New communications in education

The article explores the educational potential of moderation and facilitation communications, which increase the level of subjectivity of the learning group, the e ectiveness of joint purposeful activity of the teacher and students, giving a synergetic e ect from the interaction of learning subjects. New communication in education is quali ed as a tool to stabilize the educational process. The introduction of moderation and facilitation technologies makes it possible to use the scienti c potential of communication studies in speci c educational situations in university teaching in order to eliminate contradictions between the rapid development of communication technologies focused on active interaction and cooperation in society, and often classical asymmetric subject-object directive communications in teaching. This involves increasing the role of a university teacher as a communicator, replacing authoritarianism, pedagogical directivity with exibility, interactivity, based on communicative technologies that translate the educational process into a mode of joint action and motivated self-learning. The development of means and forms of communication makes it possible to solve the problem of updating education. The theoretical and methodological foundations of the project of implementing partner communications of moderation and facilitation in training are considered. The optimal ways of forming the competence of moderation and facilitation among students are revealed. The system of work with students on the formation of competence, which includes 8 content blocks, is presented. Experimentally, with the help of the developed diagnostic tools, the e ectiveness of the content of the process of forming this competence has been established.