Headings of the journal
"Educational Resources and Technologies"

Annotation: A modern higher school trains specialists capable of working in a wide range of economics. However, this does not apply to narrowly focused creative specialties, including film and telefilm directing. In accordance with the current education system, it is assumed that the graduate will immediately begin working on a full-length film as a production director. However, changes in the labor market in this area at the present dictate other conditions. It is almost impossible for a young specialist to get into a film studio system for a managerial position. The learning route for the specialty 55.05.01, namely the course that the author reads to students – «Director of feature films and TV movies», needs to be rebuilt to meet the broader demands of the labor market in the field of video production, multimedia, mass media, advertising, events, etc. The lack of willingness on the part of teachers to show students related areas of directing leads to the inability of students to work in any field other than film. As a consequence, this leads to the appearance of self-taught people in directing positions in related industries, the birth of a depressive-marginal stratum of society from unclaimed graduates, a decrease in product quality. The paper highlights the most important aspects of directing, recommended for study by first-year students, based on the current conditions of the functioning of the media space.

Annotation: Learning independence is one of social requirements for university graduates. Its essence is students’ personal learning interest, mastering educational activities and striving for self-education. At the same time traditional teaching methods and means in the context of modern higher education realities are insufficient to meet this requirement. The author proposes RAFT technology as an innovative means of forming learning independence. Its main emphasis is increasing the proportion of students’ independence and their personal meanings formation. This technology is analyzed on the example of Pedagogy classes held at Altai State Pedagogical University (Barnaul). The author comes to conclusion about increasing students’ motivation, their involvement in educational activities and development of cognitive processes necessary for further self-improvement and self-organization by means of creation of texts supposed in this technology.

Annotation: The article is devoted to the analysis of the role and place of museum pedagogy as a scientific discipline in the educational system. The article reveals the content and approaches to museum pedagogy, taking into account its interdisciplinary nature, using the example of museums of educational institutions. The role of museums in the education of students is considered on the example of educational institutions of Kazan as part of the general urban cultural space. It is noted that the museums of educational institutions as part of the museum space of the Russian Federation and the Republic of Tatarstan are a phenomenon of national culture and education. Attention is drawn to the specifics of school museums, their role as centers of patriotic education and personal development. The main approaches to museum pedagogy as a scientific discipline at the intersection of museology, pedagogy and psychology, which considers the museum as an educational system, are analyzed. On concrete examples of museums of educational institutions of the city of It is emphasized that museum pedagogy as an integrative and qualitatively new sphere of educational activity can be considered as an innovative pedagogical technology. As a conclusion, it is noted that museums of all profiles solve important pedagogical tasks, being the most accessible cultural institutions for students.

Annotation: The article is devoted to the issue of improving the effectiveness of educational activities of students studying with the use of distance educational technologies. The aim of the work is to study the possibilities of implementing a student-centered approach, focused on their interests and students ‘ capabilities, in the context of learning mediated by computer technologies. The ultimate goal of this approach is to develop the autonomy and independence of students who are responsible for their own learning outcomes. The paper shows the advantages of the student-centered approach, lists the main principles of student-centered learning. The tasks facing the student who independently manages educational activities in the conditions of the digital educational space are listed. The strategy of organizing the joint work of the teacher and students proposed in the article is aimed at providing each student with the opportunity to take a direct part in determining the principles and rules of joint educational activities. The article presents pedagogical techniques that allow organizing training centered on the interests and opportunities of students in the digital educational space.

Annotation: Human potential is a significant factor affecting economy competitiveness. It’s especially important to focus on forming youth’s human potential as an innovative resource of social development. The purpose of this article is to analyze the opportunities of youth’s human potential development in the context of SMART-education concept. We present the key aspects of this approach in particular related to the development of SMART-competencies. The research is based on the findings of the experiment conducted by VRC of RAS in 2020. It shoes that on average the SMART-competencies in the experimental and control groups are at an autonomous level with prospects of a strategic one. The author proposes a list of the basic directions that would help to develop individual components of SMART-competencies and indicates their possible contribution to human potential formation. The paper concludes with the need to create a favorable environment that promotes the development of students’ abilities and outlines the areas for further studies.