8 research outputs found
Using Optical Head-Mounted Devices (OHMD) for provision of feedback in education
This paper discusses the investigation of using Optical Head-Mounted Devices (OHMD) for provision of feedback in education. In particular it discusses an investigation in the use of Google Glass in real time training and mentoring. First the papers discusses an application created for the device for provision of feedback on student presentation. Next the paper presents, the research conducted with an experiment involving ninety-two participants testing the application in a real life scenario
Google Glass as a learning tool: sharing evaluation results for the role of optical head mounted displays in education
This paper provides an overview of the findings from an evaluation of the role of Google Glass in education over the past three years. The authors have experimented with Optical Head Mounted Displays as a support tool for various learning activities over the past few years. The study described in the paper commenced back in 2014 and continued despite the fact that the development of the Google Glass technology was paused and then shifted towards enterprise clientele. This was a result of our confidence that the future of learning interfaces is aligned to the proliferation of augmented reality and the fact that the Google Glass interface offers an ideal tool for learners due to its light structure and seamless wearing experience. The paper discusses how Google Glass has been used for a range of learning activities and describes the learnersβ experiences from using the device. The main contribution of the paper is in the form of measuring the success of the specific interface by sharing the results of three years of evaluations. The evaluation results are further analysed taking under consideration a number of profiling techniques of the learners involved including their personality type and learning style
Using Optical Head-Mounted Devices (OHMD) for provision of feedback in education
This paper discusses the investigation of using Optical Head-Mounted Devices (OHMD) for provision of feedback in education. In particular it discusses an investigation in the use of Google Glass in real time training and mentoring. First the papers discusses an application created for the device for provision of feedback on student presentation. Next the paper presents, the research conducted with an experiment involving ninety-two participants testing the application in a real life scenario
Transmedia literacy in a function of higher education devolopement in the Republic of Serbia
ΠΠΈΡΠΎΠΊΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅ Π΄Π°Π½Π°Ρ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠ΅ Ρ ΠΏΡΠΎΠΌΠ΅Π½ΡΠΈΠ²ΠΈΠΌ Π΄ΡΡΡΡΠ²Π΅Π½ΠΈΠΌ, ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΡΠΊΠΈΠΌ ΠΈ Π΅ΠΊΠΎΠ½ΠΎΠΌΡΠΊΠΈΠΌ ΡΡΠ»ΠΎΠ²ΠΈΠΌΠ° ΠΊΠΎΡΠΈ ΠΌΡ Π½Π°ΠΌΠ΅ΡΡ ΡΠ²Π΅ Π²Π΅ΡΠ΅ Π·Π°Ρ
ΡΠ΅Π²Π΅ ΠΈ ΠΎΡΠ΅ΠΊΠΈΠ²Π°ΡΠ°. ΠΠΎΠ²Π΅ΡΠ°Π½Π° ΠΈΠ·Π»ΠΎΠΆΠ΅Π½ΠΎΡΡ ΠΌΠ΅Π΄ΠΈΡΠΈΠΌΠ°, Π²Π΅Π»ΠΈΠΊΠΈ ΠΈΠ·Π±ΠΎΡ ΠΈ ΡΡΠ΅Π½ΡΡΠ½Π° Π΄ΠΎΡΡΡΠΏΠ½ΠΎΡΡ Π·Π½Π°ΡΡ ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ°ΠΌΠ°, ΠΊΠ°ΠΎ ΠΈ ΠΏΡΠΎΠΌΠ΅ΡΠ΅Π½Π΅ ΡΠΎΡΠΌΠ΅ ΠΊΠΎΠΌΡΠ½ΠΈΡΠΈΡΠ°ΡΠ° Ρ ΠΏΡΠ°Π²ΡΡ ΠΏΠΎΠ²Π΅ΡΠ°Π½Π΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΡΠ΅, Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡΠ΅ Π΄Π° ΡΠ΅ ΠΊΠΎΠ΄ Π½ΠΎΠ²ΠΈΡ
Π³Π΅Π½Π΅ΡΠ°ΡΠΈΡΠ° ΡΡΡΠ΄Π΅Π½Π°ΡΠ° ΡΠ°Π²ΡΠ°ΡΡ ΡΠ°ΡΠ²ΠΈΠΌ Π΄ΡΡΠ³Π°ΡΠΈΡΠΈ ΡΡΠ»ΠΎΠ²ΠΈ ΡΡΠ΅ΡΠ° ΠΈ (ΡΠ°ΠΌΠΎ)ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ°. ΠΠΈΠ³ΠΈΡΠ°Π»Π½ΠΎ Π΄ΠΎΠ±Π° Π΄ΠΎΠ½ΠΎΡΠΈ Π½ΠΎΠ²Π΅ ΠΏΡΠΈΡΡΡΠΏΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΡ: ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎ, ΠΈΠΌΠ΅ΡΡΠΈΠ²Π½ΠΎ, Π΅ΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»Π½ΠΎ, ΡΠ°ΠΌΠΎΠ²ΠΎΡΠ΅Π½ΠΎ, ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΠΈΠ·ΠΎΠ²Π°Π½ΠΎ Π°Π»ΠΈ ΠΈ ΡΠ°ΡΠ°Π΄Π½ΠΈΡΠΊΠΎ ΡΡΠΈΡΠ°ΡΠ΅ ΠΈ ΡΡΠ²Π°ΡΠ°ΡΠ΅ Π·Π½Π°ΡΠ°. Π£ΡΠ΅ΡΠ΅ ΠΈ ΡΠ΅ΡΠ°Π²Π°ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΠΊΠΎΠ΄ Π½ΠΎΠ²ΠΈΡ
Π³Π΅Π½Π΅ΡΠ°ΡΠΈΡΠ° ΠΎΠ±Π»ΠΈΠΊΠΎΠ²Π°Π½ΠΎ ΡΠ΅ ΠΌΠΎΠ±ΠΈΠ»Π½ΠΎΡΡΡ, ΠΏΡΠΎΠ°ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈ Π·Π°ΡΠ΅Π΄Π½ΠΈΡΡΠ²ΠΎΠΌ.
Π‘Π° Π΄ΡΡΠ³Π΅ ΡΡΡΠ°Π½Π΅, Π°Π»Π°ΡΠΈ Π·Π°ΡΠ½ΠΎΠ²Π°Π½ΠΈ Π½Π° Π²Π΅Π± 2.0 ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠΈ ΠΏΡΠΎΠ΄ΠΈΡΡ Ρ ΡΠ²Π΅ ΠΎΠ±Π»Π°ΡΡΠΈ ΡΡΠ΄ΡΠΊΠ΅ Π΄Π΅Π»Π°ΡΠ½ΠΎΡΡΠΈ, ΠΏΠ° ΠΈ Ρ Π²ΠΈΡΠΎΠΊΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅, Π° ΡΡΠ΅Π½Π΄ ΡΠΈΡ
ΠΎΠ²Π΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅ Ρ ΡΠ²Π΅ΡΡ ΡΠ΅ Ρ ΠΈΠ½ΡΠ΅Π½Π·ΠΈΠ²Π½ΠΎΠΌ ΠΏΠΎΡΠ°ΡΡΡ. ΠΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΈ ΠΌΠ΅Π΄ΠΈΡΠΈ Ρ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΊΠΎ-Π½Π°ΡΡΠ°Π²Π½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡ Π½ΡΠ΄Π΅ Π±ΠΎΠ³Π°Ρ ΠΈΠ·Π²ΠΎΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ°, ΠΎΠΌΠΎΠ³ΡΡΡΡΡ ΡΡΠΈΡΠ°ΡΠ΅, ΡΡΠ°Π²ΡΡΠ°Π²Π°ΡΠ΅ ΠΈ ΠΏΡΠΈΠΌΠ΅Π½Ρ ΠΊΠΎΡΠΈΡΠ½ΠΈΡ
Π²Π΅ΡΡΠΈΠ½Π° ΠΈ Π·Π½Π°ΡΠ°, ΠΊΠΎΠ»Π°Π±ΠΎΡΠ°ΡΠΈΠ²Π½ΠΎ ΡΡΠ΅ΡΠ΅ ΠΈ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΡΡ Π½ΠΎΠ²ΠΈΡ
ΡΠ°Π΄ΡΠΆΠ°ΡΠ°. ΠΠΎΡΠ°Π΄Π°ΡΡΠ° ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΠΈΡ
ΠΎΠ²Π΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅ ΠΏΠΎΠΊΠ°Π·ΡΡΡ Π΄Π° ΠΏΠΎΡΡΠΎΡΠ΅ Π±ΡΠΎΡΠ½ΠΈ ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΠΈ Π΅ΡΠ΅ΠΊΡΠΈ: ΠΏΠΎΡΡΠΈΠ·Π°ΡΠ΅ ΠΈΡΡ
ΠΎΠ΄Π° ΡΡΠ΅ΡΠ°, ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡΠ° ΠΈ ΡΠΊΡΡΡΠ΅Π½ΠΎΡΡ ΡΡΡΠ΄Π΅Π½Π°ΡΠ°, ΠΎΠΌΠΎΠ³ΡΡΠ°Π²Π°ΡΠ΅ Π΄ΡΠ³ΠΎΡΠΎΡΠ½ΠΎΠ³ ΡΡΠ΅ΡΠ°, ΡΠΌΠ°ΡΠ΅ΡΠ΅ ΠΎΠΏΡΠ΅ΡΠ΅ΡΠ΅ΡΠ° Π½Π°ΡΡΠ°Π²Π½ΠΈΠΊΠ° ΠΈΡΠ΄.
ΠΠ° Π±ΠΈ ΡΠ΅, ΠΈΠΏΠ°ΠΊ, ΠΏΠΎΡΠ΅Π½ΡΠΈΡΠ°Π»ΠΈ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΈΡ
ΠΌΠ΅Π΄ΠΈΡΠ° ΡΠ΅Π°Π»ΠΈΠ·ΠΎΠ²Π°Π»ΠΈ Ρ ΠΏΡΠ½ΠΎΡ ΠΌΠ΅ΡΠΈ ΠΈ Ρ ΡΠΊΠ»Π°Π΄Ρ ΡΠ° ΡΠΈΡΠ΅Π²ΠΈΠΌΠ° Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ°, Π½Π΅ΠΎΠΏΡ
ΠΎΠ΄Π½ΠΎ ΡΠ΅ Π΄Π° Π°ΠΊΡΠ΅ΡΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠ° Π±ΡΠ΄Ρ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΈ Π·Π° ΡΠΈΡ
ΠΎΠ²ΠΎ ΠΊΠΎΡΠΈΡΡΠ΅ΡΠ΅. ΠΠΎΡΡΠ΅Π±Π½ΠΎ ΡΠ΅ Π΄Π° ΡΠ°Π·Π²ΠΈΡΡ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡ Π·Π° Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½Π΅ ΠΌΠ΅Π΄ΠΈΡΠ΅, Π½Π΅ΠΎΠΏΡ
ΠΎΠ΄Π½Ρ Ρ Π½ΠΎΠ²ΠΈΠΌ ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠ°ΡΠΈΠ²Π½ΠΈΠΌ ΠΏΡΠΎΡΠ΅ΡΠΈΠΌΠ° β ΠΊΠΎΡΠ° ΡΠ΅ Π½Π°ΡΡΠ΅ΡΡΠ΅ ΠΈΠΌΠ΅Π½ΡΡΠ΅ ΠΊΠ°ΠΎ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ° ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡ. Π‘Π²Π΅ ΡΠ΅ Π²ΠΈΡΠ΅ Π΄ΠΎΠΊΠ°Π·Π° ΠΈΠ· ΠΏΡΠ°ΠΊΡΠ΅ Π΄Π° ΡΠ΅ ΠΌΠ΅ΡΠ° Ρ ΠΊΠΎΡΠΎΡ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΈ ΠΌΠ΅Π΄ΠΈΡΠΈ Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡΠ΅ ΠΈΡΡ
ΠΎΠ΄ΠΈΠΌΠ° Π²ΠΈΡΠΎΠΊΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠ° ΠΎΠ΄ΡΠ΅ΡΠ΅Π½Π° ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠ°ΠΌΠ° ΡΠ΅Π³ΠΎΠ²ΠΈΡ
ΠΊΠΎΡΠΈΡΠ½ΠΈΠΊΠ°.
ΠΠΎΡΡΠΎΡΠ΅ΡΠΈ Π½Π°ΡΠΈΠΎΠ½Π°Π»Π½ΠΈ ΡΠΈΡΡΠ΅ΠΌΠΈ Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° ΡΠΎΡΠΌΠΈΡΠ°Π½ΠΈ ΡΡ Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° Π΄ΡΡΡΡΠ²Π΅Π½Π΅ ΠΈ ΠΏΡΠΈΠ²ΡΠ΅Π΄Π½Π΅ ΠΎΠΊΠΎΠ»Π½ΠΎΡΡΠΈ ΠΈΠ· ΡΠ°Π½ΠΈΡΠΈΡ
Π²ΡΠ΅ΠΌΠ΅Π½Π°. Π£ Π½Π°ΡΡΠ½ΠΈΠΌ ΠΈ ΡΡΡΡΡΠ½ΠΈΠΌ ΠΊΡΡΠ³ΠΎΠ²ΠΈΠΌΠ° ΠΏΠΎΡΠΈΡΠ΅ Π΄Π° Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠ° ΡΡΠ°Π² Π΄Π° ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½ΠΈ ΠΌΠΎΠ΄Π΅Π» Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π½ΠΈΡΠ΅ ΠΏΡΠΈΠ»Π°Π³ΠΎΡΠ΅Π½ ΠΎΠ²ΠΈΠΌ ΠΏΡΠΎΠΌΠ΅Π½Π°ΠΌΠ°. ΠΠΎΡΠ΅Π±Π½ΠΎ ΡΠ΅ ΠΈΡΡΠΈΡΠ΅ ΠΊΠΎΠ½ΡΡΠ°ΡΡ ΠΈΠ·ΠΌΠ΅ΡΡ ΡΠΎΡΠΌΠ°Π»Π½ΠΎΠ³, Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° ΠΈ Π½ΠΎΠ²Π΅ ΠΊΡΠ»ΡΡΡΠ΅ ΡΡΠ΅ΡΠ° ΠΈ Π΄Π΅Π»Π°ΡΠ° ΠΊΠΎΠ΄ ΠΌΠ»Π°Π΄ΠΈΡ
. ΠΠ° Π±ΠΈ Π²ΠΈΡΠΎΠΊΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅ Π·Π°Π΄ΡΠΆΠ°Π»ΠΎ ΡΠ²ΠΎΡΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½Ρ ΡΠ»ΠΎΠ³Ρ ΡΠ΅Π½ΡΡΠ° Π°ΠΊΡΠΌΡΠ»Π°ΡΠΈΡΠ΅ ΠΈ ΠΈΠ·Π³ΡΠ°Π΄ΡΠ΅ Π·Π½Π°ΡΠ°, Π½Π΅ΠΎΠΏΡ
ΠΎΠ΄Π½ΠΎ ΡΠ΅ Π΄Π° ΡΠ΅ ΠΏΡΠΈΠ»Π°Π³ΠΎΠ΄ΠΈ ΠΎΠ²ΠΎΠΌ Π΄ΡΡΡΡΠ²Π΅Π½ΠΎ-ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΡΠΊΠΎΠΌ ΡΠ°Π·Π²ΠΎΡΡ ΠΈ Ρ ΡΠ΅ΠΌΡ ΠΏΡΠ΅ΡΠ·ΠΌΠ΅ Π°ΠΊΡΠΈΠ²Π½Ρ ΡΠ»ΠΎΠ³Ρ.
Π£ ΡΠ΅ΠΎΡΠΈΡΡΠΊΠΎΠΌ Π΄Π΅Π»Ρ ΠΎΠ²ΠΎΠ³ ΡΠ°Π΄Π° ΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ° ΠΊΠ°ΠΊΠΎ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ° ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡ ΡΠΈΠ³ΡΡΠΈΡΠ΅ ΠΊΠ°ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ»ΠΎΠ² Π·Π° ΡΠ°Π·Π²ΠΎΡ Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° β ΠΏΡΡΠ΅ΠΌ ΠΏΡΠΈΠ»Π°Π³ΠΎΡΠ°Π²Π°ΡΠ° ΠΊΡΠ»ΡΡΡΠΈ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½Π΅ Π³Π΅Π½Π΅ΡΠ°ΡΠΈΡΠ΅ ΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅ Π½ΠΎΠ²ΠΈΡ
ΠΌΠ΅Π΄ΠΈΡΠ° Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡ. Π¦Π΅Π½ΡΡΠ°Π»Π½ΠΈ ΡΠΈΡ Π΅ΠΌΠΏΠΈΡΠΈΡΡΠΊΠΎΠ³ Π΄Π΅Π»Π° ΡΠ°Π΄Π° ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ° ΠΈΡΠΏΠΈΡΠΈΠ²Π°ΡΠ΅ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ Ρ Π²ΠΈΡΠΎΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΡ Π‘ΡΠ±ΠΈΡΠ΅, ΠΊΠ°ΠΎ ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΠ° ΠΊΠ°ΠΏΠ°ΡΠΈΡΠ΅ΡΠ° Π·Π° ΡΠ°Π·Π²ΠΎΡ ΠΏΡΡΠ΅ΠΌ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΈΡ
ΠΌΠ΅Π΄ΠΈΡΠ°. ΠΠ°ΡΠ΅, ΡΠ²ΠΈΠ΄ Ρ ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠΈΡΠ°ΡΠ΅ Π½Π° ΠΈΠ½ΡΠ΅ΡΠ½Π΅ΡΡ Π°ΠΊΠ°Π΄Π΅ΠΌΡΠΊΠ΅ Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠ΅ Π‘ΡΠ±ΠΈΡΠ΅ ΠΊΠ°ΠΎ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½Π΅ Π΄ΡΡΡΡΠ²Π΅Π½Π΅ ΡΡΡΡΠΊΡΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ° Π΄ΡΡΠ³ΠΈ ΡΠΈΡ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ°. ΠΠ° ΠΎΡΠ½ΠΎΠ²Ρ ΠΎΠ²ΠΈΡ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ° Ρ ΡΠ°Π΄Ρ ΡΡ ΠΏΠΎΠ½ΡΡΠ΅Π½Π΅ ΠΏΡΠ΅ΠΏΠΎΡΡΠΊΠ΅ Π·Π° ΡΠ½Π°ΠΏΡΠ΅ΡΠΈΠ²Π°ΡΠ΅ ΡΡΠ°ΡΠ° Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π‘ΡΠ±ΠΈΡΠ΅.
Π Π°Π΄ ΠΏΠΎΠ»Π°Π·ΠΈ ΠΎΠ΄ ΠΌΠΎΠ΄Π΅Π»Π° ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ Π₯Π΅Π½ΡΠΈΡΠ° ΠΠ΅Π½ΠΊΠΈΠ½ΡΠ° (Jenkins et al., 2009), ΡΠ·ΠΈΠΌΠ°ΡΡΡΠΈ Ρ ΠΎΠ±Π·ΠΈΡ ΡΠ΅Π³ΠΎΠ²Ρ ΡΠ²Π΅ΠΎΠ±ΡΡ
Π²Π°ΡΠ½ΠΎΡΡ, Π΄Π΅ΡΠ°ΡΠ½Ρ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΡΡ ΠΈ ΠΏΠΎΠ²Π΅Π·Π°Π½ΠΎΡΡ ΡΠ° ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠΈΠΌ ΠΎΠΏΠΈΡΠΌΠ΅ΡΠ°Π²Π°ΡΠ΅ΠΌ Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΡ. ΠΠ° ΠΏΠΎΡΡΠ΅Π±Π΅ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΏΡΠΈΠΊΠ°Π·Π°Π½ΠΎΠ³ Ρ ΠΎΠ²ΠΎΠΌ
V
ΡΠ°Π΄Ρ ΠΏΡΠ΅ΡΠ·Π΅Ρ ΡΠ΅ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ ΡΠ°Π·Π²ΠΈΡΠ΅Π½ ΠΎΠ΄ ΡΡΡΠ°Π½Π΅ ΠΠΎΠ°Π½Π΅ ΠΠΈΡΠ΅ΡΠ°Ρ (Literat, 2014), Π±Π°Π·ΠΈΡΠ°Π½ Π½Π° ΠΌΠΎΠ΄Π΅Π»Ρ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ Π₯Π΅Π½ΡΠΈΡΠ° ΠΠ΅Π½ΠΊΠΈΠ½ΡΠ°. ΠΠ½ΡΡΡΡΠΌΠ΅Π½Ρ ΡΠ΅ ΠΏΠΎΡΠΎΠΌ Π°Π΄Π°ΠΏΡΠΈΡΠ°Π½, ΡΠ½Π°ΠΏΡΠ΅ΡΠ΅Π½ ΠΈ ΡΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ ΠΌΠ΅ΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΈΠΌΠ°, Π½Π°ΡΡΠ°Π²Π½ΠΈΡΠΈΠΌΠ° ΠΈ ΡΠ»ΡΠΆΠ±Π°ΠΌΠ° Ρ Π²Π΅Π·ΠΈ ΡΠ° Π½Π°ΡΡΠ°Π²Π½ΠΈΠΌ ΠΏΡΠΎΡΠ΅ΡΠΎΠΌ Ρ Π²ΠΈΡΠΎΠΊΠΎΠΌ ΡΠΊΠΎΠ»ΡΡΠ²Ρ Ρ Π‘ΡΠ±ΠΈΡΠΈ. Π‘ΡΠ°ΡΠΈΡΡΠΈΡΠΊΠ΅ Π°Π½Π°Π»ΠΈΠ·Π΅ ΡΡ ΠΏΠΎΡΠ²ΡΠ΄ΠΈΠ»Π΅ ΠΏΠΎΠ²Π΅ΡΠ°ΡΠ΅ ΡΠ΅Π³ΠΎΠ²Π΅ ΠΏΠΎΡΠ·Π΄Π°Π½ΠΎΡΡΠΈ ΠΈ Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΠΈ. ΠΠΎΡΠ΅Π΄ ΡΠΎΠ³Π°, Π²Π°ΠΆΠ°Π½ ΠΏΠΎΠΌΠ°ΠΊ ΠΏΠΎΡΡΠΈΠ³Π½ΡΡ ΡΠ΅ ΡΠΈΠΌΠ΅ ΡΡΠΎ ΡΠ΅ Ρ Π°Π½Π°Π»ΠΈΠ·ΠΈ Π³Π»Π°Π²Π½ΠΈΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΈ ΠΈΠ·Π΄Π²ΠΎΡΠ΅Π½ΠΎ ΡΠ²ΠΈΡ
Π΄Π²Π°Π½Π°Π΅ΡΡ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΠΏΡΠ΅Π½ΡΠΈΡΠ° ΠΈΠ· ΠΌΠΎΠ΄Π΅Π»Π°. Π‘ΡΠΎΠ³Π° ΡΠ΅ ΡΠ΅Π΄Π°Π½ ΠΎΠ΄ Π²Π°ΠΆΠ½ΠΈΡ
Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡΠ° ΠΎΠ²ΠΎΠ³ ΡΠ°Π΄Π° ΠΎΠ΄Π½ΠΎΡΠΈ Π½Π° ΡΠ½Π°ΠΏΡΠ΅ΡΠΈΠ²Π°ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ.
Π¦Π΅Π½ΡΡΠ°Π»Π½ΠΈ Π½Π°Π»Π°Π· ΠΈ Π½Π°ΡΡΠ½Π° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ° ΠΎΠ²ΠΎΠ³ ΡΠ°Π΄Π° ΠΎΠ΄Π½ΠΎΡΠΈ ΡΠ΅ Π½Π° ΠΈΠ·ΡΠ°ΠΆΠ΅Π½ΠΎΡΡ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π‘ΡΠ±ΠΈΡΠ΅. Π£ΡΡΠ°Π½ΠΎΠ²ΡΠ΅Π½ Π΄Π΅Π»ΠΈΠΌΠΈΡΠ°Π½ Π½ΠΈΠ²ΠΎ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ ΡΠΊΠ°Π·ΡΡΠ΅ Π΄Π° ΠΏΠΎΡΠ΅Π½ΡΠΈΡΠ°Π» Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π‘ΡΠ±ΠΈΡΠ΅ Π·Π° ΡΠ°Π·Π²ΠΎΡ ΠΏΠΎΡΡΠΎΡΠΈ, Π°Π»ΠΈ Π΄Π° Π³Π° ΡΠ΅ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎ ΡΠ½Π°ΠΏΡΠ΅Π΄ΠΈΡΠΈ, Ρ ΡΠΈΡΡ ΡΠ°Π·Π²ΠΎΡΠ° oΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠ° ΠΈ ΡΠ΅Π³ΠΎΠ²ΠΎΠ³ ΠΏΡΠΈΠ»Π°Π³ΠΎΡΠ°Π²Π°ΡΠ° Π½Π΅ΠΌΠΈΠ½ΠΎΠ²Π½ΠΈΠΌ Π΄ΡΡΡΡΠ²Π΅Π½ΠΎ-ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΡΠΊΠΈΠΌ ΠΏΡΠΎΠΌΠ΅Π½Π°ΠΌΠ°. ΠΠ° Π±ΠΈ ΡΠ΅ ΠΊΠΎΡΠΈΡΡΠΈΠ»ΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΡΡΠ΅ΡΠ° Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½Π΅ Π³Π΅Π½Π΅ΡΠ°ΡΠΈΡΠ΅ ΠΏΠΎΠ΄ΡΠΆΠ°Π½ΠΈ Π½Π°ΡΠ°ΡΡΠ°ΡΡΡΠΎΠΌ ΠΏΡΠΈΠΌΠ΅Π½ΠΎΠΌ Π½ΠΎΠ²ΠΈΡ
ΠΌΠ΅Π΄ΠΈΡΠ°, ΡΠΊΡΡΡΠ΅Π½ΠΈ ΡΡΠ΄ΡΠΊΠΈ ΡΠ΅ΡΡΡΡΠΈ ΡΡΠ΅Π±Π° Π΄Π° ΠΈΠΌΠ°ΡΡ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½Π΅ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠ΅.
Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° yΠΊΠ°Π·ΡΡΡ Π½Π° Π½ΠΈΡΠΊΡ ΠΎΠ½Π»Π°ΡΠ½ ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠ°ΡΠΈΡΡ Π°ΠΊΡΠ΅ΡΠ° Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π‘ΡΠ±ΠΈΡΠ΅. ΠΠ΄ΡΡΠΈ Ρ ΠΏΡΠΈΠ»ΠΎΠ³ ΡΠ²ΡΠ΄ΡΠ°ΠΌΠ° Ρ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΠΈ ΠΎ Π·Π½Π°ΡΠ°ΡΡ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ Π·Π° ΠΎΠ½Π»Π°ΡΠ½ ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠ°ΡΠΈΡΡ, Π΄ΠΎΠ΄Π°ΡΠ½Π΅ Π°Π½Π°Π»ΠΈΠ·Π΅ ΡΠΊΠ°Π·ΡΡΡ ΠΈ Π½Π° ΠΏΠΎΠ²Π΅Π·Π°Π½ΠΎΡΡ ΠΈΠ·ΠΌΠ΅ΡΡ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ ΠΈ ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠ°ΡΠΈΡΠ΅ Π½Π° ΠΈΠ½ΡΠ΅ΡΠ½Π΅ΡΡ. Π‘ΡΠ²Π°ΡΠ°ΡΠ΅ ΠΈ ΡΠΈΡΠ΅ΡΠ΅ ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠ°ΡΠΈΠ²Π½Π΅ ΠΊΡΠ»ΡΡΡΠ΅, ΡΠ°Π²ΡΠ΅ΠΌΠ΅Π½ΠΎΠ³, ΡΠΌΡΠ΅ΠΆΠ΅Π½ΠΎΠ³, ΠΌΠ΅Π΄ΠΈΡΠ°ΡΠΈΠ·ΠΎΠ²Π°Π½ΠΎΠ³ ΡΠ²Π΅ΡΠ° Ρ ΠΊΠΎΠΌΠ΅ ΠΊΠΎΡΠΈΡΠ½ΠΈΡΠΈ ΡΡΠ΄Π΅Π»ΡΡΡ ΠΈ Π°ΠΊΡΠΈΠ²Π½ΠΎ ΡΡΠ΅ΡΡΠ²ΡΡΡ Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡΠ΅ΡΠΈ ΡΠ°Π΄ΡΠΆΠ°ΡΡ ΠΌΡΠ΅ΠΆΠ΅ ΠΈΠ΄Π΅ Ρ ΠΊΠΎΡΠ°ΠΊ ΡΠ° ΡΠ°Π·Π²ΠΎΡΠ΅ΠΌ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ ΠΊΠΎΡΠΈΡΠ½ΠΈΠΊΠ°. Π£Π½Π°ΠΏΡΠ΅ΡΠ΅ΡΠ΅ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠ° Ρ Π²ΠΈΡΠΎΠΊΠΎΠΌ ΡΠΊΠΎΠ»ΡΡΠ²Ρ Π‘ΡΠ±ΠΈΡΠ΅ ΡΠ΅ ΡΡΠΎΠ³Π° ΠΏΠΎΡΡΠ΅Π±Π½ΠΎ ΠΊΠ°ΠΊΠΎ Π±ΠΈ ΠΎΠ½ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π»ΠΎ Π±ΡΠ΄ΡΡΠ΅ Π³Π΅Π½Π΅ΡΠ°ΡΠΈΡΠ΅ Ρ ΠΏΡΠ½ΠΎΠΏΡΠ°Π²Π½Π΅, Π°ΠΊΡΠΈΠ²Π½Π΅, ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½Π΅ ΡΡΠ΅ΡΠ½ΠΈΠΊΠ΅ ΠΊΠΎΡΠΈ ΡΠ΅ Ρ Π±Π»ΠΈΡΠΊΠΎΡ Π±ΡΠ΄ΡΡΠ½ΠΎΡΡΠΈ Π²ΠΎΠ΄ΠΈΡΠΈ ΠΏΡΠΈΠ²ΡΠ΅Π΄Ρ, ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΡ, Π΄ΡΡΡΡΠ²ΠΎ ΠΈ ΠΊΡΠ»ΡΡΡΡ ΠΈ ΠΊΠΎΡΠΈ ΡΠ΅ ΠΊΡΠ΅ΠΈΡΠ°ΡΠΈ ΡΠ°Π²ΡΠ΅ΠΌΠ΅Π½Ρ Π΄Π΅ΠΌΠΎΠΊΡΠ°ΡΠΈΡΡ; Π±ΡΠ΄ΡΡΠ½ΠΎΡΡΠΈ ΠΊΠΎΡΠ° ΡΠ΅ ΡΠ²Π΅ Π²ΠΈΡΠ΅ Π±Π°Π·ΠΈΡΠ° ΠΈ Π·Π°Π²ΠΈΡΠΈ ΠΎΠ΄ Π½ΠΎΠ²ΠΈΡ
ΠΌΠ΅Π΄ΠΈΡΠ°. ΠΠΌΠ°ΡΡΡΠΈ Ρ Π²ΠΈΠ΄Ρ ΡΠΊΠ°Π·Π°Π½Ρ Π²Π΅Π·Ρ ΠΈΠ·ΠΌΠ΅ΡΡ ΠΎΠ½Π»Π°ΡΠ½ ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠ°ΡΠΈΡΠ΅ ΠΈ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ, Ρ ΡΠ°Π΄Ρ ΡΠ΅ ΡΠΊΠ°Π·Π°Π½ΠΎ Π΄Π° ΡΠ΅ ΠΏΡΠ΅Π²Π°ΡΡ
ΠΎΠ΄Π½ΠΎ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎ ΡΠ½Π°ΠΏΡΠ΅ΡΠΈΠ²Π°ΡΠΈ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠ΅ Ρ ΡΠΈΡΡ ΡΠ½Π°ΠΏΡΠ΅ΡΠΈΠ²Π°ΡΠ° ΠΏΠ°ΡΡΠΈΡΠΈΠΏΠ°ΡΠΈΠ²Π½ΠΈΡ
ΠΊΠ°ΠΏΠ°ΡΠΈΡΠ΅ΡΠ° Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π‘ΡΠ±ΠΈΡΠ΅ β ΡΡ. ΠΊΠ°ΠΏΠ°ΡΠΈΡΠ΅ΡΠ° Π·Π° Π΄ΡΡΡΡΠ²Π΅Π½ΠΎ ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠ½ΠΎ ΡΡΠ²Π°ΡΠ°ΡΠ΅ ΠΈ Π΄ΠΈΡΠ΅ΠΌΠΈΠ½Π°ΡΠΈΡΡ Π·Π½Π°ΡΠ° ΠΈ ΡΠ°ΡΠ°ΡΠ΅ Π΄ΡΡΡΡΠ²Π΅Π½ΠΈΡ
Π²Π΅Π·Π° ΠΏΡΡΠ΅ΠΌ Π½ΠΎΠ²ΠΈΡ
ΠΌΠ΅Π΄ΠΈΡΠ°.
ΠΠΎΠ΄Π°ΡΠ½ΠΈΠΌ Π°Π½Π°Π»ΠΈΠ·Π°ΠΌΠ° ΡΠ΅ ΡΡΡΠ°Π½ΠΎΠ²ΡΠ΅Π½Π° Π·Π½Π°ΡΠ°ΡΠ½Π° ΡΠ°Π·Π»ΠΈΠΊΠ° ΠΈΠ·ΠΌΠ΅ΡΡ ΡΡΡΠ΄Π΅Π½Π°ΡΠ° ΠΈ Π½Π°ΡΡΠ°Π²Π½ΠΈΠΊΠ° Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° ΡΠΈΡ
ΠΎΠ²Ρ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΡ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡ. Π‘ΡΡΠ΄Π΅Π½ΡΠΈ ΠΈΠΌΠ°ΡΡ ΠΏΡΠ΅Π΄Π½ΠΎΡΡ Ρ Π²Π΅ΡΠΈΠ½ΠΈ Π°ΡΠΏΠ΅ΠΊΠ°ΡΠ° ΠΊΠΎΡΠΈΡΡΠ΅ΡΠ° ΠΌΡΠ»ΡΠΈΠΌΠ΅Π΄ΠΈΡΠ° Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° Π½Π°ΡΡΠ°Π²Π½ΠΈΠΊΠ΅, ΡΠ΅ΠΌ Ρ ΡΠ»ΡΡΠ°ΡΡ Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΈ Π΅Π²Π°Π»ΡΠ°ΡΠΈΡΠ΅ ΠΌΠ΅Π΄ΠΈΡΡΠΊΠΎΠ³ ΡΠ°Π΄ΡΠΆΠ°ΡΠ°. Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΡΠΎΠ³Π° ΡΠΊΠ°Π·ΡΡΡ Π΄Π° ΡΠ°Π·Π²ΠΎΡ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠ° ΡΠ½ΠΈΠ²Π΅ΡΠ·ΠΈΡΠ΅ΡΡΠΊΠΈΡ
Π½Π°ΡΡΠ°Π²Π½ΠΈΠΊΠ° Π‘ΡΠ±ΠΈΡΠ΅ ΠΈΠΌΠ° Π²Π°ΠΆΠ½Ρ ΡΠ»ΠΎΠ³Ρ, Ρ ΡΡΠ»ΠΎΠ²ΠΈΠΌΠ° ΠΊΠ°Π΄Π° Π½Π°ΡΡΠ°Π²Π½ΠΈΡΠΊΠ° ΠΏΡΠ°ΠΊΡΠ° Π΅Π²ΠΎΠ»ΡΠΈΡΠ° ΠΈ ΡΠ°ΡΡΠ΅ ΠΏΠΎΡΡΠ°ΠΆΡΠ° Π·Π° ΡΠΌΠ΅ΡΠ΅ΠΌ Π½Π°ΡΡΠ°Π²Π½ΠΈΠΊΠ° Π΄Π° Π΄ΠΈΠ·Π°ΡΠ½ΠΈΡΠ°ΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π½ΠΈ ΠΏΡΠΎΡΠ΅Ρ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΠΌΠ΅Π΄ΠΈΡΡΠΊΠΈΡ
ΠΏΠ»Π°ΡΡΠΎΡΠΌΠΈ.
ΠΠ°ΠΎ ΠΌΠ΅ΡΠ΅ ΡΠ½Π°ΠΏΡΠ΅ΡΠΈΠ²Π°ΡΠ° ΠΏΠΎΡΡΠΎΡΠ΅ΡΠ΅Π³ ΡΡΠ°ΡΠ° Ρ ΡΠ°Π΄Ρ ΡΠ΅ ΠΏΡΠ΅Π΄Π»Π°ΠΆΠ΅ ΠΏΡΠ΅Π²Π°ΡΡ
ΠΎΠ΄Π½ΠΎ ΡΠ°Π·Π²ΠΎΡ ΡΡΠ°Π½ΡΠΌΠ΅Π΄ΠΈΡΡΠΊΠ΅ ΠΏΠΈΡΠΌΠ΅Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½Π°ΡΠ° ΠΈ Π½Π°ΡΡΠ°Π²Π½ΠΈΠΊΠ° Π²ΠΈΡΠΎΠΊΠΎΠ³ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ° Π‘ΡΠ±ΠΈΡΠ΅. Π’Π°ΠΊΠΎΡΠ΅ ΡΠ΅ Π½Π°Π³Π»Π°ΡΠ΅Π½ Π·Π½Π°ΡΠ°Ρ ΠΈ ΠΏΠΎΠ²Π΅ΡΠ°ΡΠ° ΡΠ²Π΅ΡΡΠΈ ΠΈ ΡΠΏΡΠ΅ΠΌΠ½ΠΎΡΡΠΈ Π·Π° ΡΠ²ΠΎΡΠ΅ΡΠ΅ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΈΡ
ΠΌΠ΅Π΄ΠΈΡΠ°. ΠΠ°Π²Π΅Π΄Π΅Π½ΠΎ ΡΠ΅ ΠΌΠΎΠ³ΡΡΠ΅ ΠΏΡΡΠ΅ΠΌ Π΅Π΄ΡΠΊΠ°ΡΠΈΡΠ΅, ΠΏΡΠΎΠΌΠ΅Π½Π΅ ΠΌΠ΅Π½ΡΠ°Π»Π½ΠΈΡ
ΠΌΠΎΠ΄Π΅Π»Π°, ΡΠΊΠ°Π·ΠΈΠ²Π°ΡΠ΅ΠΌ Π½Π° ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½Π΅ ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΈ ΠΌΠΎΠ³ΡΡΠ° ΠΏΠΎΠ±ΠΎΡΡΠ°ΡΠ°, Π° ΠΏΠΎΡΠΎΠΌ ΠΈ ΠΎΠ΄Π³ΠΎΠ²Π°ΡΠ°ΡΡΡΠΈΠΌ ΠΎΠ±ΡΠΊΠ°ΠΌΠ°.Ever changing social, technological and economic conditions today impose on higher education growing demands and expectations. Increased media exposure, immediate availability of wide choice of knowledge and information, as well as altered forms of communication towards increased interaction, contribute to the emergence of completely different conditions for learning and (self)education within new generation of students. The digital age brings new approaches to education: interactive, immersive, experimental, self-guided, individualized but also collaborative acquisition and creation of knowledge. Learning and problem solving for new generations are characterized by mobility, proactiveness and community.
On the other hand, tools based on Web 2.0 technology are penetrating all fields of human activity, including higher education, and the trend of their application is growing rapidly in the world. Interactive media in the teaching process offer an abundant source of information, enabling the acquisition, improvement and application of useful skills and knowledge, collaborative learning and production of new content. Previous research on their implementation have shown that there are numerous positive effects: learning outcomes realization, student motivation and involvement, long-term learning, teacher workload reduction etc.
However, in order to realize the potential of digital media to full extent and in accordance with the goals of higher education, the main actors of the learning process ought to be competent to use them. They need to develop literacy for digital media, necessary in new participatory processes - commonly referred to as transmedia literacy. There are increasing evidence from practice that the extent to which digital media contribute to the outcomes of a higher education process is determined by the competencies of its users.
Existing national higher education systems have been formed in relation to social and economic circumstances of earlier times. Scientific and professional circles are taking the view that the traditional model of higher education is not adapted to such changes. The contrast between formal, higher education and the young peoplesβ culture of learning and doing is especially pointed out. In order for higher education to preserve its traditional role as a center of knowledge accumulation and building, it need to adapt to this socio-technological development and take an active part in it.
The theoretical part of this paper analyzes how transmedia literacy figures as a prerequisite for the development of higher education - through adapting to the new culture of digital generation and implementation of new media in the educational process. The central aim of the empirical part of this paper is to examine transmedia literacy in higher education in Serbia, as an indicator of its capacity for development through digital media. Furthermore, insight into the online participation of the Serbian academic community as a specific social structure is another research goal. Based on this information, the paper offers recommendations for improving the state of higher education in Serbia.
The paper starts with a model of transmedia literacy by Henry Jenkins (Jenkins et al., 2009), taking into account its comprehensiveness, detailed operationalization and the connection with transmedia literacy in education. An instrument developed by Joana Literat (Literat, 2014) has been used in this research, based on the model of transmedia literacy by Henry Jenkins. The instrument was then adapted, modified and conducted on students, teachers and employees in services related to the
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teaching process in higher education in Serbia. Statistical analyzes have confirmed the increase in its reliability and validity. In addition, results of the principal component analysis have shown that considerable progress had been achieved by extracting all twelve transmedia competencies from the model. Therefore, one of the important contributions of this paper is an improvement of the research methodology of transmedia literacy.
The central finding and scientific information of this paper relates to the level of transmedia literacy in higher education in Serbia. Result of partially developed transmedia literacy indicates that the potential of Serbian higher education for development exists, but that it needs to be improved, in order to develop the teaching process and to adapt it to the inevitable socio-technological changes. In order to use digital generationβs learning models supported by the increasing use of new media, human resources involved need to have adequate transmedia competences.
The research results show the low online participation of main actors in Serbian higher education. In support of the claims in literature on the importance of transmedia literacy for online participation, additional research analyzes also point to the link between transmedia literacy and participation on the Internet. Creating and expanding a participatory culture; a modern, networked, mediated world in which users cooperate and actively participate by contributing to media content goes hand in hand with the development of usersβ transmedia literacy. Improvement of transmedia competences in higher education in Serbia is therefore needed in order to educate future generations into full-fledged, active, competent actors who will lead the economy, technology, society and culture in the near future and who will create a modern democracy; a future that is increasingly based and dependent on new media. Bearing in mind the link between online participation and transmedia literacy, the paper points out that transmedia competences need to be upgraded in order to enhance participatory capacities of Serbian higher education β that is the capacity for socially responsible creation and dissemination of knowledge and the enhancement of social connections through new media.
Additional analyzes revealed a significant difference between students and teachers in relation to their transmedia literacy. Students have an advantage over teachers in most aspects of multimedia usage, except analysis and evaluation of media content. The research results therefore indicate that the development of transmedia competences of Serbian university teachers plays an important role, in a context where teaching practice is evolving and the demand for teachersβ ability to design educational process through media platforms is rising.
The development of transmedia literacy of students and teachers is proposed as a measure of improvement of the current situation of Serbian higher education. The importance of raising awareness and readiness for the introduction of digital media was also emphasized. This can be achieved through education, changing mental models, pointing out positive examples and possible improvements, and then through appropriate training
International Journal of Virtual Reality, 2006, 5(3):1-10 Multiple Head Mounted Displays in Virtual and Augmented Reality Applications
AbstractβWith the recent introduction of low cost head mounted displays (HMDs), prices of HMD-based virtual reality setups dropped considerably. In various application areas personal head mounted displays can be utilized for groups of users to deliver different context sensitive information to individual users. We present a hardware setup that allows to attach 12 or more HMDs to a single PC. Finally we demonstrate how a collaborative, educational, augmented reality application is used by six students wearing HMDs on a single PC simultaneously with interactive framerates
The International Journal of Virtual Reality, 2007, 6(2):43-50 43 Multiple Head Mounted Displays in Virtual and Augmented Reality Applications
AbstractβWith the recent introduction of low cost head mounted displays (HMDs), prices of HMD-based virtual reality setups dropped considerably. In various application areas personal head mounted displays can be utilized for groups of users to deliver different context sensitive information to individual users. We present a hardware setup that allows attaching 12 or more HMDs to a single PC. Finally we demonstrate how a collaborative, educational, augmented reality application is used by six students wearing HMDs on a single PC simultaneously with interactive framerates. Index TermsβAugmented reality, head mounted displays, multi-user applications, virtual reality. I