ЦИФРОВІ КОМПЕТЕНЦІЇ У ФОРМУВАННІ ДИЗАЙНЕРІВ НОВОГО ПОКОЛІННЯ
| Main Author: | Гардабхадзе І. А. |
|---|---|
| Format: | Article Journal |
| Bahasa: | ukr |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/2531907 |
Daftar Isi:
- Modern technologies can change everything, starting from human relations ending with the style of work and the functioning of government and economics. According to the opinion of the World Economic Forum, the parade of new technologies in many fields highlights the formation of the Fourth Industrial Revolution. Each historical fragment is characterized by a set of relevant tasks of professional activity. The change in technology causes the transformation of requirements to the composition of social and professional competencies. New technologies require new competencies and generate interest in lifelong studying to ensure social and professional adaptation of individuals to the conditions of modern times. The problem is that the gap between education and business is widening by informatization. The overcoming of this gap requires actual competencies mastering. Due to the fact that this effect is most pronounced in the design, for new generation designers is important to understand what advantages they will gain from new technologies and how to mastering of actual competencies. Topicality. The Fourth Industrial Revolution is aimed at building a more perfect, safe and resistant to cataclysms world. Already at its launch, the task to fi nd practical tools for the effective use of technological achievements becomes topical. Learning to use new technologies requires the definition and formation of the topical composition of competencies for each areas of activities. “Digital revolution” in the transition period to the Fourth Revolution requires so-called “digital competencies” from professionals. These competencies are related both to everyday household, social and to professional aspects. Experience in use, as well as understanding of digital competencies role, scope and content is very important for success in design creativity. Objectives. By analogy with the notions of “digital divide” and “digital inequality”, which are used in sociology to indicate the limitations of people’s opportunities due to problems with internet access and due the different abilities to utilise the information from this access, the article presents the phenomenon of the “digital divide of competencies” between the requirements to designers from the modern market and competences they achieved in the process of preparing by standard university programs. The problem of eliminating the “digital divide” between the education programs and the composition of the “digital competencies” of the new generation designers is analysed. The objective of the research is to find the approach to determination the set of digital competencies in design which are actualize thanks to innovations of information technology and to search for a model of the educational process that will ensure the mastery of competencies by new generation designers. Methods. To determine the composition of digital competencies of modern designers, a system approach to the analysis of the main tasks of their activities is applied. The system approach allowed to combine the results of a comparative analysis of project culture evolution in the course of industrial revolutions with the results of the forecast of trends in the transformation of design creativity under the influence of computer design systems, additive and bio-technologies. The list of current digital competences is derived on the base of a new generation designer functional model. Results. It is demonstrated that the traditional educational model of universities is unadjusted to flexible adaptation to changing requirements for the training of new generation designers. An approach to create a reliable digital educational ecosystem has been formed that can help designers take a successful start in the technology environment of the Fourth Industrial Revolution. This approach is based on overcoming the “digital divide” between the theoretical content of typical university programs and the practical tools of new technologies. The list of topical digital competences corresponding to the functional model of a new generation designer is proposed. The prospects of alternative educational models designed to make investments in education of new generation designers more practical in the conditions of the Fourth Industrial Revolution are defined. The special aspects of theorganization of the dual education model for preparing designers to achieve digital competencies are described. Novelty of findings. The approach to determination the set of digital competencies for new generation designers is offered. An approach to the creation of a digital educational ecosystem of designers was developed, based on overcoming the “digital divide” between the theoretical composition of typical university programs and the practical tools of new technologies. The possibility of organizing a model of dual education for training designers with an actual set of competences is shown. Conclusions. One of the efficient causes of the modification of the model for preparing designers is to overcome the “digital divide” between university programs and digital technologies of real business. It is required to create a reliable digital educational ecosystem that can ensure the competitiveness of designers in the field of new technologies. It is demonstrated that the “University – Student – Business” ecosystem on the basis of the dual model of education can provide effective training for new generation designers by forming actual digital competencies. Further research should be directed to the forecast of tendencies of design creativity in the “post-digital” period. It is expected that one of the future trends will be the evolution of “digital competencies” into “competencies” in the synthesis of various high-tech directions, such as artificial intelligence, automation of address-based design, additive technologies of three-dimensional materialization and biotechnologies.