Открытое образование (Москва) (Mar 2020)
Improvement of the educational process in the modern university by using earned value management
Abstract
The aim of this work is an attempt to unify the educational process management processes using non-standard tools, namely the earned value management (thepractice of project management). This attempt is explained by: on the one hand, the situation that has arisen in higher education, namely, an increase in the share of independent work when students study disciplines (with a constant, and more often increased need to maintain the same volume of the content of the discipline); on the other hand, a restriction on the use of “classical" forms and methods of conducting training sessions. This has become possible, thanks to the widespread use of information and communication technologies both from the perspective of one, who gives knowledge and from the standpoint of this knowledge receiving and, if necessary, “keeping the brand" —г that is as before, to train specialists corresponding to the professional competencies of the future teacher, who would give the opportunity to correctly respond to pedagogical problems in the real conditions of the educational process.Materials and methods. Any process, including educational, involves its control and management. The first attempts to evaluate the commercial activities of educational institutions were made abroad back in the 90s of the 20th century. In the works: M. Fullan (1991), Hargreaves (1994), Day (1999), Clark (2000), Kirpie (2007), Florisela, Ibanescu (2008) — the risks of the implementation of educational services are assessed. Russian scientists also contributed to the development of university management theory. We relied on the work of the following authors: V. Krichevsky, N. Rodionova, A. Tryapitsyna, I. Novikova (2008), L. Mazelis, K. Solodukhina (2012). We examined the methods from the field of project activities and tested one of them (earned value management — authors: E. Kolosova, D. Novikov, A. Tsvetkov (2000), Quentin Fleming and Joel Koppelman (2002)).Results. The application of this method allowed us to prove that it is a simple, convenient and effective tool with which you can really manage the educational project — the study of the discipline “Information Security in an Open Education System".Conclusion. Using classical pedagogical techniques and methods, you can certainly achieve a lot, but we have found a way that makes it easy to find bottlenecks in an educational project. This method is effective when used, can be transformed to any subject, and is clear in execution. Once again, the idea is confirmed that the experience of solving problems, taken from other unrelated areas, can be successful and enriches the theory of pedagogy.
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