Tatyana В. Kyzyoma

The relevance of the article is due to the insufficient development of theoretical material and the controversial issue of the project-based activities functionality in the educational process of Russian universities. The aim of the research is to examine the functional potential of the project-based activity. The scientific novelty lies in the fact that the authors explore the functional potential of project-based activities that have already successfully demonstrated their effectiveness in practice, in particular at Sevastopol State University. The study attempts to examine the dynamics of the "project-based activity" concept development, the borrowing and further improvement of progressive ideas of Western educators by domestic researchers. The Western model of student-centered education is evaluated. The authors try to describe the advantages of modern project-based activity at the university, one of which is the creation of a unique atmosphere of mutual cooperation and providing students with the opportunity to express themselves in different areas of educational activity. Special attention is paid in the article to a detailed description of different types of projects, based on the criteria of the line of activities, their structure, organization features, as well as the definition of the final products of student projects. The authors come to a logical conclusion about the wide functional potential of research, information, telecommunication, applied and creative student projects, highlighting in detail what skills and abilities students will acquire during their implementation. In this article, the authors substantiate the idea that project-based activity in a modern higher education institution is an important educational pedagogical technology that allows solving didactic goals and objectives of learning, while moving away from traditional schemes. The high efficiency of project-based learning described by the authors is confirmed by the example of ongoing projects at Sevastopol State University. The authors make a comprehensive analysis of project-based activities in the framework of such disciplines as "Technologies of project-based activity", "Methodology of project-based activity", "Design in the professional field". The article presents a mechanism for implementing significant student projects and their value to potential customers. The theoretical significance of the research lies in the expansion of scientific ideas about the functional potential of project-based technologies in the framework of educational process in the higher education system. The results of the article can be used by university teachers in practical activities when implementing independent, individual or group project-based work of students.

The relevance of the article is due to the obvious current need in the conditions of modernization of higher education to find new productive forms, methods, and learning tools that meet the requirements of the modern student-centered educational paradigm, among which facilitation technologies play a significant role. The teacher-facilitator's knowledge of algorithms for organizing various types of facilitation, in particular basic and developmental ones, understanding the differentiating features of team and collaborative group work of students, the ability to use effective student-centered facilitation techniques (Work Out, Future Search, Open Space, Polarization of opinion, Brainstorming) in the process of a group work facilitation are mandatory components of pedagogical and professional skills of a modern university teacher. The purpose of this study is to examine the functionality of facilitation technologies in their implementation in the group work of students. The scientific novelty lies in the fact that the authors explore the functional potential of using facilitation technologies that have already successfully shown their effectiveness in practice in organizing group work of students at the university. The authors define the characteristic features of team and collaborative group work of students, when implementing facilitation technologies in it, noting the wide educational and formative potential of such activity, possible formats of its organization. Two types of facilitation can be distinguished at the current stage of the development of theoretical research in this field: pedagogical and social. The first one considers increasing the productivity of education and the development of subjects of the professional and pedagogical process due to the communication style and personal characteristics of the teacher. While the second focuses on increasing efficiency in terms of speed and productivity of a person's activity through the actualization of the image of a rival person or a human observer in a person’s mind. The study makes an attempt to assess the advantages of collaborative group work of university students, as well as to reveal the process of facilitative interaction not only between the teacher and university students, but also within the group itself. The article justifies the idea that proper communication is one of the important key life skills and it is necessary for group work of students. The main requirements for improving communication skills among the students of the group, knowledge of which is necessary for the teacher-facilitator, are clarified. The authors come to a logical conclusion about the wide functional potential of facilitation technologies in organizing group work with students. The theoretical significance of the article lies in the authors' expansion of scientific ideas about the prospects of facilitation technologies in the higher education system. The results of the study can be used by teachers of higher educational institutions of the Russian Federation in practical work when organizing various types of group work of students in project-based activities, lectures and practical classes.