Cross-Cluster Projects in Development of Innovations and New Industries

Cross-Cluster Projects in Development of Innovations and New Industries

Sergey V. Matyukin (Penza State University, Russia)
Copyright: © 2020 |Pages: 18
DOI: 10.4018/978-1-7998-1104-6.ch007

Abstract

In modern conditions, innovations appear not so much as a result of successive linear processes, but as a result of cross-functional interactions between different industries. Modern innovative projects are the results of cross-cultural, cross-information, cross-disciplinary collaborations. Their results are not only the development of perspective projects, but also the emergence of new industries in the economy. In the Chapter, the model of implementation of cross-innovative projects in the cluster as an EFFECTIVE modern production system is considered. Prerequisites are investigated and the model of realization of cross-cluster projects is offered. Considered are examples of successful implementation of collaborative projects within the clusters of countries in Western Europe and the USA. The perspective directions of cross-cluster projects for the development of the economy of Russian regions are determined. Dedicated perspective purposes for the management companies of clusters to promote cross-cluster innovation.
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Background

Exploring the development of pedagogical concepts of distance learning, you can organize all their diversity in the following models: industrial (traditional), cognitivist - behaviorism, constructivism and connectionism.

The result of the process of modernization of the industrial forms of education is the development of remote training, contributing to the emergence of the concept of behaviorism and cognitivist, based on the study of human behavior, which are beginning to blur the class-lesson unified technology of mass education.

In cognitive-behavioral tradition of learning is based on the behavior and / or changes in the behavior of the individual, resulting from reflection. This approach is based on the centralization of interest to the individual student, his behavior (Wedemeyer, 1971).

Active development of information technology becomes the starting point for new pedagogical concepts and learning models. So, to replace cognitive behaviorist approach distance learning come constructivist concepts, theoretical foundations of which were worked out by LS Vygotsky and Dewey (Miller, 2003). The heyday of the concepts identified was obtained in the process of technological breakthrough in hardware and software, is the implementation of the interaction of “many-to-many.” Constructivism - a set of pedagogical theories, common goal - the study of the learning process of the individual, which is based on culture and content, and knowledge itself, is formed by the external environment.

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