106 Future Human Image. Volume 7, 2017
Educational Cognitive Technologies as Human Adaptation Strategies by Marja Nesterova
values help to keep the students to be a part of a dynamic, diverse and creative community that embraces partnership working and that makes a positive difference to society. Important to notice, that all these values are seemed to be very perspective not only to educational but societal development.
Transversal competences and educational technologies
Thus, it leads to the problem of proper changes and innovations in the educational system.
Education policies and curricula aim to incorporate a broad range of skills and competencies necessary for learners to successfully navigate the changing global landscape. "Transversal competencies", sometimes referred to as "21st Century skills", are broad based skills that aim to meet these challenges, such as technological advances and intercultural communication. Education policies and curricula aim to incorporate a broad range of skills and competencies necessary for learners to successfully navigate the changing global landscape.
There is very important direction of the development of transversal competences - implementation of their forming into the educational processes. They all solve the problem of effective response to contemporary civilizational challenges of the knowledge society.
In modern conditions higher education institutions no longer dominate in the production of knowledge, but they continue to play an important role in connecting knowledge and citizenship [Delanty, 2008: 29]. Trends and challenges in integrating transversal competencies into education should be considered and applied in the educational dimension.
Nowadays the use of on-line training, stimulating has been increasing in all sectors of social activities. "From virtual reality to prepare surgeons for complex brain surgery, to airplane pilots being tested on simulators. Yet despite these advances, soft skills training like mediation, has been one of the last bastions of face-to-face only training. The reason for this of course is up until now the teaching of a process which is about human relationships always seemed impossible to deliver via technology" [South, 2017]. Now communicative cognitive technologies could be transferred into the virtual, digital sphere because of outstanding growth of its power and flexibility. However, with the trend toward on-line, interactive learning in all its forms increasing and the sophistication of the technology able to deliver many more nuanced approaches to learning. It concerns first the soft skills (facilitation, mediation, etc.) and how to transfer their art to professionals and practitioners. "We should seek to capture the spirit of mediation - which is also about innovation and flexibility - and collaborate with on-line training organisations to develop content and approaches that will meet mediator trainees needs while safeguarding the fundamental aspects of mediation and skills based training" [South, 2017].
Despite of complex problem of transfer and modification of cognitive communicative technologies into the virtual, on-line sphere, cognitive technologies in education and training are key factors in the development of transversal competences as the base of the European educational policy. In general, the main goal of education is to adopt student to the success activities in the complex, non-stabile society (do not forget about challenges of the virtual and augmented realities). To date, no consensus has been reached for referring to non-academic skills, non-cognitive skills, 21st century skills, or transversal competencies, and this is reflected in the reports from the respective countries and economies. In the report from the Philippines, the term used is "non-cognitive skills." In its report "Future Work Skills 2020" the Phoenix Research Institute has identified these transversal skills and defined them in ten large blocks
Future Human Image. Volume 7, 2017 107
Educational Cognitive Technologies as Human Adaptation Strategies by Marja Nesterova
of competences." These competences are as follows: Sense-Making, Social Intelligence, Adaptation thinking: Intercultural competences, Computational thinking, Transdisciplinarity, Design mentality, Cognitive load management, Virtual collaboration [Future Work Skills 2020].
The European educational policy oriented to develop these important and useful skills. Some of them are well-known but changed a little. Therefore, strategic thinking is very important cognitive competence but it is transferred to the more complex and actual competence of Sense-Making. We can define it as the ability to find the deepest or most significant meaning of what is being expressed. That means the competence to synthesize the key points that help to create a unique viewpoint before taking decisions. This is sort of "mix" between strategic thinking, proper decision-making and creativity. Moreover, Interactive Visual Communicative
Technologies should be the most important tool in the process of development and dissemination of sense.
The integral parameters of successful interpersonal communications are base of the competence of Social Intelligence: the ability to connect with other people deeply and directly, to detect and stimulate the desired reactions and interactions. Socially intelligent employees know how to rapidly evaluate the emotions of people around them and adapt their words, tone and gestures. As a result, this is a key skill for working together and building relationships of trust, and it is necessary for getting along with groups of people in different contexts.
The information society demands the competence of Computational thinking: the ability to translate large amounts of data into abstract concepts and understand reasoning based on data. As the quantity of data that we have available to us increases exponentially, many more functions will require computational thinking skills in order to make sense of this information In the "behavior economics", with its management of cognitive patterns of social activities, there is actual the competence of Mastering the new media: the ability to evaluate critically and develop content that uses the new media forms, using those media for persuasive communication.
The coming generation of workers will have to have fluent competences in differing formats such as video, be capable of "reading" and evaluating information critically, and communicating it through a number of different channels. The unexpected growth of non-professional video blogging could be considered as the additional prove of the above trend.
The complex social reality demands from young and adult learners becoming experts in recognizing what way of thinking each task requires and reconditioning the working environments to improve that ability to carry them out. It means that the competence of Design mentality is very important for the successful adaptation. This competence is the ability to represent and develop tasks and work processes in order to get results. In addition, this competence means the ability of new way of thinking - to design the mental process before the appearance of cognitive tasks. It is important to notice that these cognitive tasks could be multiply and nonrelated. Therefore, it proves that in the conditions of unlimited flows and dimensions of information extremely useful the competence of Cognitive loads management: the ability to discriminate and filter out the important information, and to understand how to make the most of current knowledge using a variety of tools and techniques. Young and adult learners have to develop their own techniques to deal with the problem of cognitive overload.
