CC BY
61
Prof. Dr. Nikolai Kuznetsov,
Rostov State University of Economics, Bolshaya Sadovaya street 69, Rostov-on-Don, 344007, Russia nauka@rsue.ru
Prof. Dr. Natalia Vovchenko,
Rostov State University of Economics, Bolshaya Sadovaya street 69, Rostov-on-Don, 344007, Russia nauka@rsue.ru
Dr. Alexei Samoilov,
Southern Federal University, Chekhov street, 22, Taganrog, 347922, Russia nauka@sfedu. ru
Prof. Dr. Larisa Bykasova,
Rostov State University of Economics, Bolshaya Sadovaya street 69, Rostov-on-Don, 344007, Russia moeve-25-moeve@yandex. ru
Abstract. The selection of thematic fields of study is determined by the necessity of reflection media as a new paradigm of modern education; as mechanisms for the transfer of the disciplinary matrix, serves as the basis of education, training and upbringing of a new type that meet the request of modern society; as a platform for social and cultural development of personality, formed on the basis of a strategic audit of the basic pedagogical models, methodological principles, didactic methods and educational ideas, develop modern pedagogical science and practice, one of which is the modulation in the media. The focus of modern pedagogical science is changing under the influence of the epistemic potential that allows educators to use the latest technologies in teaching, to strengthen the receptive capacity of the subject, to update practice-oriented nature of education. The medial practice, considered in the article through the prism of system and activity approaches to identify mechanisms of diversification and modernization of modern education, to determine the degree of influence of the media loaded product for the implementation of educational, strategies, assess the degree of responsibility of educational institutions for the results and quality of education in the subject; to expand the range of training including engaging the best domestic and foreign medial practices on the basis of the formation of the experience of the subject and by the use of modulations in the media.ing tools in educational processes The authors describe the modulations in the media, helping to significantly expand the range of teaching tools in educational processes through the development of meta competences, develop cognitive skills of learners; the formation of consciousness in the benefits of new and existing media; assessment of modern information, communication; reflection on digital media, giving the subject a new tool for the development of creative thinking.
Keywords: teacher, media product, pedagogical modulation, cultural code, narrative, education, creative thinking.
Introduction
A modern person is a haptically, emotionally - communicatively, visually - demonstrably oriented subject. Communication in public or semi-public platforms widens the possibilites of mediapractics aimed at modern education on
- introduction of trainees with the communication process, media essence, types, forms;
- studying the forms of content production (on-line broadcasting, iconography, animation, comics, phylacters, Internet memes, strips, etc.), its capabilities;
- the cultural code formation of the subject reflecting the exponential growth of the information quantity coming through the Internet, which makes the information environment of a new type;
- mastering the methods of working with the media, allowing anybody to get a high resultant effect of the subject and maximally reveal the personal balance of the individual.
Materials and methods
A large amount of information, broadcast daily from the media (Internet, video, television, cinema, music television, news, advertising), forms the new paradigms of education, providing a transition from a socially-oriented (activity) paradigm to an individually-oriented (competence) one. The latter is a new way of thinking, built into the so-called "ping-pong" paradigm: "picture-word-text". This presentive matrix requires from the person not only the perception and remaking of the proposed content, but also
- the broadcast material selection and reflection;
- the evaluation and discussion of director's, screenwriter's, artist's, musician's successful methods;
- understanding of the scale and appropriateness of computer techniques using and so on.
Schematically the paradigm: "picture-word-text" can be introduced in the following way.
Display (image)
Perception (viewing)
Performance (interpretation)
Picture 1. Triad "image-perception-interpretation"
The main goal of the teacher is perception and reflection by the subject of the content, broadcast through the mass media. Achieving the goal from the perspective of pedagogical and andragogical discourses is possible due to reflection, consistent theory research and modulation empirical practice in the media.
Modulation is the process of converting the information parameters of a carrier signal in accordance with the values of the information signal [Otto, 1999, p. 37]. The use of modulation in the media significantly extends the range of teaching tools in the educational process and allows:
- to use numerous servers;
- to apply online-Kypcbi, simulators, training facilities;
- to engage in self-realization (blog-hosting, Wikipedia, pages in social networks);
- to individualize the education (choice of trajectory, speed of a course study, the training form, etc.);
- to implement new effective study forms (projects, game technologies, 2D / 3D animation programs);
- to create soft independently, etc.
The given training tools contribute to
a) the development of media competence (through the mastering of a wide range of knowledge in the electronic media field);
b) the production and generation of trainees cognitive skills (mastering the productive state of consciousness, developing systemic thinking, cultivating multilingualism and multiculturalism);
c) the formation of consciousness in the difference of new and available media advantages usage;
d) the evaluation of modern information and communication support;
e) the deployment of digital media, providing a new toolkit for work;
f) the beginning and development of creative thinking;
g) the implementation of modulation potential in media, existing in the information society;
h) the development of the subject communication culture both in the conceptual and didactic format, as well as in the methodological support [Sachs-Hombach, 2006, p. 111].
In this article, we'll consider the pedagogical modulations in the media that are realized within the educational process of children and youth, and we'll also actualize the features of the media product perception and analysis by the subject within the adaptation to the life conditions in the changing society.
We understand the pedagogical modulations in the media as a complex education that performs the communicative function, the purpose of which is the point-forming influence on the addressee. The pedagogical modulations in the media assist in
- the education of children and adolescents in the formal (non-formal) education system with the purpose of competent perception of screen culture, isoculture texts, media texts combining the elements of visual, verbal, semantic information;
- tutors' assisting in the youth projects implementation in the fields of science and technology (blogs, social networks, flash mobs, etc.);
- the education of the learner's aesthetic attitude to reality by means of audio and video art, spectacular types of creativity;
- the formation of psychological balance, emotional-figurative state and active intellectual activity of the subject;
- the development of the creative, aesthetic individual potential due to the actualization of its heuristic dynamics [Bykasova, 2009, p. 31].
The pedagogical modulations in the media occur through the transmission of impulses sequence emanating from the teacher as the architect of the transmedia products.
Discussion
Studying of the media content in the paradigm of "picture-word-text" through the pedagogical modulations in the media requires the solution of several tasks: to reveal the subject's perception model; to develop a modular training system; to analyze the features of education in the era of intensive media development.
I.In our opinion, the perception model of modulations in the media by the subject consists of three blocks: procedural-informative (introjection), organizational-technological (interiorization), effective-purposeful (reflection) and reflects a complex of knowledge from neurology, biology, informatics and other industries. This model provides the subject of education the opportunity to use various practice-oriented tools, forming ideas about the man's cognitive processes and his creativity.
The creativity process has 3 phases: the preparative phase, the implementation phase, the reflexive phase [Bykasova, 2006, p. 4]. Let's view them in more detail.
1. The preparative phase includes 4 components: motivation-initiation-research-destruction, in other words - it is problem's analysis by the subject, the search of its solution ways. We consider this phase to be the most important, in many ways, capable to ensure the future success of the creative process [Schulz, 2005, p. 15];
2. The implementation phase consists of the following components: selection-transformation-objectivity. The set of these components is not accidental, since in the implementation phase it is responsible for the three stages of creativity: the stage of frustration is the barrier emergence to solving the problem by the subject; the stage of incubation - the subject's work on the problem at the subconscious level; the insight is an unexpected explanation of the problem's solution. The implementation phase is rather complex and responsible for the education subject, since it fully covers all directions of the pedagogical modulations in the media: project, intellectual activity, the individual creative potential development [Meyer, 2005, p. 57];
3. The reflection phase: integration-project- forestalling. The significance of this phase lies not only in verifying the truth of the decision taken, in objectively evaluating the creativity product, but also in searching for the further ways of using modulations in media. The content of creativity potential is determined by, for example, the formed imagination, the independence in working with content (Internet, search archives, educational television, new platforms), divergent thinking (the communication process, intentions, the use of methods' assortment), motivation of activities [Pirangelo, 2001, p. 88].
II. Modular training system [Bykasova et al, 2016, p.76]. This system significantly widens the modulations' possibilities in the media and can include the performance of such types of works as
- creating video: screencasts, writing a script;
- video recording from a webcam and sound from a microphone control, sound testing;
- viewing the video recording: creating the project folder;
- editing: viewing the recording in full HD;
- editor's overview: preview window, preview management, conversion and deletion of tracks;
- scaling: enlargement certain parts on the screen, eliminating blur, pixelization and other undesirable effects;
- using of specific tools for image and sound formation;
- mastering the program of drawing and images editing, etc.
After the completion of one module the trainee moves on to the next, more complicated one in terms of technical development of the media park and in terms of reflecting the content.
III. One of the main education features in the media age is the inclusiveness of the educational process. To achieve the optimal result of the educational practice, the teacher is called upon to strive for the building up of diverse trainees groups from homogeneous and heterogeneous streams [Bykasova, Ischenko, 2011, p. 84]. Here we also talk about the media modulations: separation - integration - inclusion. Let's consider this triad in more detail.
1. Separation. In the media age this educational feature concludes in the heterogeneity of the trainees contingent: there is a significant difference between trainees in the use of media: working with offline information, simulating, hypertext navigation, etc. This circumstance leads to the trainees constant comparison by the teacher and a special group of trainees is singled out on this basis [Bykasova, 2017, p. 51];
2. Integration. In heterogeneous contingent trainees are considered as subjects united by a single goal (project), but having different potential (creative work, forums, chats, coding, decoding, information transformation). The teacher takes into account the trainees requirements, as well as the differences which must be considered (reaction speed, temperament, background knowledge). The meaning of working in a heterogeneous
group is the consolidation of the participants' efforts, their integration [Bykasova, 2012, p. 45];
Separation + + + + + + + + + +
+ + + + + + + + + + + + + + + + + + + +
Integration
nclusion
+ + + +
Picture 2. Media modulations triad
3. Inclusion. The trainees are perceived by the teacher as subjects with the different worldview, taste, character (mobile phones, e-mail, blogs, wiki-wiki, social bookmarking services, videoconferences, audio and video chat, YouTube, etc.). On the one hand, the difference serves as a resource for the subject individual development, on the other hand, it is the guarantor of the collective activity using the communication group forms. The socio-pedagogical and developing aspects of this work can not be overestimated. This media modulation ends with the inclusion.
Another important education feature in the media age is the subject inclusion to the digital culture, to the deeper understanding of the society multiformity, to the achievement of the synergistic effect, for which advisable in the educational school area (higher school) it is to develop media environment in which children and teachers (students and teachers ) will be partners, and the main function of education - the activation of the educational and creative potential of the subject through the knowledge transmission in the subject-object tandem - is preserved [Andreeva, Bykasova, 2013, p. 11]. The modern media environment
- provides the opportunity for the education subject to choose the preferred communication forms;
- contributes to the implementation of general didactic principles: accessibility, information scientificity, computerization and informatization of training;
- creates the prerequisites for the implementation of special didactic principles:
a) information and communication principles (interactivity, network diversity of feedbacks, dialogicity) [Bykasova, 2016, p.130];
b) information-environmental principles (renewability of electronic resources, hypertext structuring) [Antipova, Kvashnina, Novikova, 2008, p. 58].
The leading role in the media environment belongs to the teacher, who provides modulations by using the following means:
- the process of information, communication, educational influence on the subject-object dichotomy;
- the translation of social experience in mastering competences (counseling, didactic accompaniment, design, technology, methods);
- the connection with the information environment (Network, virtual objects, Web 2.0 site.) [Kalmykova, Maksimova, 2008, p.16];
- the formation of the trainees information culture (mastering of algorithms for optimal individual search, work on the Internet, successful software use, antivirus programs, etc.);
- the instruction of educational objects on psychological and legal issues of media environment impact ambivalence (hacking, cracker, Internet addiction, cybercrime).
Results
To conduct successful modulations in the media, it is necessary for the teachers
- to be trained specially. As part of the teacher's training, the media education mastering widens the communication possibilities: the creation, analysis, reflection of texts; the definition of texts sources (context, social order, cultural interest); the product perception and making. Media literacy allows you to connect in the communication process the discursive and intuitive elements of the trainees creative activity; theoretical science and empirical practice of the education subject. The arising by this unity information literacy is accompanied by a new form of dialogue between the subject and the object of education-the cultural-worldview; the so-called, " man's world" and " culture's world" is created, which means the opening of the symbolic relationship - the state of creativity;
- to form and use the media competence in communication, which will allow to create communication mechanisms between the subject and the object of education through specific norms and patterns - the digital language. The teacher's understanding of the media phenomenon epistemological foundations in the educational process, as well as in the format of hermeneutic and cognitive approaches (graphics, video, animation) permits to connect digital and network communication technologies. In order to diversify the communication process, teachers and trainees can be combined into a single team to implement the projects that would confirm the hypothesis that the modern student is a subject of the "digital revolution", a person who is in the "ping-pong" paradigm: screen-word-text;
- to develop the "auditory understanding" acquired in the process of education. The degree of the subject auditorial understanding is stimulated by appropriate verbal indicators (for example, the language of advertising, audiotapes, concerts), and its depth implies belonging to the certain social stratum, culture;
- to master medialocation skills. We interpret the medialocation as monitoring of the multiformat media. The implementation of this procedure will contribute to the discussion and analysis of television programs, films, computer games, comic books popular in the teenage environment, for building up the educational strategy, providing for the preventive influence on the education subject, teacher's organizing of the primary psychological and pedagogical assistance;
- to follow the ethical norms of media use [Rozin, 2006, p. 25]. The important task of the modern teacher is the desire to develop his own "social optics" (for the ego system protection, the spiritual potential development), capable to regulate his social behavior, moral principles, moral character. Despite the desire to achieve a high rating, the following provisions should be off-limits for the teacher:
- cynicism and cruelty of the presented text;
- own emotional comment (different from official one);
- ethnic intolerance, radicalization of information, etc.
Conclusions
1. Updating the modern education content urgently requires the development of the subject's media literacy. To fulfill this task, it is necessary to increase the trainees motivation to study the media in all their diversity, since the media practices in education are directed to protect the sacred landscape of the person, formed with the help of
- types, media forms with powerful synergies;
- simulation of situations in working with the media, allowing to reveal the personal balance of the individual maximally;
- preventive response and crisis management through the media;
2. By realizing of this mission, the considerable assistance will be provided by the subject-object reflection of modulations in the media. A modern teacher is the architect of the
transmedia products, possessing the system thinking, the activity creative character, overprofessional skills and abilities. A modern schoolboy is a subject of a mediainduced scientific formation who needs the formation of rational thinking to master the results of the "digital revolution"; introducing with the cyberspace elements; the use of certain software, filter programs, etc.;
3. The pedagogic modulations in the media are:
- increasing in the share of the virtual education as the most perspective trend in the development of the Internet;
- the teachers' building up of the ways to perceive other cultural patterns and meanings in the form of the interactive polylogue, for example, for the prevention of alien ideologies, worldviews, opinions;
- increasing of the overall informational character of the society, which activates the new electronic media, possessing the properties of interactivity and individualization, in technological and cultural terms.
References
Andreeva, K.V., Bykasova, L.V. (2013). Environment oriented education in modern high school. Modern problems of science and education. No 6. (http//www/science-education.ru/113-11421 data of access 29.12. 2013). Antipova, A.N., Kvashnina, S.I., Novikova, S.O. (2016). Evaluation of quality indicators of text materials with the purpose of increase of efficiency of control of knowledge // Modern problems of science and education. No 4, pp. 57-59. URL: http://www.science-education.ru/ru/article/view?id=992 (date of access: 03.01.2016). Bykasova, L.V. (2006). Analysis of models of creativity in the aspect of investment theory. News of higher educational institutions. The Notth Caucasus region. Psychology. Social Sciences. Special issue. pp. 3-7. Bykasova, L.V. (2009). The scientific and educational potential of artistic pedagogy. Ph.D. Dis. Rostov, 421 p. Bykasova, L.V. (2011). The evolution of subjectivity in educational models. Kazan science. N 5, pp. 83-85. Bykasova, L.V. (2012). Functional approach to the determining of the educational potential. News of southern Federal University. Pedagogical sciences. No 4, pp. 44-50.
Bykasova, L.V. (2016). Cognitive communication in the educational environment. Herald of Siberian Institute of business and information technology. No 2, pp. 129-132.
Bykasova, L.V. (2017). Media discourse: strategies, practice, intervention. Science, education society. No 1 (11), pp. 49-56. DOI: 10.17117/no.2017.01 http://ucom.ru/no
Bykasova, L.V., Privalova, O.I. 2012. Evolution of culture in the era of post-modernity. Fen-science. Periodically journal of scientific papers. No 3, pp. 54-56.
Bykasova L., Stetsenko I., Molodtsova T., Nadolinskaya T. (2016). Theoretical Reasoning and Development of the Mathematical Model of Teachers Reflective Activity. International journal of humanities and cultural studies. Special Issue, April pp. 76-79.
Kalmykova, E.A., Maximova, S.E. (2008). Text diagnostics of cognitive competence of the learners. Perm regional
Institute of pedagogical information technologies. No 2, pp.15-18.
Kanke, W.A. (2009). General philosophy of science. Moscow: Omega-L. 354 p.
Meyer, T. (2005). Media-Induced Formations of Knowledge. Media and cultural history. Leipzig, pp. 56-62.
Mikeshina, L.A. (2009). Philisophy of cognition. Moscow: Canon. 206 p.
Orlova, E.A. (2004). Cultural and social anthropology. Moscow: Academic project, pp. 394-395.
Otto, G. (1999). Didactics of aesthetic education. K+U. No 237, pp. 34-39.
Pirangelo, M. (2001). Against the workpieces alien means of artistic pedagogy. UGA-messages. No 4, pp. 87-94. Rosin, V.M. (2006). Education in a changing world. Alma mater. No 6, pp. 24-33.
Sachs-Hombach, K. (2006). Aesthetic education and visual media. Artistic pedagogy in all General education and research. The Federal Ministry of education and research. Munich, pp. 110-122.
Schulz, F. (2006). Orientation fields and the pedagogical theory and practice in project universal education. The
Federal Ministry of education and research. Munich, pp. 14-20.
