University New Educational Reality in Disruptive Technologies Context

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 664-668

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

University New Educational Reality in Disruptive

Technologies Context

Nikolay A. Podymov , Mariam A. Nikoghosyan *, Alla N. Stolyarova , Svetlana V.

Narutto , Nikolay A. Mashkin , Stanislav E. Martynenko , Zoya I. Paznikova , Petr K.

Varenik⁹

Department of Educational Psychology, Moscow State Pedagogical University, Moscow, Russia

Institute of Psychology and Education, Kazan (Volga region) Federal University, Kazan, Russia

Department of Management and Economics, State Social and Humanitarian University, Kolomna, Russia

Department of Constitutional and Municipal Law, Moscow State Law University named after O. E. Kutafin (MSAL), Moscow, Russia

Department of Legal Regulation of Economic Activity, Financial University under the Government of the Russian Federation, Moscow,

Russia

Department of State and Legal Disciplines, Plekhanov Russian University of Economics, Moscow, Russia

Department of Theory and History of International Relations, Peoples’ Friendship University of Russia (RUDN University), Moscow,

Russia

Department of Philological and Art Education, Banzarov Buryat State University, Ulan-Ude, Russia

Department of Legal Regulation of Economic Activity, Financial University under the Government of the Russian Federation, Moscow,

Russia

Received: 22/07/2019

Accepted: 02/09/2019

Published: 03/09/2019

Abstract

The relevance of the study is due to a set of problems that have arisen in the educational environment of the University under the

influence of technological breakthrough in the life activity of modern civilization. The fundamental reasons for the transformation of

the higher education system in all its segments are mainly determined by economic and technological factors. Economic factors of

disruptive technologies are carried out at the expense of significant acceleration of production and increase of profit, quality of goods

and services. In the context of technological factors, models of transformation of traditional educational reality with the help of virtual

reality tools are used. Together, these processes creatively destroy the traditional norms and rules, values and educational reality of the

University. To substantiate the theoretical and practical significance of constructing a model of the new educational reality of the

University, corresponding to the principles of disruptive technologies, pedagogical modeling is used as a leading research method. The

article reveals the features of disruptive technologies’ development, important for the transformation of the educational reality of the

University; the priorities of disruptive technologies’ implementation in the virtual educational reality of the University. The structure

and content of disruptive technologies’ virtual model in the construction of a new educational reality of the University. The

effectiveness of the structure and content of disruptive technologies’ virtual model in the construction of a new educational reality of

the University is proved in the process of experimental work. The materials of the article have practical application and can be useful

in the development and implementation of various techniques and practices in virtual services and in the educational process. They are

recommended for teachers and students of the University.

Keywords: Virtual Reality, Construction of the Model, Context Of Disruptive Technologies, Transformation Model, Educational

Reality of the University, Pedagogical Modeling, Principle of Mass Cooperation, Principle of Equal Interaction

of the planet has a destructive effect on the same connection at

Introduction

the other end of the world (5). Thanks to disruptive

technologies, innovations penetrate into all spheres of life

activity and contribute to the introduction of more effective

and flexible forms of updating the educational reality of the

University (4). The principal for disruptive technologies in

The study found that the interdependence of man, society,

state and civilization as a whole are created through economic

and electronic communication, when the destruction of

previously stable functional and industrial relations at one end

Corresponding author: Mariam A. Nikoghosyan, Institute of Psychology and Education, Kazan (Volga region) Federal University,

Kazan, Russia. E-mail: mar_nik98@bk.ru.

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 664-668

General is the effect of a significant acceleration of production

and improvement of the quality of goods and services. In the

context of understanding the prospects of innovative models of

educational reality, they create additional market value of

services provided by universities. The fundamental reasons for

the transformation of the higher education system in all its

segments are determined by economic and technological

factors (1, 9). It is established that the economic factors of

disruptive technologies are carried out at the expense of

significant acceleration of production and improvement of

goods and services’ quality. In the context of technological

factors, models of creative transformation of traditional

educational reality with the help of virtual reality tools are

used. Together, these processes creatively destroy the

traditional norms and rules, values and attitudes of the

educational reality of the University (6, 7). At the same time,

the economic efficiency of these destructions is determined;

priority technologies are established among many other

disruptive technologies. Today it is P2P business; software as

a sum of services; web services and real-time computing; grid

computing technologies; electronic tagging; electronic tagging

system, etc. (2, 4, 5). The study proved the high level of

demand for University teams in disruptive communication

technologies, such as online cloud computing in the areas of

interaction and communication, social networks and online

information resources (8, 11). Based on the materials of this

study, for the first time, as an independent scientific direction,

an attempt is made to substantiate the theoretical and

methodical approach to the construction of a model of a new

educational reality of the University, based on the principles of

mass cooperation, open educational resources and equal

interaction of participants in disruptive technologies. To

substantiate the theoretical and practical importance of

constructing a model of a new educational reality of the

University, corresponding to the principles of disruptive

technologies, as a leading method of research, pedagogical

modeling is used. The article reveals the features of the

development of disruptive technologies, important for the

transformation of the educational reality of the University; the

priorities of disruptive technologies’ implementation in the

virtual educational reality of the University are established.

The structure and content of disruptive technologies’ virtual

model in the construction of a new educational reality of the

University are justified. The effectiveness of the structure and

content of disruptive technologies’ virtual model in the

construction of a new educational reality of the University is

proved in the process of experimental work.

implementation of a new paradigm of the educational process

as a key idea of updating the educational reality of the

University, using the method of T3 Framework is defined (5,

8). The studies of a group of authors (7, 9, 10), devoted to

modifications of the educational reality of the University in the

joint resource Computer Supported Intentional Learning

Environment (CSILE) are of particular interest. This is a

computer-supported learning environment or Knowledge

Forum. It is proved that the Knowledge Forum resource is a

prototype of the new educational reality of the University. It

represents a virtual educational reality intended for students

and teachers, allowing them to place educational materials,

exchange ideas, data, analyze research results, discuss texts,

design modern technologies, etc. In the course of the study, the

active interest of specialists to the problem of disruptive

technologies as

a priority condition for updating the

educational reality of the University is established. However,

there are no sufficient grounds to speak about a holistic

understanding of these processes for the transformation and

construction of the educational reality of the University. Until

now, there are methodologically incorrect approaches to the

definitions and categories of disruptive technologies, to the

substitution of technological meanings by economic categories

of profit, goods and services, etc. Not all this contributes to the

productive solution of the problem. Therefore, the study of

disruptive technologies’ characteristics as the conditions of

transformation of the educational reality of the University is

seen as justified and appropriate.

Results and Discussion

.1 Disruptive Technologies in the Process of

Transformation of the University Educational Reality

The study found that the special attention of the

pedagogical community and student communities to the

prospects of transformation of the University educational

reality due to the intensification of disruptive technologies,

under which the educational reality of the University today

appear communication technologies based on online cloud

computing in the areas of interaction and communication,

social networks and online information resources. Over the

past decade, the paradigm of the Internet has changed

significantly and the concept of online information resources

as disruptive technologies is filled with new content. For

example, the pedagogical technology of S. Magana - T3

Framework is actively used. This technology focuses teachers

on the classification of students' learning according to the level

of complexity of the studied material: the usual translation of

knowledge (translational level), the transformation of

knowledge (transformational level) and the transcendence of

knowledge (transcendent level). The separation and

operationalization of levels takes place through specialized

technological applications with a certain quality of information

impact in order to achieve the desired result in the learning

process (8, 11). Discursive content of disruptive technologies

in relation to the transformation of the educational reality of

the University in mass practice is manifested in the increased

activity of users to the formation of information content of

Internet services in the framework of the network

communities. Confirmation of the established trend is a new

level of Internet resources’ development that have changed the

Literature Review

The special significance of the transformations of the

University educational reality, mediated by the integration

interaction of pedagogical and disruptive technologies,

computer multimedia systems and interactive computer

programs, network technologies and network models, is noted

in a significant number of studies (3, 4, 5, 6, 7, 8, 10, 11). The

efficiency of online cloud computing technologies in the field

of interaction and communication of students, social networks

and online information resources in the process of creating an

innovative educational reality of the University is established

(

2, 4, 5, 9, 10). The importance of works on the design and

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 664-668

types and forms of the student network interaction, as well as

abolished the spatial and temporal boundaries between its

subjects. Today, in the theory and practice of pedagogical

science, the term digital/disruptive technologies refers to an

automated virtual platform on the Internet that unites students

with the help of software and hardware and allows them to

carry out individually or collectively a variety of educational

activities based on the resources of the educational reality of

the University. It is proved that the services of social networks

and online information resources is an interactive multi-user

website, the content of which is filled by the network

participants themselves. It has a set of applications – software

systems, including:

ability to move, talk, and work. They will focus the life, mind,

and values of those who create and then use them. They will

be like a continuation of our senses, the functions of our body.

Computers, for example, expand the scope of human brain

activity and in the near future will probably present artificial

intelligence. The new computerized textbooks, which will

make available to any student the contents of the repositories

of all the world's libraries, will be able to copy in an individual

form the education that was once received in the usual,

standard way in schools and universities (3). Such

achievements in the development of science and technology,

implemented with the help of disruptive technologies,

radically transform the entire educational reality of the

University. Today, countries with advanced technologies

(USA, UK, Canada, and Singapore) developed disruptive

technologies using hologram images of the lecturer in 3D

format, conducting regular training sessions with students

from remote studios in an interactive mode of virtual

educational reality of the University. The virtual picture

creates the effect of the presence of a live teacher in the

classroom, allows students to discuss with him/her remotely



Instant messaging (allow you to communicate with

another user through the network in real time);

Online chats (allow multiple users to communicate in

real time at the same time);



Online forums (users on this site can view the topic and

leave their comments in sequential recording mode, as well as

create a new topic available to other participants);



Web blogs - personal online magazines of individual

users, in which the owner can post messages in his/her journal,

(

9, 10).

The research substantiates the priorities of disruptive

while other users (readers) can leave their comments to them;

technologies implementation in the virtual educational reality

of the University:



Wiki-reference - websites, the content of which can be

edited by visitors (6, 7, 9, 10). It is established that network

services are the technological (instrumental) basis for the

construction of various structures and forms of educational

reality of network institutions, network communities, network

competitions and Olympiads and educational process models.

It is proved that the emergence of a significant number of

different network services stimulates the development of

network educational activities and an increase in the number

of network educational platforms that radically transform the

educational reality of the University. Students who fairly

assess their extensive information potential, which opens up

global advantages for educational reality, actively use them:

personalized learning, new models of cooperation, new

learning strategies (4).

) the creation of information and communication reality,

providing the organization of ways of access and use of

information resources of network services: wiki, blog, website,

social network, which have their own distinctive features, but

in General have all the necessary capabilities to host and

implement a network project;

2) The creative tasks’ design and activity products'

placement. Tasks can be both individual and collective,

focused on the performance of tasks by each team - participant

or allowing to involve all teams at the same time, or to organize

interaction between teams. Since the tasks are of a network

nature and the participants do not always have the opportunity

to interact in reality, it is important to organize their interaction

in the network in various ways of joint execution of tasks,

when the teams see the results of each other's work;

3.2 Priorities of Disruptive Technologies’ Implementation in

Selection of tools for the organization of

the Virtual Educational Reality of the University

communication lines.

It is proved that the chip is a technical achievement of

disruptive technologies. It has already been active in a wide

range of areas, from answering machines to medical diagnosis.

A chip is a tiny square of silicon that holds millions and

millions of bits of information that can be captured at the speed

of light. Today, up to 16 million numbers and letters can be

transferred to one such scheme; by the end of the century, it

will fit a billion of such signs. So-called supercomputers, based

on a technique known as massive parallel processing, with the

ability to perform more than a trillion mathematical operations

per second, help scientists and engineers in areas such as

testing the body's response to a new drug without involving

living people for testing; mapping the genetic structure of a

person to better understand the course of hereditary diseases;

developing models of different climatic conditions on earth in

order to study the changes caused by air pollution; application

of spoken language and speech images to enhance the

versatility of factory robots (2, 3, 5, 9, 11). Thanks to the

computer, more and more objects of the future will acquire the

It is a procedural unit that functions in a particular format

chat, forum, blog, messaging), that has its own educational

goals and objectives and provides a stable communication

interaction between the participants throughout the

implementation period. The leading types of communication

lines are established:

(



The news line is a mandatory component of the

network project, directing the progress of its implementation

through information support. Regularly created messages

about events and deadlines form the route of promotion of

participants on the project;



Consulting line is the most important component of the

network project, as it aims to support the independent activities

of the participants;



Thematic line – a prototype of the conversation,

implemented in the format of a forum, blog or other means of

network communication and related to the problem of the

network project by the content;

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 664-668



The line of interaction between teams is a means of

participants’ self-organization for joint activities;

Reflexive line – line of understanding and evaluation

implementation are determined, preliminary preparation is

carried out. The leading role in the network project at this stage

is given to the personality of the teacher as the organizer of the

process, and the long-term goal is to create the necessary

conditions for the implementation of educational activities in

the network. All activities at this stage involves the study and

testing of technology tools;



of performance.

The design of communication lines in a network project

largely depends on the state of the educational reality of the

network and its instrumental capabilities. It is proved that the

communication blog is the most convenient for the

organization, as the technology of blog implies a dialogue (for

each blog post you can leave a comment).



At the stage of educational activities’ organization, the

initial development of the process is carried out – a joint

discussion of General ideas, the definition of specific research

topics, the distribution of students into groups, the definition

of General rules and terms of development of copyright

materials, criteria for their evaluation, etc. The activity of

students and teachers involves intensive discussion and

development of common points of view on various issues, the

definition of group goals and objectives, group norms and rules

are developed, the primary ideas of each of the group

members, their role and status in this process are formed.

Students get the experience of entering the network society

and the use of disruptive technologies’ tools of online

communities for collaborative addressing educational

challenges. The teacher determines student activity at this

stage;

4) Design and implementation of tools to promote the

results of activities on the Internet:



E-mail distribution;

Placement of information in the relevant network

communities;



Placement of information on the official websites of

educational organizations and educational authorities;



Placement of information on personal educational

resources of teachers and students (1, 2, 4, 10).

.3 The Structure and Content of Disruptive Technologies’

Virtual Model in the Construction of a New Educational

Reality of the University



At the stage of educational tasks’ development, the

It is established that in the educational practice of the

University disruptive technologies are placed on the server of

a multi-user website that unites teachers and students with the

help of software and technical services of social networks and

cloud online resources that allow to carry out individually or

collectively a variety of communicative and educational

activities, which together make up the educational reality of

the University. This is the highest priority service of social

networks and cloud online resources for placement of

disruptive technologies based on online cloud computing in

the areas of interaction and communication, supplemented by

pedagogical resources of the University (4, 11). In the network,

the participants of the educational process are united by

communication and interaction services. The levels of

development of educational technologies’ models are set:

diagnostic, formative, reflexive evaluation. Levels are

allocated based on possible options of the student interaction

in innovative virtual and educational reality of higher

education institution:

educational importance of network development is

determined, as well as the possibility of its implementation by

a large number of students who can coordinate their activities

through the services of the website. From the existing variety

of pedagogical definitions, characteristics and criteria, the

pedagogical technology T3 Framework (8) is singled out as

dominant. This technology focuses teachers on the

classification of students' learning according to the level of

complexity of the studied material: the usual translation of

knowledge (translational level), the transformation of

knowledge (transformational level) and the transcendence of

knowledge

(transcendent

level).

Allocation

and

operationalization of levels through specialized technological

applications with a certain quality of information impact, allow

determining the priority of disruptive technologies in the

innovative transformation of the educational reality of the

University (8, 11,12).



At the diagnostic level, the interactions are alienated,

4 Conclusion

the participants of the interaction are not connected by

something common, do not attach any value to joint

discussions;

The study confirms the theoretical and practical

significance of disruptive technologies as an actual direction

of innovative transformation of the University educational

reality. Based on the results of the study, the significance of



At the forming level, each of the students becomes an

active subject of the educational reality of the communicative

process and involves other students in its implementation;

disruptive technologies resources as

technological

(instrumental) platform for creating a new educational reality

of the University is confirmed. In the course of the study, the

tendency is established of growth of various network services

stimulating the development of priority services of social

networks and cloud online resources for the placement of

disruptive technologies based on online cloud computing in

the areas of interaction and communication, supplemented by

pedagogical resources of the University. The priorities of

disruptive technologies based on the ideas of a new paradigm

of social network and a new educational reality of the

University, together creating a single educational reality

designed to solve universal problems of student training. The



At the reflexive – evaluative level, students evaluate

themselves and other fellow students as subjects of educational

reality, see the value in themselves and others.

Allocation of levels of students’ interaction creates

prerequisites for the design and implementation of disruptive

technologies’ content as an innovative model of educational

reality:



At the preparatory stage, the diagnostic level of the

model is carried out: the purpose and problems of the

educational process, the range of participants, the timing of

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 664-668

results of the study confirm the assumption that disruptive

technologies is an innovative model of the educational reality

of the University, providing the transformation of

technological (instrumental) conditions of the educational

environment, in which the processes of communication

exchange, individual and joint activities, mutual support of

students in the implementation of educational tasks. On the

basis of the materials of this study for the first time, as an

independent scientific direction, the substantiation of the

theoretical and methodical approach to the construction of a

model of a new educational reality of the University, based on

the principles of mass cooperation, open educational resources

and equal interaction of participants of disruptive technologies

The article reveals the features of disruptive technologies

development that are important for the transformation of the

educational reality of the University; the priorities of

disruptive technologies’ implementation in the virtual

educational reality of the University are established. The

structure and content of the virtual model disruptive

technologies in the construction of a new educational reality of

the University are justified. The effectiveness of the structure

and content of disruptive technologies’ virtual model in the

construction of a new educational reality of the University is

proved in the process of experimental work.

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