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PresentationsAn approach to creating a smart environment for building fundamental knowledge through the digital transformation of traditional lecturesFederal State Budgetary Educational Institution of Higher Education "Dubna State University" tmbednykova@yandex.ru, tyuutyavin@gmail.com, kayus.22@uni-dubna.ru, sivodedov.mikhail@gmail.com In today's world, traditional mass lectures have largely lost their relevance. For a long time, the lecturer—often a professor with unique scientific expertise—was the primary source of information, and the main goal of a lecture was the transfer of knowledge from teacher to students. Discussions and problem-solving were typically reserved for seminars. Today, the Internet and Artificial Intelligence have made information universally accessible. Students have access to a vast array of resources: e-textbooks, online courses from world-leading universities, scientific articles, and conversational AI assistants. It is not just technology that has changed, but the students themselves. Modern youth are characterized by "clip thinking" and find it difficult to maintain focus for long periods. They rarely take notes, as the traditional necessity for them has vanished. Furthermore, today's students expect immediate feedback and dialogue, much like their experience with apps and games, where every action produces an instant result. Under these conditions, the traditional lecture model requires transformation. A lecture should now aim to motivate students toward independent, deeper study while ensuring the initial understanding and mastery of key concepts right in the classroom. This requires shifting the student from a passive listener to an active participant through questions, discussions, gamification elements, and conscious note-taking. It is evident that implementing such a model in a classical mass lecture with more than 30 students is practically impossible. The solution lies in integrating a digital environment into the educational process. On one hand, it allows for real-time student engagement and maintains a live dialogue between the lecturer and the entire audience. On the other hand, the system tracks progress, providing the instructor with real-time statistics on attendance, activity, and material comprehension. This approach allows for flexible adjustments to the lesson plan, relieves the lecturer of administrative functions, and significantly reduces routine tasks. In conclusion, the digital transformation of the traditional mass lecture is not merely about introducing new tools; it is a fundamental shift from broadcasting knowledge to managing cognitive activity. The proposed approach overcomes the current crisis by transforming the lecture from a passive process into an interactive space for knowledge building that aligns with the cognitive characteristics of modern students.
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