Experience of inter-dissiplanal project-oriented education at master training for specialization "social informatics"

У статті розглянуто досвід застосування проектно-орієнтованого навчання при підготовці фахівців спеціальності «Комп’ютерні науки та інформаційні технології» за спеціалізацією «соціальна інформатика». Розглядається сутність та зміст проектування як інноваційного методу в дидактиці та методиці вищої школи. Визначено, що проектна технологія навчання студентів має забезпечувати: по перше, необхідний і достатній обсяг теоретичних знань і практичних навичок студентів при ефективному зворотному зв’язку, контролі і регулюванні на всіх етапах навчання; по-друге, умови для використання методики як засобу навчання; по-третє, свідомість і глибину сформованих фахових компетентностей. Сформульовані переваги та недоліки проектно-орієнтованого навчання, запропоновані шляхи вирішення проблем. Описані організаційні етапи проектно-орієнтованого навчання та ролі кожного з учасників – викладача та студентів. Розкрито структуру проектної діяльності у процесі реалізації міждисциплінарного проекту при навчанні магістрів. Показано взаємозв’язок проектної діяльності з дослідницькими методами. З’ясовано роль проектної діяльності у забезпеченні особистісно-орієнтованого навчання та формування професійних компетентностей, сформульовані професійні компетентності для кожного етапу проектної діяльності. Проаналізовано вимоги сучасного ринку праці до випускника та наведено перелік фахових компетенцій. Подано етапи реалізації пролонгованого на чотири семестри проекту при викладанні кількох дисциплін: Соціальна інформатика, Сучасні методи дослідження соціальної інформації, Моделювання соціальних процесів, ІКТ управління соціальними системами. Визначено, що освітня система не може повністю перейти на проектно-орієнтований підхід до навчання, але використання даної технології організації навчання має широкі можливості у формуванні людини нової формації, а також підготовці студентів до реалізації на практиці отриманих знань. Застосування проектно-орієнтованого навчання вимагає удосконалення навчальних планів та робочих програм, переосмислення мети самостійної роботи студентів.The article considers the experience of using project-oriented training in teaching specialists in the speciality "Computer Science and Information Technologies", specializing in "Social Informatics". The essence and content of designing as an innovative method in didactics and methodology of high school are considered. It is determined that the project technology of student training should provide: firstly, the necessary and sufficient amount of theoretical knowledge and practical skills of students with effective feedback, control and regulation at all stages of training; secondly, the conditions for the use of the methodology as a means of training; and thirdly, the consciousness and depth of the formed professional knowledge, skills and abilities. Formulated advantages and disadvantages of project-oriented training, proposed ways for problems solution. Organizational stages of projector-oriented learning and the role of each of the participants - the teacher and students are described. The structure of the project activity in the process of implementation of the interdisciplinary project in the study of masters is revealed. The relationship between the project activity and the research methods is shown. The role of project activity in providing personality-oriented training and formation of professional competencies is formulated, professional competences are formulated for each stage of the project activity; the requirements of the modern labour market to the graduate are analyzed and a list of professional competencies is given. The stages of realization of the four-semester project prolonged in the course of teaching several disciplines are shown: Social Informatics, Modern Methods of Researching Social Information, Modeling of Social Processes, ICT Management of Social Systems. It has been determined that the educational system can not completely switch to a project-oriented approach to learning, but the use of this technology in the organization has great potential in training the person of a new formation, as well as preparing students for the practical implementation of the knowledge gained. Application of project-oriented training requires the improvement of curricula and work programs, rethinking the purpose of individual students’ work

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National Curriculum specifies entrepreneurship as a cross-curricular and interdisciplinary topic aimed on interconnection of educational areas and subjects in a harmonious whole with the aim of linking the different competencies of students. Entrepreneurial learning specifics are clear links between the acquisition of knowledge, skills and attitudes, and their practical application. University College of Economics, Entrepreneurship and Management „Nikola Šubić Zrinski“ conducted project named Introduction of Entrepreneurship as a Cross curricular Them in Primary Schools in order to develop the curriculum for entrepreneurial learning. Project was held in the school year 2013./2014. in Elementary School Precko, Zagreb. The project was attended by the school principal, pedagogue, professional staff, all the teachers, students and their parents. Project was implemented in every classroom and integrated across all subjects with special attention to psycho physical development of students. The professors were grouped in educational areas like language and communication area, mathematics, science, technology and informatics area, social sciences area, humanities area, art area, and physical and health area. By interactive teaching methods pupils adopted basic economic concepts: entrepreneurship, procurement of material resources, production, creation of new value, selling, price, distribution of income, consumption, advertisement etc., and produced a final product presented by School to the general public, parents and the local community

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Due to increased demand for qualified human resources, for 'new & rare skills', for software solutions, reliable products and services in the field of applied informatics, there are large available financial funds that can be accessed by Informatics and Cybernetics schools. Edu-cational and research departments must capitalize funds provided by the Europe-an/international institutions and private companies, by supporting the creation of spin-off en-tities that will conduct technology transfer projects. These funds must be used to increase the quality of teaching and to improve research results by assuring the financial needs and tech-nical resources of teachers (project based payments), students (scholarships projects) and the community (public available projects). The presented strategy, University 4.4 describes four development directions for a four years period. It has been developed by Catalin Boja, Razvan Bologa, Marius Popa and Cristian Toma and since November 2011 it represents the assumed development strategy of The Department of Economic Informatics and Cybernetics (DICE) from The Bucharest University of Economic Studies.University, Research, Strategy, Education, Informatics, Cybernetics, Department, DICE