infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2020-35-10-47-53infojournal-584Research ArticleИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯINFORMATIZATION OF EDUCATIONОсобенности smart-обучения в высшей школеFeatures of smart learning at high schoolhttps://orcid.org/0000-0002-1616-323XАджемовА. С.AdzhemovA. S.

Аджемов Артем Сергеевич, доктор тех. наук, профессор, президент — председатель попечительского совета МТУСИ, 111024, Россия, г. Москва, Авиамоторная ул., д. 8а

Artyom S. Adzhemov, Doctor of Sciences (Engineering), Professor, President — Chairman of the Board of Trustees of MTUCI, 111024, Russia, Moscow, Aviamotornaya ul., 8a

asa@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, Россия, 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, Russia, Moscow, Aviamotornaya ul., 8a

ivm@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, Россия, 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, Russia, Moscow, Aviamotornaya ul., 8a

shvvov@mtuci.ruМосковский технический университет связи и информатикиРоссияMoscow Technical University of Communications and InformaticsRussian Federation2020211220200104753Copyright © Аджемов А.С., Манонина И.В., Шестаков В.В., 20202020Аджемов А.С., Манонина И.В., Шестаков В.В.Adzhemov A.S., Manonina I.V., Shestakov V.V.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/584

Инфокоммуникационные технологии все больше вторгаются в процесс обучения, в том числе в высшей школе. Распространенный доступ к всевозможным информационным ресурсам с различных телекоммуникационных устройств — компьютеров, планшетов, смартфонов — с учетом достаточно высокого покрытия территории беспроводной связью обеспечивает необходимые условия для создания индивидуальных возможностей обучения с опорой на объективные показатели усвоения учебного материала и овладения требуемыми навыками и умениями. Кроме того, необходимо учитывать имеющийся опыт, установившиеся традиции, способность к восприятию нового, подготовленность к использованию современных различных инфокоммуникационных решений в организации образования не только обучаемых, но и их преподавателей, а также готовность соответствующих учебных и методических материалов. Для реализации этого необходимо сформировать не только учебно-методические материалы, но и адекватную контрольно-измерительную среду, позволяющую получать объективные оценки, характеризующие процесс изучения дисциплины и качество усвоения материала. С этой целью авторами предлагается создание модели интеллектуальной лекции-презентации со встроенной тестирующей подсистемой, в которой существует возможность поэтапного изучения учебного материала с фиксацией качества его усвоения в виде определенных показателей. К таким показателям могут относиться: время, затрачиваемое на каждый элемент (слайд) курса с учетом количества обращений к данному элементу; динамичность ответов на тестовые вопросы — показатель, отражающий скорость усвоения учебного материала; количество правильных и ошибочных ответов, а также пропущенных вопросов при выполнении тестов — показатель, отражающий объем усвоения учебного материала, и т. д. Анализ собранных количественных показателей позволяет определить динамику изучения курса и построить индивидуальную траекторию обучения студента, а также выработать соответствующие рекомендации по изучению курса, которые могут появиться после любого слайда, что определяется результатом проводимого анализа времени и итогами тестирования. При этом данные рекомендации могут иметь именно рекомендательный характер, но могут быть и директивами, т. е. иметь принудительный характер. Таким образом, созданная модель интеллектуальной лекции-презентации позволяет сформировать объективный «электронный учебный портрет» студента, учитывающий его индивидуальные особенности, интересы и способности, что дает возможность изучения и усвоения не только формальных знаний, но и поддержки стремления к изучению нового.

Infocommunication technologies are increasingly intruding into the learning process, including higher education. The widespread access to omnifarious information resources from various telecommunication devices — computers, tablets, smartphones — taking into account the relatively high coverage of the territory with wireless communications, provides the necessary conditions for creating individual learning opportunities based on objective indicators of learning material and mastering the required skills and abilities. You must take into account already existing experience and established tradition, the ability to perceive new and prepared to use a variety of modern ICT solutions to educational institutions, not only students, but also their teachers as well as the willingness of the relevant learning and teaching materials. To implement this, it is necessary to form not only educational-methodical materials, but also an adequate control and measuring environment, which allows obtaining objective assessments characterizing the process of studying the discipline and the quality of mastering the material. For this purpose, the authors propose to create a model of an intellectual lecture-presentation with a built-in testing subsystem, in which there is a possibility of a step-by-step study of the educational material with the fixation of the quality of mastering the material in the form of certain indicators. Such indicators may include: the time spent on each element (slide) of the course, taking into account the number of reference to this element; the dynamics of answers to test questions — an indicator reflecting the speed of mastering the educational material; the number of correct and incorrect answers, as well as the number of missed questions when performing tests — an indicator reflecting the volume of assimilation of educational material, etc. The analysis of the collected quantitative indicators allows you to determine the dynamics of the study of the course and build an individual trajectory of the student’s learning, as well as develop appropriate recommendations for studying the course, which may appear after any slide, which is determined by the result of the analysis of the time and test results. Moreover, these recommendations can be both advisory and directive, compulsory. Thus, the created model of intellectual lecture-presentation allows you to form an objective “electronic educational portrait” of a student, taking into account his individual characteristics, interests and abilities, which makes it possible to study and assimilate not only formal knowledge, but also support the desire to learn new things.

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