Methodological foundations of cognitive educational technologies
It is necessary to find methodological foundations for the implementation of new approach in the educational system. This approach should be based on the recent achievements of cognitive researches, neurosciences, social\communicative educational technologies implementation, etc. It should be taken into the consideration that practical educational tools also need to be upgrade according to the recent innovations. It means that cognitive technologies (for example, Interactive Visual Communicative Technologies - IVCTs) both as advanced courses and as important educational tools should be precisely implemented into the education system. This process should be based on the relevant aspects of European educational policy (including social cohesion and transversal competences studies). The main task is the dissemination of this direction of educational policy cognitive principles. Innovations in high education should be based on the latest scientific researches, approaches and technologies. Therefore, the one of the most perspective direction is cognitive.
Cognitive technologies in education based on multimodal learning, embodied cognition and interactive-learning framework. Cognitive technologies aimed to cognitive effectiveness improvement not using of new neurotechnologies (neurodevices) but training of various mental abilities (neurobics, eidetic and mnemonics). Cognitive technologies based on practical technologies of interactive communication (facilitation, mediation, active learning based case studies, serious games, etc.). Implementation of educational cognitive technologies has to take into consideration the basic cognitive mechanism. One of the major cognitive mechanism is the game - trough the game, as evolutionary epistemology shows to us, a person learns and develops. In addition, the game is one of the most emotionally deep, exciting process not only for children and young people but for adults too. This specificity of our cognitive system is successfully taken into account in "the experience economy", "economy of entertainment." The existing trend of development of social reality reflected in this area - "virtual offset": more and more games are transferred to virtual reality, and even in the space of social networks. The development of technology speeds up this process - right now, there are gamers devices that combine the real physicality of the player with a virtual "avatar." Helmets for the other sensory experiences of reality are improving very quickly, along with a variety of devices that enhance our cognitive capabilities (for example, see or hear in the human range). However, even without these devices a virtual game captures an increasing number of people. Some modern cognitive technologies, for instance, mediation, also could be applying in the educational dimension. Their application could be by the innovative modern approach called "Serious Games". The Serious Games are the new technologies of involvement of young and adult learners into the educational dimension amplified by the thinking and social cooperation. This is a recent evolution in training technology, bought about by the rise of gamification (the use of game theory and game mechanics such as points, leader boards, badges, progress bars etc., in non-game contexts to engage users). The main purpose of Serious Games is the development of the skills of the player. However, it reaches by retaining attention and engagement through immersive and entertaining media sources and attracting scenarios.
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Educational Cognitive Technologies as Human Adaptation Strategies by Marja Nesterova
We can consider a gamification as the one of the most perspective educational cognitive technologies. At the recent decades, the gamification is intensively spread in the education system. An important aspect of applying a particular category of games (including in education) is in focus of interests of the company Serious Games - the Serious Games Society (www. seriousgamessociety.org). Recently the Serious Games Society conducted the international conference on The Games and Learning Alliance conference (GALA 2015), which was dedicated to scientific and applied researches and developments in the field of "serious" games. They are considered as a useful and effective tool for better learning, study, training, and evaluation in the education system.
Educational cognitive technologies for the social cohesion development
Education and training are key factors in maintaining social cohesion and competitiveness in the European Union. Lisbon strategy fifth updated social EB confirms that education is one of the key elements of the European social model. But the modern problem of the separation of society due to the war (Ukraine) and waves of migrants (Europe) or internally displaced persons (Ukraine), requires go to another level of consideration of educational strategies focus on enhancing social cohesion. Educational cognitive practices are based on the using of the cognitive channels. In addition, they deeply involve students in interactive processes of teaching and learning for better results in education for better cohesion, teambuilding and social intellect training. From my point of view, they are so effective because of connections with the most powerful mechanisms of human cognition - visual communications and mutual games. Mutual games to be considered as one of the most effective way to reach social cohesion in educational dimension.
It is very important to notice that the problem of new educational technologies is actual because of increasing social problems in the modern society. In particular, the problem of social cohesion and its educational background is very painful worldwide. The society meets new and unprecedented challenge of responding to its own staggering complexity. The structure of our society needs to change. Around the world, people are creating revolutionary movement against their governments. They do not want to live under the rules of government"s dysfunction and corruption. People are trying to create a new world in which individual capabilities and the implementation is not detrimental to collective action.
In some places violence destabilize state power and social order. In others, mass dissatisfaction and frustration lead to unprecedented social movements. Unrest in rich and poor societies called deep and comprehensive frustration from a lack of something vital, for example, the food, and the stalled, sustainable economic and other expectations. Local communities as one of the most predictable and effective tools on this matter should be developed, for instance, during the program of decentralization (the core direction of reforms in Ukraine). To support this direction of reform and economy development should be change the educational dimension to enhance the social cohesion processes for better communities strengthening.
There is a very perspective approach in this direction - community based universities. One of the best practices is University of Brighton (www.brighton.ac.uk). From small beginnings in 1850s Brighton, the University of Brighton has grown to a complex and diverse institution based in three towns across the south coast of England. The ethos of this University is defined by four core values: inclusivity; sustainability; creativity; partnership. These core
