State University of Library Studies and Information Technologies (BULGARIA)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 6126-6131
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0310
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
The dynamics of social processes, the increased need for advanced knowledge, the adoption of new skills, the need for lifelong learning, altogether tremendously increase competition in almost all spheres of human activity. This dynamics determines the need for defining new objectives, related to students’ motivation to actively participate in the educational process in order to prepare them for their successful realization in a genuine working environment.

Modern qualitative change and the new modern vision of university education in knowledge economy are based primarily on innovations in education. Training, which consists of two directions - theoretical and practical, and is based entirely on the educational paradigm "Learning by Doing". In this respect, training allows every student, during the period of his education at university, to formally unify with all the rest of his/her colleagues as well as to build his/her own (unique) nature, which, in a dynamically changing market environment, would contribute to his successful career.

This report aims to present one good example, implemented at the State University of Library Studies and Information Technologies (SULSIT) - Sofia, Bulgaria, where research activities are skillfully developed in real conditions and by combining theoretical training in regular lecture courses with practical field work. The implementation of this connection between doctrinal and experiential training of young people is realized through specially organized open summer student practices, internshipships and summer universities. They are an integral part of the overall university concept for conducting advanced and focused policy, which aims not only to obtain effective knowledge but to acquire skills, adequate to the external information environment as well. It is through the results of practical activities that have been carried out, that the nature of training and the function of modern universities in contemporary information environment are revealed to the fullest extent.

In this regard, several successful approaches from SULSIT’s practice have been outlined. These approaches have a long-term positive effect on the formation of the overall pattern for BA, MA and PhD students’ motivation for the process of education and actual working conditions. In its essence, the educational process is set up in parallel with the knowledge process, and, therefore, one of the most interesting methodological approaches are associated with the active monitoring based on careful realization and targeted perception of the research object. Part of these approaches are "experiential learning", "learning through research" and "learning with all senses" (perceptual). It is clear that from the point of setting the objectives and selecting the educational subjects at university, to the concrete forms, methods and tools used in practice - everything is designed and implemented as a research process that determines cognitive motivation with young people.

In this case, the methodology and the pattern for motivating students are based on the specific educational technologies for their participation in managing the various forms of practical training. The important thing here is to pay attention to the fact that in the process of this training, apart from the fact that they self-organize and are managers to themselves, the students create long-term contacts with formal and informal local leaders. The analysis of the methodology and the pattern shows that they are a key factor for the future successful realization of the students, for the formation and development of their professional career.
University information environment, educational paradigm, theory and practice, student’s motivation, learning by doing, professional career.