CC BY
18УДК: 316.353 DOI: 10.24411/2414-9241-2020-10014
PLACE OF THE NEW LEARNING PRACTICES IN THE FIELD OF INFORMATION TECHNOLOGY
Aleksandra Yu. Kurysheva
Graduate student,
North-West Institute of Management, branch of RANEPA, St Petersburg, Russia e-mail: al.kurysheva@gmail.com
The author explores the place that new learning practices as part of nonformal learning occupy in the IT education system in St. Petersburg. Such informal clubs, groups, seminars from time to time appear in different places of the city. The existence of these organizations has a long history. Obviously, they seem to fill some gaps in ordinary education in the field of information technology or expand students' knowledge in some areas and deepen it. The research was carried out taking a qualitative approach: in-depth interviews, field observations and document analysis. A total of 19 semi-structured in-depth interviews were conducted with participants and organizers of the studied educational organizations. Participants were determined using a targeted sample.
All three studied organizations: Independent University, Fizmat Club and CS Club have the same foundations, they wanted to provide students of technical faculties and universities with advance courses in Mathematics and Computer Science. However, this general idea in each organization has its own form. Consequently, we can see the evolution of one model through these institutions. IUM is independent from the state and provides a full higher education, than Fizmath Club and CS Club are just complementary courses for mathematicians and computer scientists. Clubs were adopted to the needs of students so that they can study in a lot of different places and choose how and what to learn. While Fizmath Club has very specially designed courses which are understandable by a very small group of students, most lectures of CS club are designed for a broader audience and requires minimum initial knowledge.
Keywords: student, scientific circle, organization, learning activities, nonformal education, information technology, learning practices
Introduction
For almost a year every Thursday the second week of the month, after the second lecture instead of going to Physic class freshmen A of the Baltic State University goes to the library where he does his homework for the next week and waits for the end of the 4th period, when students from the other faculties will also finish their studies. They will all meet to start working on solving the olympiad problems to prepare for the physics olympiad. The 4th year student B started to visit these meetings during his 2nd year of studies. Students have been meeting every week for 5 years and have won several olympiads. The leader of the group is in his last year at the university, so the future of the Olympiad circle of the Baltic State University is uncertain.
The alumnus of the mathematics and mechanics faculty of Saint Petersburg State University C visits the study group organized by one of the professors twice a month. During these meetings BA, MA and PhD students, together with professors, present their papers and discuss them along with others interesting issues of the field of IT. About 70% of the meetings of Prof. Novikov study group is in English and foreign scholars guests of Saint Petersburg State University also are regular visitors to the group.
PhD student of Saint Petersburg State Polytechnic University D visits Saint Petersburg State University of Information technology, Mechanics and Optics twice a week for three years. He conducts a psychological club for the students of the University, who do computer science classes during the daytime and want to want to study psychology and NLP in their spare time. They meet every Monday and Wednesday. The participants and leaders of the club change almost every year. However, for 7 years during the first week of the semester someone puts up an advertisement about the first meeting of the Club of Psychology, Socionic and NLP in the "Column hall".
Professor of philosophy E, who received his PhD from the faculty of philosophy of Saint Petersburg State University in 2001,
during his studies he visited a lot of different seminars, which were not presented during the regular timetable. Some of them appeared and disappeared very fast, some — mostly leading by professors — run for several years. In the 1990s most of these seminars were devoted to discussion about the newest papers which were starting to be translated into Russian. Now students attend discussions about basic works of philosophy, because they fill the lack of this kind of knowledge in the regular classes.
Such informal clubs, groups, seminars appear from time to time in different places around the city. Existence of this kind of organizations has a long history. It is obvious that they appear to fill some gaps in the regular education or to expand students' knowledge in some directions and make it deeper. In this paper I want to investigate the place that such clubs as a part of informal learning take in the education system of IT in Saint Petersburg.
Literature Review
Issues of non-formal education are investigated by many sociologists. First of all it is important to distinguish the concept of formal and non-formal learning. Livingstone (Livingstone, 2001) gives the following definition of non-formal education "Any activity that is related to the acquisition of any knowledge, understanding, or skill that takes place outside of the compulsory curriculum of educational institutions, courses or seminars organized by any educational agency".
In his work, Daniel Schugurensky (Schugurensky, Myers, 2008), holds the distinctions of formal education, non-formal education and informal learning as such: "Formal education is clearly established within the system, which includes several successive levels of education, formal education starts with primary school or kindergarten and ends at the high school". Such a system according, to the author, has several mandatory properties: it is highly institutionalized, it is for a set number years, and it is mandatory for all citizens. In addition,
it is by nature a propaedeutic, meaning every level of the education prepares the student to the next stage, and without completing the previous level you can't move on. Formal education is hierarchical, usually operated by the minister of education at the top, teachers in the middle, and students at the bottom. Also an important part of the institute of formal education is that of diplomas or certificates being handed over after the end of each stage as proof of the possibility to move to the next stage of education or enter the labor market. A branch of formal education, which does not follow the above model, is the so-called para-education or adult education programs, which provides education for adults, such as job skills training. While they are not strictly required, training in these programs are a continuation subjects such as maths, reading, writing after the end of compulsory education programs. These programs fall between the formal and non-formal education. Non-formal education is usually short-lived and optional programs, such as sports clubs, foreign language courses, yoga courses, drawing, home economics training (Livingstone, 1999). Non-formal education includes some features of formal, for example, there is a teacher and a set curriculum and often at the end of the course there are diplomas and certificates awarded. The main difference is that the institution of non-formal education does not imply a particular sequence, it means that in this case the process of education can start at any time and also it is quite easy to leave it.
Finally, there is informal learning. It is different from the two previous forms by the fact it takes place outside of educational programs or formal and non-formal educational institutions. It is important to note that we are not talking about learning as education, since the process of informal learning does not require educational institutions, teachers or teaching programs. It is also important to say that such training takes place outside of the educational programs but not necessarily outside the institutions themselves. Quite the opposite, informal learning usually occurs within institutions, but it is organized independently or even against the basic training program.
Definition of "peer teaching" can simply be formulated. This is a process in which students of the same age and / or the same training teach each other (Goldschmid, Goldschmid, 1976).
The study of the effectiveness of these groups engaged Beach (Beach, 1960). An example of a student study group can be considered as discussed in A.I. Berman Media-Activitated Learning Groups (Berman, 1974). The author identifies several stages of such a group.
Socio-psychological factors commonly considered in studies in higher education related to the study of small groups, the influence of teachers and peers in the academic results of students (Keller, 1974). A number of studies (Tohidi, 2011) on the effectiveness of team work and team spirit in relation to the individual achievements ofthe higher productivity of group work on educational projects and assignments. Working together is a compound exchange, complementarity and mutual knowledge and skills. Student cycles helped young people find their identity and build long-term relationships with future colleges.
From a pedagogical point of view, the importance of informal education lies in the fact that in this form of learning the student is actively involved in the process, as opposed to situations where the student is merely a passive listener (Paas, Tuovinen, van Merrienboer, Aubteen Darabi, 2005).
The term "kruzhok"(kruzhki — pl.) has long history in Russia, and has had many different implications throughout time (Ivanov, 1999). Michael D. Gordin studied Russian chemistry in 1860s described kruzhok as "somewhat of a cross between a concentrated, topical salon and an intellectual Stammtisch". He called this tradition specific to Russian science, it was a local addition to the scientific culture which was imported from Germany (Gordin, 2008).
The one of the Russian researchers who took Russian kruzhok seriously was Daniel Alexandrov (Alexandrov, 1997). He wrote that the cultural tradition of kruzhok was laid by the political kruzhki. A lot of famous Russian writers were the members of such kruzhkis. The other wide spread type of kruzhki was literature clubs, during
the revolutionary periods of 1860s and the beginning of 20th century most of them also had political importance (Alexandrov, 1995).
Also study circles could be understood as a 'thought collective' (Bunge, 1981). These places were places of "a certain solidarity of thought", whose "habits and standards of which are becoming more widely accepted form the basis of a thought-community". Study circles were indeed key points in the development of new approaches and new disciplines in Russian science. Often they become basis for new research schools.
There are a lot of new education practices appear today in Russia: new forms of vocational learning, online courses, different study groups, courses, etc. Also, there has been a shift in demand for education services from formal to informal ones, which are located completely outside of educational institutions (Gartenschlaeger, 2009). For example, the educational activities of NGOs or increasing number of workshops conducted in large companies. Also, many private commercial companies started to offer various types of seminars and training events.
Materials and Methods
The object of my research is seminars and clubs associated with the IT field. For example, Computer Science Club at PDMI RAS, that provides students of St. Petersburg studying in the field of Theoretical Computer Science. The Computer Science Club was founded in St. Petersburg in September 2007 with the help of Anton Likhodedov. The Club is currently supported by Anton Likhodedov (Deutsche Bank) and Yury Bogdanov (Uralkali).
The main goal of the Club is to provide undergraduate and graduate students, as well as professionals, with access to a high quality education in the area of Computer Science. Lectures by St. Petersburg, Moscow and foreign instructors and researchers are usually held on Saturdays and Sundays at Steklov Institute of Mathematics at St. Petersburg (27 Fontanka Emb.). The core courses are graded and
typically have a final exam. Some of the city universities allow their students to use Club course credits towards their Computer Science degree requirements. Attendance is open to everyone and is free of charge. Since 2007, more than 1000 undergraduate and graduate students have taken advantage of the Club's courses.
The research was carried out taking a qualitative approach: field observations and document analysis. The empirical base of the research includes the results of a semi-formalised in-depth interview of the participants and organizers of the educational organizations. A total of 19 interviews were conducted.
Results
Going back to the Computer Science Club at PDMI RAS, it was based on the model of "Fizmatclub" (Physics and Mathematics Club of Steklov Institute of Mathematics at Saint-Petersburg). Fizmatclub is a formally nonexistent educational organization. The mission is to present a choice of courses in modern mathematics and mathematical physics to students of St. Petersburg universities who really need it and are ready to spend extra time at nights and at weekends for it. The cost of attendance to the course is free for everyone. The students are encouraged to pass exams at the end of the courses, but it is not a necessary requirement. Successful and active students who demonstrate high skills in theory, especially in solving nontrivial problems, can expect career support from the top mathematicians of Saint-Petersburg and material support from both Russian and International mathematical schools.
Fizmatclub started in fall 2004. Weekly courses and seminars are attended by students. What started as 40 students in 2004 has increased to 300 by 2012. Students are of very different ages and backgrounds, which reflects a wide diversity in the program. The initiative of creating this club came from one of the researcher of the Petersburg's department of Mathematical Institute:
So the story is very simple, as the history of most of the non-standard education starts very simply and in the same way. By any means parents usually some dad thinks that my child is very badly taught, there no place for him to study. Exactly the same way he first mathematical school in St. Petersburg 239 was constructed. So it has been a lot of things ... there's 610 high school, and the club was arranged exactly the same way. I realized that my child is not taught anything in university, it has become very bad, but what can you do, I had to make it (N, PDMI).
This person still does most of the work organizing the Club. Fizmatclub itself was based on the model of Independent University of Moscow (IUM).
Independent University of Moscow is a small educational organization with rather informal status located in Moscow, Russia. It was founded in 1991 by a group of prominent Russian mathematicians who included Vladimir Arnold and Sergei Novikov. The IUM has mathematics and theoretical physics departments in the post-graduate school since 1993. The cost of tuition is free. For a long period of time IUM has been the only non-state college for the preparation of professional mathematicians in Russia which was recognized by leading mathematical institutions of the world such as Harvard and Weizmann Institute of Science. Officially IUM is a part of the Moscow Center for Continuous Mathematical Education and is a logical extension of mathematical careers for gifted children: Physics and Mathematics graduate schools alumnus, are participants of the Mathematical Olympiads and school mathematical circles members.
All These three organizations: Independent Institute, Fizmath Club and CS Club have the same basics; they wanted to provide students of high-ranking technical faculties and universities with advance courses in Mathematics and Computer Science. However the idea has transformed through them.
IUM pronounce the idea of Collège de France as an ideal example of informal education, they still have French language courses
addition to the math classes. The schedule and study loads are very intensive. Students who visit lectures here are very different:
There are no nerds here — the parents won't take their children to the IUM. It's almost impossible to get a piece of paper here (diploma. — AS), so nobody came only for the papers too. Almost 100% of the students are just lovers of mathematics. Completely different ages, with different education. There go together tenth of math schools and people who already have a college education. Well, for example, we set up a small company, I, a second year student from Baumanka (Bauman Moscow State Technical University. — AS), the girl from the 5th year of Teaching insitute she is the most intelligent of us, and another guy 26-years-old, who picked up last textbooks seven years ago. That is, the people there are quite unsuited. You can come across even already gray freshmen, as well as first-year students who start to go bald (Student of IUM).
IUM has a warm, friendly atmosphere. After class students play ping-pong and chess with their instructors.
The period which the student has to study is 5 years. During this time they have to pass exams and write thesis if they want to receive a diploma. Anyone can attend lectures and seminars, but if one wants to become a real student and receive a diploma they need to pass 3 entrance exams after the first semester. Every year more than 200 students come to IUM, but only 4-5 people receive diplomas.
The program of IUM is absolutely separate from all official institutions, they have separate buildings and courses ofthe University, being very difficult, can't be transferred to other institutions. Also they have their own diplomas which are recognized as a high education by leading mathematical organization of the world such as Steklov Institute, Harvard and Weizmann Institute of Science.
Fizmath Club is the second form of the researching idea. It is located in Steklov Institute of Mathematics at Saint-Petersburg (PDMI). The enter to the PDMI is open for everyone all the time, and everybody can come to listen to the courses. The atmosphere of freedom is saved in it and a lot of people come to the first lectures:
there are no qualifications, no exams, there's nothing there (N, PDMI).
Everybody can come but only people who are interested in Math and have corresponding mathematical skills are able to study.
Here is PDMI, and when it is PDMI, it is open to the public from the street, but very few people come from the street. There are no mutual obligations, no commitments of students and teachers. Students if they want something ... and it is principle, if a student wants to be taught well they have to be interesting to talk to (N, PDMI).
But this kind of education can't substitute general higher education.
...but of course we are not able to replace basic education, we are too short in resources for it (N, PDMI).
Fizmath Club's main objective find true mathematicians, and nevertheless a lot of people can come to the lectures, all this is made not for all of them, but only for the few of them who are talented enough to get something meaningful in Math:
The meaning of this activity is to teach mathematics, not the people who are interested in math, not the people who may need a mathematician, but to the true mathematicians of the present. There is very small amount of active mathematicians in nature. It is similar to the situation of people who receive music education and people becoming famous musicians. Millions of people get mathematics education all around the world, however there are only about one thousand active mathematicians, its very little. (N, PDMI).
In CS club, the majority of courses are designed for a broad audience and requires minimum initial knowledge in Theoretical Computer Science. The club designed a literacy aspect to the course to familiarize students with the basic knowledge necessary to understand the material presented.
Two semesters of the club were visited by more than two hundred students from various universities including St. Petersburg
State University (SPSU), University of Information Technologies, Mechanics and Optics (ITMO) Electrotechnical University (ETU), Polytechnic University (Polytechnic University), University of Telecommunications named by prof. Bonch-Bruevich (SUT) University of Aerospace Instrumentation (SPbSUAI). Usually about forty students, including not only under graduate students but also graduate students attend lectures.
Despite the fact that participation in the club is mainly on weekends, students regularly visit and some of them "do not even think that the leisure time can be done in some other way, not gritting brains of computer science". From all this we can conclude the existence of this club is, if not a necessity, something meaningful for people keen on computer science. The main participants of the club are undergraduates, graduate students, programmers and those not indifferent to mathematics:
the club is not the accent of nerds, but of cool interesting people sincerely love Computer Science (CS club participant).
Perhaps another reason why the club is so popular remains outside of any formal life. Often the subject of discussion in the club is student trips to schools of mathematics in different countries and the prevalence of activities, for example hiking in the forest. The way to get involved in these communities is different and highly dependent on the positioning of the community itself, from advertisements in public places, to a personal invitation. In most case, participants can learn about the community and get involved by accident, despite the possible interest:
Quite by accident and almost secretly heard from N, that K has mentioned that when PDMI RAS which will be organized something like math courses that will be read in different languages by interesting people", the informant form the club.
CS Club is very close to the Fizmath club in many ways. The main difference is that the subject of study is more applicable. Not many
students go into scientific fields after studying, many of them just use knowledge received in the Club in their work as a programmers or engineers. Also they issue their own diplomas for the students who want to pass exams, every year it's less than 10 students:
well at least there is such a feature — a lot of students come to the course but just a few people pass the exam. So very few people are ready to prepare themselves to exam, understand everything and come to the teacher to checked. Well, because it seems to be no such factors to do it, they won't be dismissed out of anywhere, nothing. So it interesting to come to listen, but of course only the most motivated take exams (C, CS club).
Credits for the courses in the CS Club can be transferd to regular universities, thus there are not many differences from the regular extracurricular courses at the universities:
You can in general assume that what is happening is as a set of specialized courses such as in a conventional university, and therefore probably there is no such significant difference (P, CS club).
CS club in turn has its follower — Computer Science center, started in 2011. It is two or three years full-time with evening courses and the possibility of obtaining diplomas in three areas: Computer Science, Data Mining, Software Engineering. Since the beginning CS club has had busy schedule, and it was hard for students to study there, but they have tried to make it more flexible to have more students:
And of course we made a normal load, it was necessary to take three courses each semester, and also do internship or participate in research work, depending on which direction you. In general, it turned out that it is very difficult, in the end the student should spend about 20 hours a week to study at the center. Because the our average age is somewhere in third or fourth studingyear, and if they do not work, they have a lot of studying at the university, and if they works, then there is no time at all (J, CS).
These informal educational organizations are aimed to fill gaps in the regular education or to expand students knowledge in some directions and make it deeper. The problem which such organizations are able to solve lies, according to their creators, in the sphere of teaching staff of university. A lot of good professors left university because of low incomes, now things getting better and it can't be recovered quickly.
University is just a sick place, it is sick historically, plus there are all sorts of silly reforms occur. All these years weren't the sweetest for the university, and there and around the University there were dispersal of the Jews in the '80s, during the Soviet era, and as a result the university came under the command of not the right people ... well, and it is clear that occurred with the university during the years of the great changes ... Well education wasn't able to helm anybody for so many years. As a result there was a total leaving in the early 90s. And they just left ... and the layer of misfits, peoples who couldn't get in the university before and random people was formed (PDMI.)
Again, the teachers who are reading this may be an old professors who are not in the subject, but that read because they are now professors, because fire them badly, and in their place no one would want to come to this salary. Here they are out there and read (CS club).
However, at the same time, they can't substitute regular higher education, because it is always more effective when students come to these places knowing what they want to study and what they will do with the education they receive:
The person who graduated from high school last year or the student of the first year , he does not understand anything, and he can not choose, so he needs to come to the university, where there is a clear program, he will be told everything (CS center).
The consequences to the previous problem are that some very popular and topical issues are not covered in university courses and
clubs help to cover them by inviting local or international scholars who study them to lecture:
So we have some areas just not covered, well fields of CS, interesting, that they are developed in the west, but do not develop in Russia... Well, in such public institutions there are national plans, which states that should be tough to understand who and what... Despite the fact that the science in this area has already gone far ahead. Here it is not about all areas, there are many Russian-geek people who are in spite of the fact that there are small salary manage to find grants and conduct their research at a world level. And we are also trying to invite, well the ones we know about. Well, here are some areas there ... I do not even know .. Well, that is now the area ... I do not know how to call it... streaming algorithms. I've seen a lot of new articles on it now, and that's not so clear who in Russian actively engaged in, where to find a specialist (CS club.)
So we can see the evolution of one model through these institutions. IUM is independent from the state and provides a full higher education, than Fizmath Club and CS Club are just complementary courses for mathematicians and computer scientists. Clubs were adopted to the needs of students so they can study in a lot of different places and choose how and what to learn. While Fizmath Club has very specially designed courses which are understandable by a very small group of students, most lectures of CS club are designed for a broader audience and requires minimum initial knowledge.
Discussion and Conclusion
Informal educational organizations which were studied in this paper are only a small example of the wide range of informal organizations which exist in Russia. The similarity between them is that they are established for talented students who stand out from ordinary students and need more classes and knowledge then other ones. The level of this "unordinariness" can be different, but it exists
in some case anyway. General education can't meet the needs of these children, so different new practices appear all the time.
These new forms of learning practices are important components of the educational process at the university and outside it. It is precisely the side of education which reflects the student's activity in mastering of social experience. Therefore, special attention should be paid to the formation of various deep and strong knowledge systems among students, the stimulation of their independent activity, the development of sustainable creative interests, the purposefulness of creative searches and perseverance in performing creative tasks.
In conclusion we can say that for a long time, there is quite common phenomenon and a significant interest in non-formal education despite not finding coverage in Russian literature, except in the memoirs of former participants. Different groups and seminars, however, continue to exist and now regularly reproduced in many high schools, varying in accordance with the changing needs of the participants. Overall, this is a rather complex and yet totally unexplored phenomenon, requiring further study.
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МЕСТО НОВЫХ ПРАКТИК ОБУЧЕНИЯ В СФЕРЕ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ
Александра Юрьевна Курышева
аспирантка, Северо-Западный институт управления,
Российская академия народного хозяйства и государственной службы
при Президенте Российской Федерации,
Санкт-Петербург, Россия
e-mail: al.kurysheva@gmail.com
В статье исследуется место, которое новые учебные практики занимают в системе образования в сфере ИТ в Санкт-Петербурге. Такие неформальные клубы, группы, семинары время от времени появляются в разных частях города. Существование такого рода организаций имеет давнюю историю. Очевидно, что они, по-видимому, заполняют некоторые пробелы в обычном образовании в сфере информационных технологий или расширяют знания учащихся в некоторых направлениях и углубляют их.
В работе были использованы качественные методы исследования: глубинные интервью, полевые наблюдения и анализ документов. Всего было проведено 19 полуструктурированных глубинных интервью с участниками и организаторами исследуемых образовательных организаций. Участники определялись с помощью целевой выборки.
Все три исследуемые организации: Независимый московский университет, Физмат Клуб и CS Club имеют одинаковые основы, их главная цель состоит в том, чтобы студенты хороших технических факультетов и университетов могли повышать свою квалификацию по математике и информатике. Однако эта общая идея в каждой из организаций имеет свою форму. Таким образом, мы можем видеть развитие одной модели через эти институты. Независимый московский университет независим от государства и предоставляет полное высшее образование, а Физмат Клуб и CS Club являются просто дополнительными курсами для математиков и программистов. Клубы были адаптированы к потребностям студентов, чтобы они могли выбирать, как и чему учиться. В то время как Физмат Клуб имеет специально разработанные курсы, которые понятны для очень небольшой группы студентов, большинство лекций CS club предназначено для более широкой аудитории и требует минимальных начальных знаний.
В статье рассмотрены аспекты проблемы организации деятельности студенческого научного кружка. Отмечено, что целенаправленное выполнение
научных исследований в кружках способствует формированию всесторонне развитой личности специалиста, ученого. Приводятся формы и этапы работы студентов в научном кружке. Обращается внимание на то, что основной целью студенческого научно-исследовательского кружка является прививание студентам вуза навыков самостоятельного отбора, изучения специальной литературы; умения ставить педагогический эксперимент; делать выводы и обобщения, то есть вести научно-исследовательскую работу. Указано, что научно-исследовательская деятельность является органической частью и обязательным условием успешной работы высших учебных заведений.
Ключевые слова: студент, научный кружок, организация, учебная деятельность, неформальное образование, информационные технологии, учебные практики
