Use of Estimation and Control Techniques for Increasing of Efficiency Training for Public Officers in Russia

Use of Estimation and Control Techniques for Increasing of Efficiency Training for Public Officers in Russia

Sergey Nedelko (Penza State University, Russia), Ekaterina Eremina (Penza State University, Russia), Yulia Lukanina (Penza State University, Russia), Artem Lukanin (Penza State University, Russia), Alexander Osteshkov (Penza State University, Russia) and Sergey Matyukin (Penza State University, Russia)
Copyright: © 2020 |Pages: 15
DOI: 10.4018/978-1-5225-9860-2.ch038

Abstract

This chapter focuses on the use of technology estimation and control applied in Modern E-Learning Systems for training of public officers in Russia. Due to the rapid development of innovative technology, implementation of information science and technology in the educational process, it becomes obvious problem of interaction between the participants in the educational process and organizations - employers. This problem is particularly acute, and has its own specific characteristics in the field of continuing professional education of public officers in Russia. The authors propose to solve the problem of increasing the effectiveness of the training creation of a system of continuous professional development, the improvement of information and technical support activities for continuous professional development, including through the creation of a single information resource, including an updated bank of basic programs and additional professional Bank methodical, analytical and informational materials on the most pressing issues of implementation of the state policy for self-education.
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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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