Alla A. Annenkova

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.

The use of technologies based on artificial intelligence, virtual/augmented reality, mobile platforms is an urgent direction of the modern educational system modernization. Mobile training (m-learning) of specialists in the organization and provision of tourist services complies with UNESCO recommendations, meets government requirements for bachelor's degree programs in this sphere. The authors examine the issue of assessing the impact of the use of mobile applications on the training quality of specialists in the sphere of tourism. The purpose of the study is to examine the impact of mobile learning (m–learning) on the quality of training of specialists in the field of tourism. The methodology is based on the analysis of the potential of mobile technologies to support higher education and UNESCO initiatives, while identifying problems of their implementation in the training of specialists in the organization and provision of tourist services. When developing a system of training tasks based on mobile applications, they took into account the requirements of the professional standard of a specialist in the tourism sphere and the strategy of tourism development in Russia. The applications and tools to support mobile learning: Quizlet, Pinterest, Survio.com, Couchsurfing, Aviasales, Momondo, Trivago, Tripster, izi.TRAVEL, iBuildApp, Apps Tech Global, Appery.io, MIT App Inventor, etc. were used. As a result, the ideas of a methodological approach reflecting the necessary changes in the system of training highly qualified specialists in the tourism sector are described, taking into account the requirements of the professional standard and the directions of the tourism development strategy in Russia. In summary, conclusions are drawn about the positive (new opportunities for collaboration and project activities, cost optimization in tourism business, innovative experience with "distance" technologies in tourism) and negative (poor development of communicative abilities and oral communication skills of users, distraction factor of mobile devices, etc.) aspects of the m-learning impact on the quality of training specialists in the sphere of tourism. The authors also formulated methodological and technical difficulties of the proposed innovations: dependence on foreign software solutions, high cost, technical failures of equipment and Internet in remote areas. The obtained results can be used for the organization of cognitive research activities of students and the development of the tourism sector in the region.

The training of future librarians involves the use of innovative educational tools for the formation of demanded professional competences in accordance with the professional functions and priorities of the development of library science in Russia. The authors study the issue of using AR applications in training of future library specialists to provide additional conditions for the development of demanded digital skills, gaining experience in project- and research-based learning and other educational and cognitive activities; application of the fundamental theory of library science to the organization of cultural events, entertainment events. The purpose of the study is to identify the characteristic features of augmented reality technology use in training specialists in the library and information sphere to improve the quality of their training. The methodology is based on the analysis of the augmented reality technology potential for higher education, to support UNESCO initiatives, while identifying problems of their implementation in training specialists in the library and information sphere. The provisions of the professional standard for a specialist in library and information sphere, the strategy for the development of library science in Russia are taken into account in developing a system of educational tasks based on the AP applications. The following applications and tools were used to support augmented reality technology: Quiver, Star Walk, Mind Map AR, HISTARS, BBC Civilizations AR, AR Ruler, Arloon chemistry, Arloon geometry, ZOME, JigSpace, SketchAR, etc. As the results, the ideas of a methodological approach reflecting the necessary changes in the system of training highly qualified specialists in the library and information sphere are described, taking into account the provisions of the professional standard and the directions of the strategy for the development of library science in Russia. The conclusions are drawn about the characteristics of AR technology use in the work of a librarian (visualization of information, establishment of temporary and emotional connections, etc.). Methodological and technical difficulties of the proposed innovations are also formulated: high cost, technical failures of equipment in libraries. The obtained results can be used for the organization of cognitive research activities of students; in the work of museum-library type institutions.