文章基本信息

标题：On the new paradigm of personality in mining education
本地全文：下载
作者：Andrew Zykov ; Anastasia Demeneva ; Michal Cehlár 等
期刊名称：E3S Web of Conferences
印刷版ISSN：2267-1242
电子版ISSN：2267-1242
出版年度：2021
卷号：303
页码：1-6
DOI：10.1051/e3sconf/202130301031
语种：English
出版社：EDP Sciences
摘要：In today’s information storm, conventionally speaking, we can distinguish two types of information: the 1st is “Hypertext” or Big Text – this is a huge array of structured and unstructured information. System comprehension of hypertext in the chosen field is a classical school, secondary or higher professional education; the 2nd is compactified knowledge, i.e. the result of the knowledge approach. Compactified knowledge is presented in a special, “condensed” form, including extensive use of infographics and other visual techniques. They can also be organized in such a way as to operate with human actions (algorithms). To a scientist, the use of compactified knowledge allows him to see better and faster the interconnections of the subject of his research with other disciplines. This is especially necessary for interdisciplinary, breakthrough research. Compactified knowledge includes, for example, checklists, which summarize to one or two pages the experience of incorrect actions in a certain situation, making it possible to avoid them. Compactification does not replace the experience of long-term learning with “hypertext”, it complements the experience of conventional education in those situations where “quick” knowledge is needed for application and where the cost of error is high. Without basic education, the effect of applying compactified knowledge may be lower. Compactified knowledge is not impoverished (reduced) knowledge, but condensed, concentrated knowledge. It is obvious that in the field of knowledge compactification demand exceeds supply, techniques and methods of its generation are in a state of formation, and generators of this knowledge are obviously not enough, which opens a wide field of activity in this direction.