Research Trend Analysis on the Usage of Robotics in Education

Maria Maximova,YoungHwan Kim APEC국제교육협력원 2016 Asia-Pacific Cybereducation Journal Vol.12 No.1

Recently, the interest in the educational robotics has grown greatly, but few studies have been conducted in this field. This study intended to investigate the trend of usage robotics in education during the period of 2001-2014 while analyzing 133 research papers to find the answers to the following questions. First, what is the general research trend of utilizing robotics in education? Second, what are the most recent issues and challenges of robotics in education? Publications have been analyzed using quantitative analysis and cross-tabulation. All gathered articles have been categorized and analyzed under twelve categories. Furthermore, seven categories have been cross-tabulated with other categories. Overall findings present that there are a significant amount of publications on higher and secondary education. Articles on early education and teachers training have started to become more apparent lately. It has also been noticed that robotics generally is seen as an extracurricular activity. Among educational robots, ‘robot kit’ type was one of the highly utilized, especially LEGO Mindstorms robot kit. The main objective of most analyzed articles is the experience of a course curriculum. Results of the study show that there are three main issues and challenges of robotics in education. First, there is a lack of quantitative research on the impact of robotics in education. Second is an absence of well-defined curriculum for target audience. Third is the narrow use of robotics in education. The study also present recommendations for future research.

Introduction to Russia’s international development assistance to education, based on the example of READ programme.

Maria Maximova APEC국제교육협력원 2018 Asia-Pacific Cybereducation Journal Vol.14 No.1

This article introduces Russia's international development assistance to global education, specifically the Russia Education Aid for Development (READ) programme. This study utilises analysis of literature and reports based on the READ programme’s background, structure, stakeholders and procedure. The objective of this research is to illustrate READ's key characteristics that helped it to succeed and lessons they have learned. Results show that READ is a well-planned, triangular cooperation programme requiring further study due to its applicability to other emerging donors. Moreover, this study sees a need for more research in education development assistance of not only Russia, but also other emerging donors.

ICT use in Education in the Republic of Sakha of the Russian Federation. Review of APEC e-learning Training Program trainee’s reports 2007-2013.

Maria Maximova,Mi Shon,Vasily Maximov APEC국제교육협력원 2014 Asia-Pacific Cybereducation Journal Vol.10 No.2

The purpose of this research was to identify the situation of ICT use in education in the Russian region, its reasons, and possible problems and solutions. In order to achieve the attempted purpose, analysis was done on thirteen individual and collaborative final presentations of 34 Russian (Sakha) trainees who attended the APEC e-Learning Training Program during 2007-2013 and Russian government project on ICT in education. The results of the research are as follows. First, the most mentioned problem and need to the Russian education informatization was identified as a shortage of ICT equipment. The next two problems identified were the problem of the insufficiency of educational resources and lack of teacher motivation in using ICT. Third, the implementation of ICT in Russian schools should become one of the important objectives of the region’s education administration and school administration. Thus, Russian regional government officials, who are responsible for education, need training to implement better policies and measures for improvements of ICT use in education. Also it’s important for them to learn the best foreign experience in using ICT in Education and adapt it by taking into consideration culture, geographical and other regional features.

Education 2030 맥락에서 ICT를 활용한 러시아의 교육 진단과 발전 방향 고찰

Maximova, Maria,김 진 희(Kim, Jinhee) 한국비교교육학회 2016 比較敎育硏究 Vol.26 No.5

유엔을 위시한 국제사회가 2030년까지 지속가능한 발전을 이루기 위해 ‘모두를 위한 포용적인, 양질의 교육과 평생학습’을 보장하는 교육목표(Education 2030)를 선언했 지만, 거의 대부분의 나라들은 이러한 국제선언을 어떤 방향에서 실천하고 추진해야 하는지 준비되지 않았다. 이런 맥락에서 본 연구는 러시아를 사례로 특별한 교육적 필요를 가진 장애학생들의 포용교육을 ICT를 활용해서 추진하는데 있어서의 특징과 장애 요인을 분석하였다. 이 연구를 통해서 온라인을 활용한 ICT 기술이 장애 아동의 학습 권리를 강화하고, 통합교육을 실천할 수 있는 기반을 고찰하였다. United Nations (UN) has adopted Sustainable Development Goals (SDGs) in 2015 to build peaceful, just and inclusive societies and education agenda is a cornerstone to achieve the goals by 2030. Yet, most countries could not respond with the agenda systemically and would not be ready to implement it. In this vein, the purpose of this study is to analyze Russian situation on inclusive education in the context of Education 2030, particularly in the case of Students with Special Educational Needs and Disabilities (SEND). Thus, this study investigated reasons for SEND students choosing homeschooling and obstacles of successful inclusion of Russian education. Also this study showed the need and possibilities of usage Information and Communications Technology (ICT) to include non-SEND students together with SEND in the united class as online inclusive education.

Need Assessments for Designing APEC Edutainment Exchange Program (AEEP) in Sakha

Maria Maximova,Kim Sang-mi,Matilda A. Kruse,Kim Young-hwan,Vasily Maximov 부산대학교 교육연구소 2014 교육혁신연구 Vol.24 No.2

본 연구는 러시아 사하공화국과 한국 간 APEC 에듀테인먼트 교류 프로그램(이하 AEEP) 개발을 위 해 사하공화국 현지 교사와 교육전문가들을 대상으로 프로그램에 관한 요구와 기타 관련된 사항들의 실태를 분석하고자 하는 것이다. 이를 위해 본 연구에서는 문헌연구를 기반으로 현지 조사와 함께 설 문조사와 인터뷰를 실시하였다. 현지 조사는 한-사하 AEEP를 주관할 대학교와 AEEP 참가자들의 고등 학교 그리고 캠프장과 다양한 체험학습대상지들을 방문하였고, 담당 교사들 및 교수들을 대상으로 교 육 현황과 프로그램에 관한 요구 조사를 실시하였다. 그에 따른 주요 결과는 다음과 같다. 첫째, 러시 아 극동 지구에 위치한 사하는 문화와 역사, 환경 및 기후의 측면에서 독특하고 다양한 교육 자원들 을 보유하고 있다. 그리고 이를 활용한 청소년 대상의 국제교육협력활동에 높은 요구를 보이고 있었 다. 둘째, AEEP를 통해 대규모 국제교류활동을 실시하기 위해서는 참여자들의 한-러 간 언어 장벽, 이에 따른 통역 지원, 참여 경비, 현지 교민 및 관련 기관과의 연계 등과 같은 점을 고려해야 한다. 셋째, 사하공화국은 한국에 대해 긍정적인 이미지를 가지고 있으나, 우리나라 학생들에게는 지리적으 로 뿐만 아니라 음식과 대화 방식 등 다소 낯설고 독특한 문화를 가지고 있어서 문화의 차이에 대해 충분한 사전 교육이 필요한 것으로 나타났다. 따라서 이후 후속연구에서는 상기와 같은 점을 고려하 여, 사하공화국의 풍부한 자연 환경을 안전하고 매력적으로 활용하고, 다양한 측면에서의 체제적 지 원을 포함하는 AEEP 개발 연구가 필요할 것이다. The purpose of this study is to assess the need for APEC Edutainment Exchange Program(AEEP) and current status of educational environment of Sakha in Russia in order to design AEEP with Korea. To this end, based on literature review, this study conducted a field research in Sakha visiting universities, schools, camp sites and various sits for experiential learning for students and did a survey and interviews targeting the local teaches and education experts. The results are as follows. First, having high demand for international educational cooperation activities for students, Sakha, located in the far east of Russia, has attractive and divergent educational resources in the aspect of culture, history, and natural environments. Second, it needs to consider participation costs, matters of interpretation due to language barriers between Korea and Russia, and involvement and support from local Korean residents and related institutions. Third, there should be enough attention and orientation to Korean students so that they can understand and respect the cultural difference of speaking attitude and food in Sakha. These results could provide preliminary data to develop Sakha-Korea AEEP utilizing divergent cultural resources and rich natural environments of Sakha with systemic support for participants.

Need Assessments for Designing APEC Edutainment Exchange Program (AEEP) in Sakha

Vasily Maximov,Kim Young-hwan,Matilda A. Kruse,Maria Maximova,Kim Sang-mi 부산대학교 교육발전연구소 2014 교육혁신연구 Vol.24 No.2

The purpose of this study is to assess the need for APEC Edutainment Exchange Program(AEEP) and current status of educational environment of Sakha in Russia in order to design AEEP with Korea. To this end, based on literature review, this study conducted a field research in Sakha visiting universities, schools, camp sites and various sits for experiential learning for students and did a survey and interviews targeting the local teaches and education experts. The results are as follows. First, having high demand for international educational cooperation activities for students, Sakha, located in the far east of Russia, has attractive and divergent educational resources in the aspect of culture, history, and natural environments. Second, it needs to consider participation costs, matters of interpretation due to language barriers between Korea and Russia, and involvement and support from local Korean residents and related institutions. Third, there should be enough attention and orientation to Korean students so that they can understand and respect the cultural difference of speaking attitude and food in Sakha. These results could provide preliminary data to develop Sakha-Korea AEEP utilizing divergent cultural resources and rich natural environments of Sakha with systemic support for participants.