infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2020-35-3-62-70infojournal-528Research ArticleИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯINFORMATIZATION OF EDUCATIONТехнические и методологические проблемы формирования образовательного пространства цифрового университетаTechnical and methodological problems of formation of the educational space of digital universityhttps://orcid.org/0000-0002-1616-323XАджемовА. С.AdzhemovA. S.

Аджемов Артем Сергеевич, доктор тех. наук, профессор, президент — председатель попечительского совета

111024, г. Москва, Авиамоторная ул., д. 8а

Artyom S. Adzhemov, Doctor of Sciences (Engineering), Professor, President — Chairman of the Board of Trustees

111024, Moscow, Aviamotornaya ul., 8a

asa@mtuci.ruhttps://orcid.org/0000-0002-0746-9069ШестаковВ. В.ShestakovV. V.

Шестаков Владимир Владимирович, канд. тех. наук, доцент, доцент кафедры «Метрология, стандартизация и измерения в инфокоммуникациях»

111024, г. Москва, Авиамоторная ул., д. 8а

Vladimir V. Shestakov, Candidate of Sciences (Engineering), Docent, Associate Professor at the Department “Metrology, standardization and measurements in infocommunications”

111024, Moscow, Aviamotornaya ul., 8a

shvvov@mtuci.ruhttps://orcid.org/0000-0003-1111-9341МанонинаИ. В.ManoninaI. V.

Манонина Ирина Владимировна, канд. тех. наук, доцент кафедры «Метрология, стандартизация и измерения в инфокоммуникациях»

111024, г. Москва, Авиамоторная ул., д. 8а

Irina V. Manonina, Candidate of Sciences (Engineering), Associate Professor at the Department “Metrology, standardization and measurements in infocommunications”

111024, Moscow, Aviamotornaya ul., 8a

ivm@mtuci.ruМосковский технический университет связи и информатикиРоссияMoscow Technical University of Communications and InformaticsRussian Federation202013052020036270Copyright © Аджемов А.С., Шестаков В.В., Манонина И.В., 20202020Аджемов А.С., Шестаков В.В., Манонина И.В.Adzhemov A.S., Shestakov V.V., Manonina I.V.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/528

Цифровая трансформация экономики и информационного общества затрагивает все аспекты деятельности человека — как его личную жизнь, так и профессиональную и общественную деятельность. Один из важных аспектов происходящих глобальных изменений — трансформация образования. Это многофакторная проблема, которая связана не только с техническими, технологическими, методологическими решениями, но и с серьезными изменениями в области психики — как преподавателей, так и студентов. И здесь необходимо учитывать возраст учащихся, их готовность к использованию различных инфокоммуникационных решений в организации образования, а также готовность соответствующих учебно-методических материалов и т. д.В настоящее время имеется большое количество примеров внедрения ИКТ в образование на разных уровнях, начиная с дошкольного образования. Тем не менее в этой статье мы сосредоточимся на рассмотрении того, что кажется эффективным в преподавании на уровне вузовского образования. То есть мы предполагаем соответствующий уровень компетенций студентов с точки зрения компьютерных навыков и готовности к более самостоятельному освоению дисциплины. В то же время отметим, что изученные проблемы и предлагаемые решения могут быть использованы на других уровнях обучения с соответствующей доработкой и адаптацией.

The digital transformation of the economy and the information society affects all aspects of human activity, both in his personal life and in professional and social activities. One of the important aspects of the ongoing global changes is the transformation in education. This is a multifactorial problem that concerns not only technical, technological, methodological solutions, but also serious changes in the mental sphere, both for teachers and students. And here it is necessary to take into account the age of the students, and their preparedness for using various infocommunication solutions in the organization of education, and the readiness of relevant educational and methodological materials, and so on and so forth.Currently, there are a large number of examples of the implementation of infocommunication technologies in education at various levels, starting with preschool education. However, in this article we will focus on considering what seems to be effective in teaching at the level of higher education. This allows us to count on the appropriate level of students’ competencies in terms of computer skills and readiness for more independent mastering of the discipline. At the same time, we note that the problems studied and the proposed solutions can be used at other levels of training with appropriate refinement and adaptation.

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The authors declare that there are no conflicts of interest present.