EXPERIENCE OF PROJECT-BASED LEARNING: AN ATTEMPT AT OBJECTIVE ANALYSIS OF RESULTS AND PROBLEMS

Introduction. The method of project-based learning has recently gained the great popularity. However, the adoption of project-based learning into the educational process and its theoretical comprehension have been affected to some extent by a phenomenon such as fashion, therefore, there has been misunderstanding on the part of this method potential among the research and teaching staff. The possible disappointment in its results, where there are reasons to doubt its effectiveness, can cause a backlash and retard its application. The reassessment of its results, in turn, can cause a backlash and retard its methodological and methodical tools application that has a really high potential. The aims of the study are the following: to define and analyse insufficiently highlighted problematic aspects of the project-based learning in scientific publications; to justify the need for a differentiated approach to its use. Methodology and research methods. The study methodology is based on the system-based and practice-oriented approaches; the methods of experiment, description, comparison, structural and comparative analyses of empirical data were applied. Results and scientific novelty. The author describes the long-term teaching experience based on the project method while training the students of the system of higher and secondary professional education mastering the technologies of a promotional video production. The virtues and shortcomings of this method, favorable conditions for its realization are considered; a number of the methodical recommendations that enable to increase its effectiveness are given; typical mistakes which are made when introducing similar training are noted. The use of the project method brings closer the process of the specialists’ training to real professional activity; removes a problem of restriction of school hours; gives opportunities of peer learning of students and acquisition of the program of courses by them at individual speed; significantly stimulates educational motivation of students and promotes growth of their professional competence through the well-advised organization of work on the project, its constant control and objective assessment by independent experts of a final design product. The use of the project-based learning method is not universally effective. It contributes more to the development of the abilities of more gifted students, but can negatively affect the progress of poorly motivated students. Projects can be realized within the framework of one studied discipline, if its content and structure create conditions for this. In other cases, it will require a substantial restructuring of the educational process, careful prediction of its final results, change of approaches to teaching all disciplines, and accordance of the educational curricula to design technologies. Practical significance. The publication materials can be used by the teachers, methodologists and administrative workers of the system of professional education interested in the efficient and rational organization of educational process and the choice of the most productive methods, means and forms of vocational training of future experts.Введение. В последнее время в сфере образования большую популярность приобрел метод проектного обучения. Однако его внедрение в образовательный процесс и обсуждение в научной периодике оказались в определенной мере подвержены влиянию моды, вследствие чего у многих научно-педагогических работников сложились не совсем верные представления о возможностях данного метода. Переоценка ожидаемых эффектов от его использования может, в свою очередь, вызвать обратную реакцию разочарования, затормозив распространение методологического и методического инструментария, действительно обладающего большим потенциалом. Цели представленного в статье исследования – обозначить и проанализировать недостаточно полно освещенные в научных публикациях проблемные аспекты проектного обучения; обосновать необходимость дифференцированного подхода к его реализации.Методология и методы. В ходе работы, базирующейся на системном и практико-ориентированном подходах, были задействованы методы эксперимента, сопоставления, структурного и сравнительного анализа эмпирических данных.Результаты и научная новизна.Описан многолетний преподавательский опыт автора, накрпленный в ходе обучения студентов системы высшего и среднего профессионального образования, осваивающих технологии производства рекламной видеопродукции на основе метода проектов. Рассмотрены достоинства и недостатки этого метода, благоприятные условия его реализации; дан ряд методических рекомендаций, позволяющих повысить его действенность; указаны типичные ошибки, которые допускаются при внедрении подобного обучения. Использование метода проектов приближает процесс подготовки специалистов к реальной профессиональной деятельности; снимает проблему ограничения учебного времени; предоставляет возможности взаимообучения студентов и освоения ими программы курсов в индивидуальном темпе; а в случае продуманной организации работы над проектом, наличия ее постоянного контроля и объективной оценки независимыми экспертами конечного проектного продукта существенно стимулирует учебную мотивацию студентов и способствует росту их профессиональной компетентности. Однако метод не универсален. Он помогает развитию способностей более одаренных обучающихся, но может негативно сказаться на успеваемости слабо мотивированных студентов. Проекты могут реализоваться в рамках одной изучаемой дисциплины, если они соответствуют специфике ее содержания и структуры. В иных случаях проектное обучение требует комплексной перестройки учебного процесса, тщательного прогнозирования его конечных результатов, изменения подходов к преподаванию всех дисциплин, подчинения учебного графика технологиям проектирования.Практическая значимость. Материалы статьи адресованы преподавателям, методистам и административным работникам системы профессионального образования, заинтересованным в целесообразной и рациональной организации учебного процесса и выборе наиболее продуктивных методов, средств и форм профессиональной подготовки будущих специалистов.

Perennial snow and ice variations (2000–2008) in the Arctic circumpolar land area from satellite observations

Perennial snow and ice (PSI) extent is an important parameter of mountain environments with regard to its involvement in the hydrological cycle and the surface energy budget. We investigated interannual variations of PSI in nine mountain regions of interest (ROI) between 2000 and 2008. For that purpose, a novel MODIS data set processed at the Canada Centre for Remote Sensing at 250 m spatial resolution was utilized. The extent of PSI exhibited significant interannual variations, with coefficients of variation ranging from 5% to 81% depending on the ROI. A strong negative relationship was found between PSI and positive degree‐days (threshold 0°C) during the summer months in most ROIs, with linear correlation coefficients (r) being as low as r = −0.90. In the European Alps and Scandinavia, PSI extent was significantly correlated with annual net glacier mass balances, with r = 0.91 and r = 0.85, respectively, suggesting that MODIS‐derived PSI extent may be used as an indicator of net glacier mass balances. Validation of PSI extent in two land surface classifications for the years 2000 and 2005, GLC‐2000 and Globcover, revealed significant discrepancies of up to 129% for both classifications. With regard to the importance of such classifications for land surface parameterizations in climate and land surface process models, this is a potential source of error to be investigated in future studies. The results presented here provide an interesting insight into variations of PSI in several ROIs and are instrumental for our understanding of sensitive mountain regions in the context of global climate change assessment

EXPERIENCE OF PROJECT-BASED LEARNING: AN ATTEMPT AT OBJECTIVE ANALYSIS OF RESULTS AND PROBLEMS

Introduction. The method of project-based learning has recently gained the great popularity. However, the adoption of project-based learning into the educational process and its theoretical comprehension have been affected to some extent by a phenomenon such as fashion, therefore, there has been misunderstanding on the part of this method potential among the research and teaching staff. The possible disappointment in its results, where there are reasons to doubt its effectiveness, can cause a backlash and retard its application. The reassessment of its results, in turn, can cause a backlash and retard its methodological and methodical tools application that has a really high potential. The aims of the study are the following: to define and analyse insufficiently highlighted problematic aspects of the project-based learning in scientific publications; to justify the need for a differentiated approach to its use. Methodology and research methods. The study methodology is based on the system-based and practice-oriented approaches; the methods of experiment, description, comparison, structural and comparative analyses of empirical data were applied. Results and scientific novelty. The author describes the long-term teaching experience based on the project method while training the students of the system of higher and secondary professional education mastering the technologies of a promotional video production. The virtues and shortcomings of this method, favorable conditions for its realization are considered; a number of the methodical recommendations that enable to increase its effectiveness are given; typical mistakes which are made when introducing similar training are noted. The use of the project method brings closer the process of the specialists’ training to real professional activity; removes a problem of restriction of school hours; gives opportunities of peer learning of students and acquisition of the program of courses by them at individual speed; significantly stimulates educational motivation of students and promotes growth of their professional competence through the well-advised organization of work on the project, its constant control and objective assessment by independent experts of a final design product. The use of the project-based learning method is not universally effective. It contributes more to the development of the abilities of more gifted students, but can negatively affect the progress of poorly motivated students. Projects can be realized within the framework of one studied discipline, if its content and structure create conditions for this. In other cases, it will require a substantial restructuring of the educational process, careful prediction of its final results, change of approaches to teaching all disciplines, and accordance of the educational curricula to design technologies. Practical significance. The publication materials can be used by the teachers, methodologists and administrative workers of the system of professional education interested in the efficient and rational organization of educational process and the choice of the most productive methods, means and forms of vocational training of future experts