. Value is represented not by the quantity of knowledge, but by its relevance. The key competences of this theory are the ability to use technological advances, to search for information in external databases and to link it to available knowledge and other information.
dc.format.extent33-36
dc.format.pages4
dc.identifier.citationShvay R. Development of the learning model of innovative personality / Rosksolyana Shvay, Yana Misiurak // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 33–36.
dc.identifier.citationenShvay R. Development of the learning model of innovative personality / Rosksolyana Shvay, Yana Misiurak // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 33–36.
dc.identifier.urihttps://ena.lpnu.ua/handle/ntb/42897
dc.language.isoen
dc.publisherLviv Politechnic Publishing House
dc.relation.ispartofUkrainian Journal of Educational Research, 1 (2), 2017
dc.relation.references[1] Gregorczyk, G. (2014). Edukacja 2050 według konektywistów. MERITUM, 1, 22– 27.
dc.relation.references[2] Gregorczyk, G. (2012). Konektywizm, czyli o uczeniu się w epoce cyfrowej. MERITUM, 1, 93–97.
dc.relation.references[3] Liashenko, O. I. (2016). Priorytety rozvytku ukrainskoi shkoly v umovakh reformuvannia osvity [The priorities of Ukrainian school development in the circumstances of education reformetion]. Zbirnyk naukovykh prats Kamianets–Podilskoho natsionalnoho universytetu imeni Ivana Ohiienka, 22, 39–42.
dc.relation.references[4] Sawiński, J. P. (2010). Konektywizm – czyli rewolucja w uczeniu się? Retrieved from http://edunews.pl/index.php?option=com_content &task =view&id=1077&Itemid=5.
dc.relation.references[5] Schulz, R. (1990). Teoretyczne podstawy twórczooeci pedagogicznej. Warszawa, Poland: Centrum Doskonalenia Nauczycieli.
dc.relation.references[6] Schulz, R. (1994). Twórczość pedagogiczna. Elementy teorii i badań. Warszawa, Poland: IBE.
dc.relation.references[7] Siemens, G. (2003). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm/
dc.relation.references[8] Small, G., & Vorgan, G. (2009). iBrain: Surviving the Technological Alteration of the Modern Mind. Retrived from http://www.drgarysmall.com/books//
dc.relation.referencesen[1] Gregorczyk, G. (2014). Edukacja 2050 według konektywistów. MERITUM, 1, 22– 27.
dc.relation.referencesen[2] Gregorczyk, G. (2012). Konektywizm, czyli o uczeniu się w epoce cyfrowej. MERITUM, 1, 93–97.
dc.relation.referencesen[3] Liashenko, O. I. (2016). Priorytety rozvytku ukrainskoi shkoly v umovakh reformuvannia osvity [The priorities of Ukrainian school development in the circumstances of education reformetion]. Zbirnyk naukovykh prats Kamianets–Podilskoho natsionalnoho universytetu imeni Ivana Ohiienka, 22, 39–42.
dc.relation.referencesen[4] Sawiński, J. P. (2010). Konektywizm – czyli rewolucja w uczeniu się? Retrieved from http://edunews.pl/index.php?option=com_content &task =view&id=1077&Itemid=5.
dc.relation.referencesen[5] Schulz, R. (1990). Teoretyczne podstawy twórczooeci pedagogicznej. Warszawa, Poland: Centrum Doskonalenia Nauczycieli.
dc.relation.referencesen[6] Schulz, R. (1994). Twórczość pedagogiczna. Elementy teorii i badań. Warszawa, Poland: IBE.
dc.relation.referencesen[7] Siemens, G. (2003). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm/
dc.relation.referencesen[8] Small, G., & Vorgan, G. (2009). iBrain: Surviving the Technological Alteration of the Modern Mind. Retrived from http://www.drgarysmall.com/books//
dc.relation.urihttp://edunews.pl/index.php?option=com_content
dc.relation.urihttp://www.elearnspace.org/Articles/connectivism.htm/
dc.relation.urihttp://www.drgarysmall.com/books//
dc.rights.holder© Національний університет „Львівська політехніка“, 2017
dc.rights.holder© Shvay R., Misiura Ya., 2017
dc.subjectinnovation technologies
dc.subjectconnectivism
dc.subjectinformation and communication technologies
dc.subjectcompetence
dc.subjectmodel
dc.subjectconnective learning
dc.titleDevelopment of the learning model of innovative personality
dc.typeArticle

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Ukrainian Journal of Educational Research. – 2017. – Vol. 2, No. 1