Vladimir V. Matveev

An important task facing a digital school teacher is to prepare a graduate who is able to use the acquired knowledge in practice and offer non-standard solutions demanded by Industry 4.0. The authors investigate the problem of substantiating the effectiveness of 3D-modeling use for building up research skills of students in the context of additional education. The purpose of the study is to explore the potential of 3D-modeling in the classroom in the system of additional education for the development of research skills of schoolchildren. The following classification of research skills is used in the work: operational, communicative, organizational, informational. The authors have identified the appropriate indicators for them: conducting observations and research; hypothesizing; planning activities; analysis of information sources. The scientific novelty lies in the fact that the potentials of using 3D-modeling are substantiated as an additive technology for training school graduates who should be able to successfully self-actualize in the conditions of the creative industry. Theoretical significance – the authors identified didactic capabilities of 3D-modeling tools in the context of additional education contributing to the development of students’ research skills by increasing the visibility of the product presentation, versatility, the absence of the need for an additional physical model, the relative speed of obtaining drawings and layouts. Experimental work was carried out on the basis of the Center for Prototyping of the Orel State Institute of Culture, in the studios of blogging and creative video. Models and objects printed on a 3D-printer were evaluated during diagnostics. Pearson's χ2 (chi-square) test was used as a statistical processing method. The results present a program of classes for the module "Creative Modeling", which allows developing the research skills of studio participants during carrying out interdisciplinary tasks. A system of tasks has been worked out to support all stages of students' activities. Conclusions are drawn about the potential of 3D-modeling: putting forward a hypothesis of a natural-scientific character and testing it experimentally; mastering the methodology of independent planning and conducting an experiment in compliance with safety regulations, etc. The difficulties that complicate the use of 3D-models are formulated: the problem of training mentors to use technology; the organization of students' access to equipment. The results obtained can be used in classes in the system of additional education for career guidance work, organizing free time and supporting the intellectual development of students.

The effectiveness of the library as a sociocultural institute depends not only on professionalism, but also on the emotional abilities of librarians (their sociability, response to unforeseen situations, the ability to "read" the needs, expectations and interests of others), and the skills of using digital technologies in library collaboration. The authors study the problem of justifying the effectiveness of the use of gaming applications in the context of the formation of an emotionally-comfortable library environment. The purpose of the study is to examine the potential of gamification tool AhaSlides for the development of emotional intelligence of participants in library-information interaction. The methodology is based on identifying the opportunities of library collaboration and digital technologies for the development of personal emotional intelligence; on clarifying the options and forms of gamification services application in the work of libraries. Scientific novelty: the potential of using gaming applications to build the skills that form the basis of emotional intelligence (emotional awareness, managing your emotions, self-motivation, empathy) is justified. Theoretical significance – the factors have been identified that affect the quality of using gamification tools for the development of emotional intelligence of participants in information and library interaction. Students of the Orel State Institute of Culture, employees and users of the Centralized Library System of the city are involved in experimental work. AhaSlides is a means of gamifying for interaction of employees, readers, visitors and partners of libraries. The N. Hall test was applied at the stage of diagnosis and assessment of emotional intelligence formation. Pearson's χ2 test was used as a statistical processing method. The results present a methodological approach containing: a description of the program for training library specialists; ideas and principles of including digital tools of gamification in the design of the library-information collaboration environment for the development of the emotional intelligence of its participants. The prospects for gamification of the library environment have been determined: the involvement of new users, the use of neural networks, support for career guidance, etc. The results obtained can be used in the training of specialists in the library and information sphere, in the work of libraries and other institutions of a cultural and educational nature.

One of the most important tasks facing the teacher of the digital school is to train a graduate who can use the gained knowledge in life and generate new ideas, offer non-standard solutions, go beyond the usual patterns and circumstances. The authors examine the problem of justifying the effectiveness of time line services use for the development of creative thinking of students by means of additional education. The purpose of the study is to examine the didactic potential of interactive time lines in classes in additional education system for fostering students’ creative thinking. The methodology is based on identifying the opportunities of additional education and information technologies of the digital environment for the formation of components of creative person thinking; on clarifying the program of classes and methods of organizing activities in studios when creating time lines. The scientific novelty lies in the fact that the didactic potential of using timeline as a type of infographics in relation to each of the components in the structure of creativity is justified: flexibility, originality, elaboration, fluency. Theoretical significance: the authors identified didactic potential of timeline services in additional education, contributing to the development of creative thinking due to the opportunities of interactive presentation, multiple use, multimedia, technical minimalism. Experimental work was carried out on the basis of the Center for Creative Industries of the Federal State Budgetary Educational Institution of Higher Education "Orel State Institute of Culture", in the studios "In Topic" and "Perspective". To create time lines, the Timeline JS service was chosen. The method of F. Williams (adapted by E. E. Tunik) was used in the diagnosis and assessment of thinking formation. Pearson's χ2 (chi-square) test was used as statistical processing method. The results present a program of classes, methods of organizing activities in studios when creating time lines: displaying facts in chronological order, compiling algorithms, creating biographies, and presenting statistics. Difficulties that complicate the use of services are also formulated: management of time resources, the need to work out criteria and indicators for the effective use of web-applications. The results obtained can be used in classes in the system of additional education for career guidance work, organizing leisure time and supporting the intellectual development of students.

Gamification of the cognitive process in a higher educational institution contributes to the development of students’ communication skills, increasing their professional motivation, self-realization through the playing activities of didactic purpose. The inclusion of a quest as a technology that combines the ideas of problem-based and game-based learning is in line with the recommendations of UNESCO, the essence of the communicative approach in education. The authors study the issue of assessing the impact of graduate students' activities in designing educational space of escape rooms on the formation of their communicative competence. The purpose of the study is to examine the influence of the graduate students’ activities in designing the socio-cultural space of the escape room for the development of their communicative competence. The scientific novelty lies in revealing the characteristic aspects of the stage-by-stage work of specialists in the socio-cultural sphere in creating educational space of escape rooms: information-analytical; communicative; professionally oriented; collaborative. The theoretical significance of the study lies in the fact that the essence of the concept of an educational "escape room" for the training of specialists in the socio-cultural sphere has been concretized. The methodology is based on the analysis of the potential of the "quest" technology as a form of learning in the information environment. The concretization of methods of work with program resources for the area of training "Socio-cultural activity" (master’s degree level) was carried out. To design quest escape rooms, students used Power Point, MS Word, AXMA Story Maker, Learnis, Quandary, etc. When diagnosing the level of students' communicative competence, the "Communicative and organizational inclinations" method was used. The stages of graduate students’ work on the design of educational space of escape rooms are described in the results section: analysis of the demands of the digital society, the potentials of software resources; application of technology; thinking through the plot component; drawing up routes for the participants, a plan for dialogues between characters, etc. Bases of practice: the Museum of collectible dolls, the literary museum of I. S. Turgenev, the Art-Orel house, the house-museum of V. A. Rusanov, etc. The difficulties of innovations are formulated: the creative nature of the activity in the development of the socio-cultural plot and the content of the playing space; dependence on software support in cultural institutions; team-building problems. The practical significance lies in the fact that the results of the study can be used for gamification in sociocultural activities.

The use of immersive technologies as a means of visualizing educational information is the current direction of the modern educational system modernization. The use of 3D–modeling elements in the training of in-demand specialists of the socio-cultural sphere corresponds to the recommendations of UNESCO, the directions of the value-oriented model of government cultural policy. The authors examine the issue of assessing the impact of the use of three-dimensional imaging in training organizers of socio-cultural activities on the quality of their training. The purpose of the study is to define the characteristics of three-dimensional computer graphics use in the training of specialists in the socio-cultural sphere. The methodology is based on the analysis of three-dimensional graphics potential to support international and government educational programs, on the specification of methods of working with a 3D–editor for the areas of training “Methodology and organization of socio-cultural activities. Teaching special disciplines". At different stages of work, the following tools of 3D–graphics, 3D–editors were used: 3DS Max, Maya, LightWave 3D, SoftImage XSI, Rhinoceros 3D, Zbrush, Blender, Wings 3D, Adobe Photoshop, Paint 3D. The results describe the ideas of a methodological approach reflecting the necessary requirements for the use of three-dimensional computer graphics in the training of highly qualified specialists in the social and cultural sphere, taking into account the areas of training "Methodology and organization of social and cultural activities. Teaching special disciplines. " The authors come to conclusion about the positive (tools for activating cognition, feedback; visualization of theoretical information; a variety of ways to present information about leisure activities; reconstruction and 3D–modeling of values, etc.) and negative (rapid overstrain, eye discomfort, vertigo) aspects of the impact of 3D–graphics use in training organizers of social and cultural activities on the quality of their training. The difficulties of the proposed innovations are also formulated: the high cost of 3D–equipment; dependence on paid software; technical failures in cultural institutions; commercialization of the project. The obtained results can be used for the organization of socio-cultural activities of students; the development of applied cultural studies.