Informatization of vocational education through the implementation of the model of the center of immersive technologies

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Abstract

Problem statement . Every year, immersive equipment becomes more accessible, and the material and technical base of educational organizations is filled with new innovative devices. An urgent scientific task is the development of methods and tools for the implementation and usage of immersive devices in the educational process. Methodology. The authors describe approaches to the informatization of education based on the model of the center of immersive technologies (CIT), which contributes to the solution of managerial, methodical, pedagogical and technical problems associated with the application of immersive technologies in the educational and career guidance processes of educational organizations. The main functions of the CIT model are divided into three components: training students of secondary vocational education (SVE) in working professions, the realization of short programs for advanced training and assessment of qualifications, career guidance of schoolchildren. The key users of the CIT model are SVE students, schoolchildren and their parents, the management team of the educational organizations, teachers. The CIT model can be implemented in any organization that has immersive equipment (VR/AR) and human resources. Results. The implementation of immersive simulators in teaching students in professional programs, educational practice, as well as in organizing and conducting professional excellence championships demonstrates approximately equal effectiveness in comparison with traditional teaching methods, except for the cases in which it is important to develop tactile skills in working with certain equipment. Using the example of the execution of VR simulators in the teaching of the subject “Technology” in the school course, the advantage of learning on real machines is demonstrated. It was discovered that the maximum pedagogical effect is achieved by adding VR simulators to the training course and by using a combined approach. VR simulators are necessary for work in the absence of workshops and serve as an important didactic propaedeutic tool when they are available. Conclusion. The domestic and foreign experience of using immersive technologies in educational and outreach activities is analyzed, the development projects of the Russian Federation in the field of immersive technologies are considered. The relevance, theoretical and practical significance of the development and implementation of the CIT model are substantiated. The results of approbation in educational institutions of secondary vocational and basic general education are presented.

About the authors

Roman E. Aslanov

Moscow City University

Author for correspondence.
Email: aslanov.boxing@mail.ru
ORCID iD: 0000-0001-7904-3801

assistant, Department of Informatization of Education, Institute of Digital Education

4 2-y Selskokhozyaistvennyi Proezd, Moscow, 129226, Russian Federation

Lyubov A. Shunina

Moscow City University

Email: shunina.mgpu@gmail.com
ORCID iD: 0000-0002-6952-000X

Candidate of Pedagogical Science, Assistant Professor, Department of Informatization of Education, Institute of Digital Education

4 2-y Selskokhozyaistvennyi Proezd, Moscow, 129226, Russian Federation

Aleksandr V. Grinshkun

Moscow City University

Email: grinshkun@ikp.email
ORCID iD: 0000-0003-3882-2010

Candidate of Pedagogical Science, Assistant Professor, Department of Informatization of Education, Institute of Digital Education

4 2-y Selskokhozyaistvennyi Proezd, Moscow, 129226, Russian Federation

Alexander A. Bolshakov

Peter the Great St. Petersburg Polytechnic University

Email: aabolshakov57@gmail.com
ORCID iD: 0000-0001-7966-718X

Doctor of Technical Sciences, Professor

29 Polytechnic St, bldg 1, St. Petersburg, 195251, Russian Federation

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Copyright (c) 2023 Aslanov R.E., Shunina L.A., Grinshkun A.V., Bolshakov A.A.

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