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The paper deals with the problem of designing educational e-courses for teaching deaf and hard-of-hearing students taking into consideration their special educational needs. The paper presents the practices of online learning for such students at Kalashnikov Izhevsk State Technical University. The paper is aimed at publishing the results of research related to designing electronic courses for deaf and hearing impaired students, including adaptation of the videos, the use of an e-dictionary of terms, graphic and text materials illustrated by e-courses on Descriptive geometry and English language taught at Kalashnikov ISTU. The study was conducted at the Centre for inclusive education at Kalashnikov Izhevsk State Technical University, the experiments involved 11-19 hearing-impaired students majoring in Mechanical Engineering. The students were asked to participate in a series of experiments involving the use of video materials, different graphic forms of information presentation and an electronic terms dictionary. The participants were asked to answer test questions about presented material, fill in questionnaires and discuss the experiment. As a result of our study, the following typical structure of an e-course units was proposed: each unit starts with the introduction of an e-vocabulary of terms (in Russian sign language), followed by a test for comprehension of the presented terms, then presents the theoretical material in the form of video lectures with subtitles, lecture notes, activity book, step-by-step instructions to perform tasks and additional materials. [ABSTRACT FROM AUTHOR]

The paper sets out to present the experience of organizing students’ online educational internship. The educational internship for the bachelors of Education, majoring in Health and Safety & Physical Education, is introductory, the first one in the curriculum. The distance educational internship was organized on the MS Teams digital platform using team work. The students’ online activities involved analyzing scientific, popular science, methodological and official information on health and safety and physical education, as well as on the disciplines that provide the meta-subject approach and inter-subject communications when teaching these subjects at school. The key methods were the project method and the case method. The students were given different cases, such as to analyze the content of video clips and websites, to develop environmental excursions and algorithms for modeling the volcano, to determine the optimal physical recreation and its components for people of different ages. The main advantages of students’ distance educational internship are a larger number of tasks completed by students compared to the full-time format, the use of different methods and technologies to organize students’ team work. The main problems concerning the distance educational internship include teachers significantly overloaded with the task development and evaluation, the long hours students spend working at the computer and technical issues. It is important to find a reasonable compromise between the amount of the proposed work with the information, the optimal time and safe operation in an electronic environment when organizing internships in an online format. [ABSTRACT FROM AUTHOR]

A shift toward the digital distance learning due to the COVID-19 pandemic puts new demands on the teachers, and requires revision of traditional teaching methods. CLIL (Content and Language Integrated Learning) is not a new topic in pedagogy. It is represented in numerous studies of foreign researchers. In Russian pedagogy CLIL was explored mainly in the context of face-to-face education. Considering that distance learning is being implemented into the educational process, the use of CLIL in distance education provides new opportunities and difficulties both for teachers and students. The aim of this study is to reveal positive effect of implementation CLIL in distance learning, to conduct a comparative analysis of the CLIL efficiency in face-to-face learning and distance learning. The study based on the theoretical and empirical methods: analysis of the foreign and Russian scientific literature, observation, modeling and monitoring of pedagogical experiment. The results of pedagogical experiment allow us to conclude that the use of CLIL in distance learning improves both the language competencies of the students and their professional knowledge, and as a result to achieve a high level of foreign-language professional communicative competence. Finally, the study draws conclusions concerning advantages of CLIL implementation in distance education comparing with its use in face-to-face education, also the paper notes initial requirements for teachers and students to be involved in CLIL distance learning. [ABSTRACT FROM AUTHOR]

The paper reveals the concept of “the image of the professions of the future” and the relevance of its formation in modern life conditions. The factors influencing the formation of images of the future, as well as methods of studying the image of the professions of the future among high school students, have been determined. The image of the professions of the future, being one of the most important components of a holistic picture of the world, is a set of ideas about the profession, its value in society and about oneself as a possible representative of the professional community with the necessary competencies. The study of the process of shaping the image of the professions of the future in adolescents contributes to scientific ideas about the development of their worldview. The research in this area, which actualizes modern trends in the study of the characteristics of the younger generation, is presented. One of the important areas of interest for high school students is to study and plan options for their future profession. Scientists consider the image of the professions of the future as a connection between the current life situation of a student and the promising life aspirations of a high school student, which determine the possibility of their implementation in the future. According to the principles of career guidance, high school students are at the stage of studying professional growth, which includes crystallizing and clarifying their professional preferences, as well as making preliminary decisions about choosing a profession. [ABSTRACT FROM AUTHOR]

The competence-based approach in education has made it easier to use qualimetric procedures to assess learning outcomes. Given the fundamentally integrative nature of competencies, they tend to have more and more complex structures. This paper discusses the structure of one such competence, professional language competence, especially relevant to future technical university graduates who have to be able not only to solve professional problems but also use a foreign language to help them do this. The purpose of this study is to find out the component-wise structure of professional language competence of future technical university graduates and show experimentally that its development level can be assessed quantitatively, thus guaranteeing its development in students. The main research methods are pedagogical experiment, testing, method of expert group assessment. The pedagogical experiment involved 23 second-year students blogging in English on profession-related topics as part of their independent work organized with the author’s pedagogical technology. The results of the study show the effectiveness of this technology. Comparative assessments are provided of the level of different components of professional language competence as well as subcomponents of one such component. The monitoring of the changes in subcomponents and components of professional language competence allows a teacher to identify weaknesses in linguistic training and difficulties that students face in their independent work so that one address them in a timely and systematic manner. [ABSTRACT FROM AUTHOR]