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Kutateladze Rusudan, doctor of economics, professor of Georgian Technical University, Tbilisi Chechelashvili Maia, doctor of economics, professor of Georgian Technical University, Tbilisi E-mail: maiko_23@mail.ru
INNOVATIVE EDUCATIONAL TECHNOLOGIES IN THE HIGHER EDUCATION SYSTEM OF GEORGIA
Abstract: Today the special attention is paid to development of innovative capacity of the higher education. Innovative educational technologies mean purposeful, intelligent change ofpedagogical activity (and managements of this activity) through development and introduction in educational institutions pedagogical and administrative innovations: new content of training, education, management; new ways of work, new means, new forms of organization.
This article shows the understanding of innovations in the higher education of Georgia and through consideration the main characteristics forming "a portrait of innovative educational institution". Various levels of innovations depending on degree of novelty of elements of educational practice are allocated. Constructive characteristics of innovations, which can act as criteria of innovations in education are described. Activity, design, competence-based innovative educational approaches and technologies corresponding to them are considered.
Keywords; innovations, innovative educational technologies, activity approach, competence-based approach, project.
Today one of the main tasks set for a modern educational institution is the search, creation, introduction of educational innovations aimed at satisfying the public-state order and the needs of the participants in the educational process.
We will reveal key characteristics that form the "portrait of an innovative educational institution", by which we mean the Georgian Technical University.
GTU, as an innovative educational institution, is competitive. This means that the university is capable of integrating various educational programs, is capable of "exporting" educational services and has a demand for these services, is provided with competent personnel, and implements corporate training opportunities.
GTU, as an innovative educational institution, is a leader. This characteristic indicates the active role of the university, the leading positions in the educational space of Georgia and Tbilisi, the existence of stable links with external, including foreign, partners.
GTU, as an innovative educational institution, is comfortable, safe, has a full infrastructure package (medicine, food, sports, media library, psychological and pedagogical support, information center, etc.), openly participation of scientific, professional communities, the public.
GTU, as an innovative educational institution, conducts innovative activities, that is, it develops and uses new educational technologies, new programs and methods that lead to new educational results. At the same time, our university is not
only a teaching organization, but also a learning organization that implements internal corporate training, dissemination of advanced pedagogical experience.
At the same time, the law "On Higher Education in Georgia" (https://www.tsu.ge/data/file_db/PR/kanoni-umagle-si-ganatlebis.pdf) says that innovation activity is focused on improving the scientific, pedagogical, educational, methodological, organizational, legal, financial and economic, personnel, material and technical support of the education system.
As such a new type of educational practice can act different technologies, techniques, organizational forms, sets of tasks, forms of evaluation, and so on.
Depending on the degree of novelty, we distinguish between different levels of innovation:
I level - when the developed educational product is fundamentally new, has no analogues, characterized by objective novelty,- this is the highest level, which ideally is an innovation;
II level - if there is an improvement of a well-known educational product, it undergoes significant changes, there are elements of novelty in it - then talk about modernization in education;
III level - if there is application known in the new conditions and with new goals, then there is an adaptation of the known to the given modern conditions.
In real educational practice, innovation is often interpreted as an antonym of the traditional approach, focused on reproductive education, the assimilation of finished samples,
concepts, actions, as a way out of typical, often encountered methods, methods, methods of teaching.
In connection with what has been said, we believe that the essential characteristics, and hence the criteria for innovation in education, are:
1. Relevance, reflecting the degree of novelty for modern science and practice, the timeliness of studying this problem, establishing links with important aspects of various problems of the present, the level of study of the selected problem, the inadequacy of problem development in existing studies, the need to study the problem in new perspectives.
2. Novelty, manifested in qualitative originality, the presence of significant features that distinguish this work from similar ones, in the originality of the put forward concept, idea, hypothesis.
3. Technologicality: the degree of development of the technology implementation, a description of the material and technical conditions of implementation, the degree of development of financial and economic feasibility of implementation, a description of possible difficulties in using and ways to overcome them.
4. Practical significance, revealed through demand, confirmed by the analysis of consumer demand and / or recommendations of authoritative experts, the possibility of distribution and use in mass practice.
5. Efficiency: an innovative product should have an effect (economic, social, individual), can manifest itself at the level of students, teachers, universities, is determined by the possibility of fixing the results of using the product.
Given the above, the innovation policy of an educational institution can be conducted in three interrelated directions:
1. Updating the content, which involves not so much mastering the subject knowledge, as development of competencies, adequate to modern practice. This content should be well structured and presented in the form of multimedia training materials, which are transmitted using modern means of communication.
2. The introduction of modern methods of teaching - active methods of forming competencies based on the interaction of learners and their involvement in the learning process, and not only on the passive perception of the material.
3. Creation of a modern training infrastructure, which includes information, technological, organizational and communication components.
Various innovative educational approaches are used as a methodological basis for the innovative policy of the GTU. Let's consider some.
Activity approach. The main ideas of this approach are expressed by the following theses. The human psyche is inseparably linked with its activities and activities. In this regard,
the goal of training is not the arming of knowledge, not the accumulation of knowledge, but the formation of the ability to act with knowledge of the matter. Thus, educational activity acts as a means of developing the learner, gaining knowledge. In addition, the National Center for the Development of Education in Georgia requires the formation of personal and socially significant activities, for example, research and design.
The project approach suggests the organization of the project activity of students on various subject and interdisciplinary content as a way of achieving various didactic goals.
Project activity is a joint educational, cognitive, creative activity that has a common goal, agreed methods, methods of activities aimed at achieving a common concrete result of activities. As follows from the definition of project activity, its characteristic features are: personality-oriented interaction, the complex nature ofwork, creativity, variability, alternative-ness, author's position.
Problem. Work on the project is always aimed at solving some problem. As a problem, one can consider a theoretical or practical question that requires study and resolution. The identification of a problem is most often associated with the emergence of a contradiction, which results in a state of intellectual embarrassment.
Designing is a purposeful activity focused on achieving a certain result, which includes: the formulation of goals, the specification of tasks, the distribution of activities between stakeholders, finding a way to solve the problem through solving problems, receiving and presenting the result.
The product is an objectified result with system integrity. The final product of the project activity of students can be presented in different forms: web-site; analysis of sociological survey data; business plan; electronic newspaper, magazine; bill; collection; design - layout; model; a package of recommendations; flyer; virtual or real excursion, etc.
Presentation of the process of implementation and the result of the project in oral (report, speech, etc.) or in writing (article, abstract, report, research paper, etc.).
Thus, the basis of the project method is its focus on the result. At the same time, we can talk about the external result presented by the finished product, which can be seen, comprehended, applied in practice, and the internal result, which manifests itself in the acquisition of experience in project activities.
Taking into account the identified specific characteristics of the projects, we will outline the following basic requirements for the organization of the project activity: the existence of a significant task (problem); planning actions (product type, presentation form, etc.); search for information, which will then be processed, comprehended, presented; formation of competences; summing up subtotals, discussions; public presentation of the product.
Design can be carried out on the subject content with didactic purposes, for solving quasi-professional problems with the purpose of complex formation of professional competences, for solving socially significant problems.
The project, as a form of innovative activity, forms an active, independent and proactive position of students; develops general skills and abilities: research, design, reflexive; realizing the principle of linking learning with life, forms competences; priority is directed to the development of cognitive interest.
• The competence approach is closely related to previous approaches and is aimed at the integrated development of knowledge and practices that ensure the successful functioning of a person in key spheres of life in the interests of both himself and society as a whole, the state. The knowledge, acquired in this case, is characterized not so much by the number of known facts as by the ability to apply them in the professional field, in related fields, and sometimes in situations in which the relationship between the problem and the objective knowledge is not clearly traced. Therefore, the modern educational process should consist not only in transferring the subject knowledge to students who have a long-term perspective of their use, but in demonstrating the application of this knowledge to solve current professional and quasi-professional problems, as well as creating conditions for students to solve such problems independently in the learning process.
These innovative approaches require the introduction of a new direction of evaluation activity - an assessment of the personal and interpersonal achievements of students. The introduction of the evaluation of personal achievements ensures the development of the following personality components: the motivation for self-development, the formation of positive benchmarks in the structure of the self-concept, the development of self-esteem, volitional regulation, responsibility. The named categories of results can be evaluated only by means of specific technologies. In this regard, today in the system of higher education the understanding is growing that the standard procedure for assessing achievements in the education of students does not allow us to grasp the many competences, skills and skills that students need to form in order to ensure their successful life and professional strategies after graduating from the university. The standardized procedures used can not assess the ability of learners to perform assignments in real life situations, and even they are a limitation for the development of the most important behavioral skills and competences that are in demand today in vocational education, in most jobs and in everyday civil life.
Given the existing contradiction between the construction of the modern educational process and the lack of an adequate evaluation system, a portfolio is based on an analysis of
the forms of authentic assessment as most appropriate to the personal educational outcomes of students as an optimal way to organize a cumulative rating system. It is a way of recording, accumulating and evaluating the work, the results of the students, testifying to its efforts, progress and achievements in various fields over a certain period. In other words, it is a form of fixation of self-expression and self-realization. Portfolio provides the transfer of emphasis from external evaluation to self-assessment. A significant characteristic of the portfolio is its integrativity, which includes quantitative and qualitative assessments, involving the cooperation of the student, teacher and employer in the course of its creation, and the continuity of the replenishment evaluation.
Portfolio allows you to take into account the results achieved by students in a variety of activities - educational, research, project, social, communicative, professional, etc.
Depending on the purposes of creating and using the portfolio, its type and structure can be different. The most common are:
a. A portfolio of documents containing certified individual educational achievements;
b. A portfolio of the author's works reflecting the main forms and directions of his educational, creative and social activity;
c. A portfolio of reviews, including the characteristics of the student's attitude to the various activities (presented teachers, potential employers, managers of practices, employees of the supplementary education system, etc.), as well, as written self-analysis of the student himself.
Features of the technology of portfolio formation allow us to distinguish its following functions in the educational process:
a. Diagnostic (the dynamics of indicators for a certain period of time are fixed);
b. Goal-setting (supports educational goals set by standards);
c. Motivational (encourages learners, teachers and parents to interact and achieve positive results);
d. Substantial (maximally reveals the whole range of achievements and types of work performed);
e. Developing (ensures the continuity of the process of development, training and education from the course to the course);
f. Teaching (creates the conditions for the formation of the foundations of qualimetric competence).
So, the portfolio is a means of qualitative and multilevel assessment of competences, measuring individual progress of students, self-presentation for employers, and therefore an important element of the activity, design, competence approach to education.
Summing up, we note, that the considered innovative approaches and corresponding educational technologies contribute to solving the following urgent problems of modern higher education:
1. Effective mastering of knowledge; the formation of practical research skills, allowing to make professional decisions;
2. Transition from the accumulation of knowledge to the creation of mechanisms for independent search and skills of research activities;
3. Formation ofvalue orientations of students' personality;
4. Increasing cognitive activity; development of creative abilities;
5. Creation of didactic and psychological conditions conducive to successful social adaptation of students.
So, today, innovations in education are no longer separate phenomena, not random findings. Innovations have become a system that determines the vector of the development of the educational space of Georgia in general and the Georgian Technical University, in particular.
References:
1. The Law "On Higher Education in Georgia". URL: https://www.tsu.ge/data/file_db/PR/kanoni-umaglesi-ganatlebis.pdf
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4. Margaret Martinez. Mass Customization: Designing for Successful Learning//International Journal of Educational Technology. 2000.- Vol. 2.-No. 2.i.
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