Creative, social and educational projects. Implementation of student projects in secondary specialized educational institutions Student projects and their implementation

"Digital Publishing"

During the course, students get acquainted with the theory and history of digital publishing, choose the topic and content of the book (as a rule, these are collections of essays and articles by famous scientists, critics or publicists), interact with the author, work on the book as editors in the Adobe Digital Publishing System program and develop marketing strategies to promote your product.

You can see what happened at. In November 2016, students presented the books they had prepared, . One of the books, How It's Done: Producing in the Creative Industries, entered the top sales of the Ridero publishing platform in March 2016.

The course is led by Alexander Arkhangelsky, a writer, TV presenter, literary critic, tenured professor at HSE, and the director of the Book Institute, co-founder of the Ridero publishing platform Alexander Gavrilov, executive director of the Association of Internet Publishers Vladimir Kharitonov and Doctor of Cultural Studies, professor at the Faculty of Communications, Media and Design at HSE Anna Novikova.

More about student projects in the field of digital book publishing:

“Transmedia Extensions for Museums”

Students, together with museum professionals, produce transmedia extensions for museums: they think through content and visual concepts, build interaction with designers and museum staff, and work in archives. Museums thus receive additional resources to attract an audience, and students - experience in working on real projects.

In the 2016-17 academic year, part of the students worked on projects for small museums of the Tretyakov Gallery (they include the Museum-Apartment of A.M. Vasnetsov, the House-Museum of V.M. Vasnetsov, the Museum-Workshop of A.S. Golubkina, the House-Museum P. D. Korina). The result of their work will be a website, which in the future will be a separate page of the Tretyakov Gallery website. Their work is led by Tatyana Gafar, head of the Tretyakov Museum Development Service.

The second group is busy with multi-format multimedia projects, thematically related to the works and life of Leo Tolstoy. They work together with Fyokla Tolstaya, Head of Development State Museum L. N. Tolstoy.

The course is led by Anna Kachkaeva, media critic, candidate of philological sciences, professor at the Department of Media.

More about student projects for transmedia museum extensions:

“Online Education”

Students master the production of online education courses, learn how key market players work, learn how to competently submit applications for the creation of such courses, prepare “selling” announcements, and even make a teaser of their own course.

Among the platforms, the work of which undergraduates get acquainted directly with, are Courson, Netology, stepic.org, MTS Corporate University, etc.

"Today, the project approach is increasingly penetrating into management practice. An increasing number of organizations are beginning to consider themselves through the prism of project-oriented activities. The need for professional project managers is increasing. The shortage of these specialists is also growing. Therefore, the problem of training and selecting managers is becoming the most urgent projects. In this regard, questions arise about the possibility of creating a system that will facilitate the selection and formation of professionals in the field of project management."

PMSOFT Company and the University of Project Management, in cooperation with universities, together with representatives of the Big Russian Branch of AACE, the Moscow Branch of PMI and Young Crew Russia SOVNET, PRUE. G.V. Plekhanov and National Research University Higher School of Economics conducts competition "Best student project". For several years in a row, the competition has evoked a response from hundreds of students from leading universities in Russia and neighboring countries. The results are winning projects and very promising student work, receiving encouraging diplomas of the jury! This year, summing up the results of the competition and awarding the winners will take place in May 2018 as part of.

The main prize in the "Student Project" competition is participation in the business program XVII International Conference on Project Management and the opportunity to hear from Russian and foreign practitioners how to correctly and consistently apply project technology so that its use becomes the key to the successful development of companies. Participation in the conference will provide an opportunity to listen to the gurus in the field of project management. For participation in the conference, the winners will receive 8 PDUs (units professional development used to certify project management professionals).

According to the results of the last year’s competition, the prize in the nomination “ Best Project ” was won by a student of the Ural Federal University named after the first President of Russia B.N. Yeltsin - Evgeny Tolstikov (Scientific supervisors - Divakova Marina Nikolaevna and Gushchin Alexander Nikolaevich) with the work “Village for the elderly”: A comfortable environment for the elderly”, and in the nomination “ best idea » the winner was students from the Russian Economic University named after G.V. Plekhanova Sedova Zlata and Shalaevskaya Alina (Scientific supervisor - Kuzina Olga Viktorovna) with the work "Construction of an orbital combat station" The number of participants in the competition is constantly growing, the geography of participants is expanding.

The competition will be held for more than 2 months, the work of the participants will be monitored by an independent jury. At the end of the competition, prizes will be awarded to the winners.

aim this competition is to expand cooperation with universities in the framework of joint training of specialists who know the basics of project management. Involving young people in the study of approaches, tools and methods of project management.

The terms of participation:

Entries can contain projects from any area of the application.
Students of high schools, average and average - special educational institutions participate.
Participants of the competition must provide the project charter and the calendar-network schedule for the implementation of the project.

Indicative content of the project charter:

Project description

Project name;
justification of the expediency of the project;
project goals;
expected results of the project;
project product;
prospects for the development of the project product;
parties interested in the development of the project;
stakeholder expectations;
project risks;

Project Constraints and Assumption

project execution time;
project costs;
organizational;
criteria for assessing the success of the project;
The project team;

Project management plan

hierarchical structure of project work;
responsibility matrix;
project milestones;
calendar-network schedule;
resource provision;
project cost plan.

Dates: Competitive projects are accepted from February 1 to April 10, 2018. The award ceremony will take place at the end of May 2018.

HSE Methodological Center

November 2015

How to Create an Application Project for Undergraduate Students

Student projects: what are they needed for?

Project activities for students were introduced into HSE undergraduate programs in 2014. This practice has two goals: to give students the opportunity to try themselves in real work in the chosen specialty and gain experience in applying the acquired knowledge, skills and abilities in practice.

You can create such a project if you have a task or task that students can complete. Thus, when executing a project:

The customer organizes a workflow or solves a specific problem in an organization/department;

Students consolidate the acquired material in the process of working on the project.

How organized project activity within the HSE undergraduate programs?

The concept of the project has been formed, there is an interested person in it Customer

Applying for a project for Project Fair an employee of the National Research University Higher School of Economics

students are signed up for the project, students are selected
The general system for organizing work on a project at the Higher School of Economics is as follows:

Summing up the project, assessment of student work

Project work

The main feature of the project is the inclusion of students in the work on practical tasks that require students to use the knowledge gained in the learning process, discipline and responsibility. Such tasks can be set for students both by HSE departments and external customers. It is important that the project manager be an employee of the National Research University Higher School of Economics.

What kind of projects can students take on?

You can involve students in the work on the project if the purpose of its implementation is a specific product that can be used for applied or research purposes. Students can also be involved in the organization and implementation of some process - holding conferences, olympiads, excursions, open days, etc.

Based on this, projects can be classified into three types:

If the main goal of the project is to conduct research, which implies the receipt of some scientific or applied scientific product as a result, for example, an article / publication, report, analytical review or note, an application for a scientific grant, methodological manual etc. - that project research;

In the case when the main goal of the project is to solve some applied task, such as the development and justification of a design solution, the creation of a business plan or a business case, especially for an external customer, the project refers to applied;

a project involving the participation of students in the organization of an event or in the implementation organizational processes(organization feedback teacher and students, technical training teaching materials, organizational assistance in the process of conducting classes, etc.) - service project.

Each project has a labor intensity in credits, which are credited to the students who completed them and are taken into account in their curricula. Service projects have the lowest credit cost (and students cannot earn more than 25% of the credits they need with such projects), but they do not require a detailed description of the result.

How to prepare such a project?

When preparing a project proposal, you will need to answer the following questions:

What will the project be called?

The name is the first parameter that students will pay attention to. Try to make it clear and precise reflect the essence of the work.

Who will lead the project?

An employee of the National Research University Higher School of Economics should act as a leader.

Which department is the customer of the project?

If the customer is external, then the project manager's department should be indicated in the application.

When should the project be completed?

The project must have a start date and a finish date. You also need to decide how long you will accept applications for participation in the project. Allow time for student selection if there are more applications than required.

How many credits can be assigned per project?

The complexity of the project is calculated in credits accrued to each student upon its completion. 1 credit equals 25 (astronomical) hours of student work. Some projects may require preparatory or independent work, it should also be counted, as well as the time for the defense and / or presentation of the results.

Example: A project lasts 10 weeks and each student involved spends 5 hours per week on it. Thus, in total, students will work 50 hours, which is the complexity of the project in 2 credits.

Example 2: To complete a project, you need to spend 300 hours on it. So, if you open 4 vacancies on the project, it turns out that each student will spend 75 hours on its implementation. The complexity of the project in this case is equal to 3 credits.

Note. The project manager decides which way to round the clock. If there are few vacancies and the work is complex, it is recommended to round the hours up (i.e., for example, 35 hours can be rounded up to 50 and assigned a workload of 2 credits). If the work is group and routine, it is recommended to round down.

How many students can be involved in the project?

You can involve as many students in the project as you need. successful implementation project on time.

If you don't know how many students you need, this number can be obtained based on the project's due date and the total number of hours required to complete the project (or hours per project per week).

Students have both classroom and extracurricular activities, and usually a student can allocate from 1 to 6 hours per week for a project (up to 15 hours for especially urgent projects). This will allow you to determine the number of students you need.

Example: if the project requires 8 hours a week, then you can attract 1 student, or 2 students who will work 4 hours a week, or 4 students who will work 2 hours a week (labor intensity in loans will be correspondingly lower) .

Example 2: The project takes a total of 200 hours to complete, with a project timeline of 10 weeks. It turns out that on average per week you need to spend 20 hours on the project. If each student is required to work on a project for 4 hours per week, then the project will require 5 vacancies.

Where will the students work?

Students can work on the project on the premises of the department, the customer, or remotely.

How will students be assigned tasks?

While working on your project, students can receive tasks either individually or in groups. It is possible that for all students the task will be common for the project.

Students of what educational programs (and what courses) do you invite to participate?

If you wish, you can limit the enrollment of students to certain undergraduate educational programs. You can also limit the enrollment of certain courses by students, without differentiation according to the selected educational programs.

Example: students of the EP "Oriental Studies", " International relationships" and "Political Science", courses 3 to 4.

What other requirements should be for potential project participants?

Indicate professional requirements - prerequisites for the knowledge, skills and abilities of students that you expect from project participants. It is possible to indicate the disciplines that students must already master.

Where will meetings with project participants and students work (if not remotely) take place?

Such a territory can be an office of a subdivision of the Higher School of Economics or the territory of a customer.

What keywords characterize the project?

When compiling an application, you will need to specify tags - keywords related to the topic of the project. Using them, it will be easier for students and anyone interested to find your project on the HSE portal.

What else is required to be specified in the application for the project?

If at the previous stage all information about the organizational side of the project was collected, then at this stage it is required to describe its content.

The project description should include:

General description of the goals and objectives of the project;
Information about the external customer (if any);
Types of activities performed by the student in the project / skills being developed
The planned result of the work on the project;
Criteria for evaluating the final result;
Criteria for assessing the individual contribution of students to the work.

Take Special attention the nature of the activity that students will be engaged in, since this item will best show what skills the student will be practicing.

Also one of the key points design work is the assessment of the final result and the contribution of students to the work.

In relation to research and applied projects, the result can be evaluated according to external criteria, for example, the acceptance of an article for publication, the coincidence of predictions with reality, changes in observed characteristics, etc. at the same time, the most effective and recommended way to evaluate the results of a project is to public defense before the customer. For a service project, this item is optional.

Evaluation of students' contribution to the work may depend entirely on the evaluation of the project result, or it may be differentiated, in which the number of credits is accrued depending on the student's fulfillment of his project tasks, meeting deadlines, etc.

All items on the page for adding a project are mandatory. The "Project Description" block should contain basic information about the content of the work on the project (no more than 500 characters). A detailed description of the project is best attached as a separate file (available in the same block).

After filling in all the required fields, you can send it for consideration to the Directorate of Basic Educational Programs. After reviewing the project for compliance with all the requirements specified in the Instruction, the project will be published at the Fair and available to students.

For potential customers:

If you are interested in implementing a project with HSE students, but you are not an HSE employee and do not have professional contacts with HSE professors who could act as project leaders, take advantage of the following opportunities:

email us about your idea at [email protected];
contact the contacts on the portal www.hse.ru with the leaders of the educational program or department whose students are suitable for the project.

Project "(Re)thinking of the Russian avant-garde"

As part of this project, a special issue of the Archiproba magazine was prepared about the mass architecture of the 1920s in Moscow, which even Muscovites themselves have no idea about. Tamara Muradova herself was born in one of these houses and, from the very beginning of her training at Strelka, she decided to research the problem of heritage preservation under the guidance of theme director Rem Koolhaas. At the center of the project is the architecture of the constructivist residential complex on Usachivka.

Tamara Muradova, student of the topic "Preservation":“My research has a loud name “Vanguard” - I lured the public with it. In fact, the theme sounds like this - "Mass architecture of the 20s", these are such proto-microdistricts of what later appeared under Khrushchev. I talked about this phenomenon of high-quality mass architecture, which still functions perfectly, but for some reason is excluded from people's consciousness. I wanted to fill this gap, so the result of the project is a media campaign. Since I had experience creating a magazine, I thought why not do it in this format.

I will continue to work on the magazine, I want to take it to a new level so that it is periodic printed edition. It was a special issue, about objects, now I want to return to my subject - intangible architecture, which is based on feelings. Although the last chapter of the diploma is dedicated to the spirit of the place: I think that it is not the architecture that should be preserved, it should simply be maintained, but the spirit of the place.”

Project "Belyayevo forever"

A Polish student made a book application for the inclusion of the Moscow district of Belyaevo in the list of UNESCO World Heritage Sites. In his project, he studied how intangible heritage affects the visible shell - architecture. The unremarkable residential area of Belyaevo became a home for Moscow conceptualists. In his work, Snopek proposed that the area be preserved not because of the uniqueness of the architecture, but because of the valuable intangible component that the place has.

Kuba Snopek, student of the topic "Preservation":“My project is an application for the inclusion of the Belyaevo district in UNESCO sites. I researched Moscow conceptualism: it turned out that it is associated with residential microdistricts - and Belyaevo, in particular.

I really like Moscow. I used to work in Copenhagen and studied in Spain. If you compare these places with Moscow, then here is the most pleasant. And opportunities are everywhere. The most important thing is to like the environment, the city, the cultural life. I don't know yet what will happen next. If there is an opportunity, I will stay at Strelka. Research is constantly being conducted here, I would like to participate in them.”

Study "Historical Heritage in Russia, Hidden Opportunities"

Anna Shevchenko's project is a study that is dedicated to heritage in a broad sense. In some regions of Russia there are natural resources, in others - high density population, and thirdly, a good climate, but there are several territories in which, according to the Ministry of Culture of the Russian Federation, there is no heritage at all. These are the 5 poorest regions of the country: Transbaikalia, Tuva, Kalmykia, Altai and the Jewish Autonomous Region. During his expedition to Far East, the author of the project tried to find something valuable in terms of heritage and made a documentary about all this.

Anna Shevchenko, student of the topic "Preservation":“When we were sent to field research, I went to Birobidzhan. It seemed to me that the video report would adequately convey my feelings from the place. The project can be partly called a documentary.

Before us there was no task to make a project with further practical application. But I think any project should start with research. Before Strelka, I worked at the General Plan Institute, and now, after studying for a year, I am not planning my future yet. I don’t have the opportunity to go abroad, the crisis is strongly felt in Russia, so the prospects are very vague.”

Study "Peace and War in Public Space"

The purpose of this project is to explore the social significance of public spaces in Moscow: places where different social groups. According to the author of the project, the level of development of society can be understood by observing what is happening in public spaces. The more peaceful events, movements and actions will take place in public life Moscow, the more residents will take part in the civil life of society - and this means that more important tasks will be solved. The work is based on consultations with experts in the field of sociology, migration and demography of Moscow. Anna identified the most important trends in political, economic and protest moods in society.

Anna Butenko, student of the theme "Public space":“My project is a study about the Moscow society. When I started doing it, I didn’t understand how it applies to real architectural design. But in Lately various architects I knew started asking me questions, and somehow I knew how to answer them. Then I felt that practical use my project is - especially when designing public spaces.

Last year I studied in Italy at the Domus Academy and was going to stay there: I returned only because I really liked Strelka. I have very different plans for the future, and I have not yet decided which one I would prefer. There is an option to design public spaces in Moscow. There is always an opportunity, the main thing is to create conditions for it.”

Study "In pursuit of illusions created in the USSR"

The project of the South Korean student Minku Kang is a study of what is happening in the tourist region of Sochi: from the Stalin era to the preparations for the 2014 Olympics. The author of the project also analyzes the impact of the global construction projects that are currently underway in the region on its tourist attractiveness and social orientation: will the region become considered an elite one or will it remain a place of inexpensive recreation for exclusively domestic use?

Minku Kang, Thinning student:“I conducted this study in order to understand what is generally happening in the modern tourist regions of Russia. I think all this will find application in my future work. The second direction of my work is a documentary film about our field research, which I plan to make after my presentation.

I'm going to leave in August for New York, Rem Koolhaas offered me an internship at OMA. I really want to go because I'm going to study architecture further - I'm a designer who is trying to become an architect, so I still have to study and study.

Project "Moscow 2012. Collective mind"

The author of the project has developed a game based on the principles of crowdsourcing and analysis of the problems that exist in public spaces. As part of the game, each resident has the opportunity to control appearance the area in which they exist. Participants compete by proposing various projects and negotiating their implementation. The more parties can be convinced of the implementation of the project, the more points the author receives. the main objective of the project - to fill the lack of communication between architects, residents and those who decide on the construction of a particular facility.

Andrey Goncharov, student of the theme "Public space":“On the one hand, I got a study, on the other hand, a media project. It appeared as a result of the fact that Michael Schindhelm and Yuri Grigoryan and I looked at what was coming out by the middle of the course and realized that we wanted to make a game. The project was built based on the input of other members of our group, I built into the plot of the game the problems of public spaces that they found.

The main problem that I think my game solves is to fill the lack of communication between users of public space, the state and developers. For now, plans for the future are to comprehend what I have been doing all year and decide what I will do in the future.

, culturologist, writer, journalist:“My overall impression of Strelka is very positive. As for the final presentation itself, it can be called very uneven, because the works of very different levels were presented. But I saw projects that right now can be published in magazines. Most of all I liked the project of Kuba Snopek: there was a clear idea, a clear goal, a clear method and result.

It seems to me that this institution differs from the traditional one in that it makes a person start thinking, and this is very important. Students did not have to learn the history of architecture or sopromat. The only skill they were given was to think, ask questions, collect information and analyze. They were taught research skills.

Someone is looking for a practical application for all this, but this is from a lack of understanding of the essence of this educational institution. It was originally built on the model not of OMA, but of AMO - a research center at this architectural bureau, which deals with theory, not practice.

, director of the theme "Energy":“I'm not happy with the results because I'm never happy with anything at all. When you do research, you can always know more, dig deeper. But, given that Strelka is only a year old, that this is an experiment, I think that everything worked out and that there are interesting results. Proportionality is the most important thing for me - it's very easy to go to Holland or America, talk about Russia there, and it will be exotic. It's a completely different thing to talk about Russia in Russia and get the Russian people interested, because you can tell them what they have known for a long time.

We want to make a book about research on all these topics, it will be a book about Russia with up-to-date data, developed and published here. This is such a Russian report: on the reduction of cities in Siberia, the energy situation, issues of heritage, especially the communist one. The purpose of the book is to tell Russia about Russia.

Russia is undoubtedly looking for a way to modernize, but does not understand very well what to do and how. We're trying to give an answer - that's why educational program on Strelka is relevant.