Moskva, Moscow, Russian Federation
Russian Federation
The modern environment surrounding a young person is multidimensional and contains a significant number of attractive factors that make it difficult to focus on educational technologies. This negatively affects the effectiveness of training. Therefore, it is important to minimize such distracting phenomena in the learning process. The solution of these problems, according to the authors, lies in the development of immersive learning, which uses an artificial environment. This minimizes distracting phenomena, activates motivation through increased involvement in the learning process, and provides stimulating visualization. The article is devoted to the presentation of the results of the analysis of definitions, the role and connections of the components of immersive technological and vocational training, including the "immernet" as a natural environment for the development of immersive learning. It is shown that today the time factor is becoming relevant not only for specific individuals, but also for enterprises and for the state. The rapid pace of technological development leads to the fact that most formal training programs become obsolete almost immediately after its launch. The programs are poorly modifiable and the students studying on them do not acquire the skills of adaptability and mobility. This is due to the fact that software developers do not always take into account the interests of production or business, that is, they are not sensitive to the learning processes at the enterprise. In other words, the "traditional formal education system" does not meet the urgent needs of today's graduates. Most courses are organized not by tasks, but by topics. Therefore, many students are not able to solve rapidly changing production tasks. The content of the subjects around the topic gives an additional load, which in many cases is unjustified. In a 3D learning system, information in specific situational contexts is more important than outside of any problem or practice of action. As a result, many teachers began to identify a set of strict practical procedures in the content of formal training, allowing students to adapt to production processes at specific workplaces.
immersive learning, immersive learning technologies, technological learning, vocational training, productive learning, generative learning
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