infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2021-36-4-26-35infojournal-678Research ArticleИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯINFORMATIZATION OF EDUCATIONРазработка системы адаптивного управления компонентами интеллектуальной образовательной средыDevelopment of a system for adaptive control of the components of an intelligent educational environmenthttps://orcid.org/0000-0003-0876-3566ДеевМ. В.DeevM. V.

Деев Михаил Викторович - кандидат технических наук, зам. начальника отдела программирования и администрирования образовательных ресурсов, Центр мультимедийных технологий и онлайн обучения.

440026, Пенза, ул. Красная, д. 40

Mikhail V. Deev, Candidate of Sciences (Engineering), Deputy Head of the Department of Programming and Administration of Educational Resources, Center for Multimedia Technologies and Online Learning.

440026, Penza, ul. Krasnaya, 40

miqz@yandex.ruhttps://orcid.org/0000-0003-3042-7550ГамидуллаеваЛ. А.GamidullaevaL. A.

Гамидуллаева Лейла Айваровна - доктор экономических наук, доцент, профессор кафедры Менеджмент и экономическая безопасность, Институт экономики и управления.

440026, Пенза, ул. Красная, д. 40

Lejla A. Gamidullaeva, Doctor of Sciences (Economy), Docent, Professor at the Department “Management and Economic Security”, Institute of Economics and Administration.

440026, Penza, ul. Krasnaya, 40

gamidunaeva@gmail.comhttps://orcid.org/0000-0002-4777-3364ФиногеевА. Г.FinogeevA. G.

Финогеев Алексей Германович - доктор технических наук, профессор, профессор кафедры Системы автоматизированного проектирования, факультет вычислительной техники, Политехнический институт.

440026, Пенза, ул. Красная, д. 40

Alexey G. Finogeev, Doctor of Sciences (Engineering), Professor, Professor at the Department of Computer Automated Design Systems, Faculty of Computer Engineering.

440026, Penza, ul. Krasnaya, 40

alexeyfinogeev@gmail.comhttps://orcid.org/0000-0001-8280-1474ФиногеевА. А.FinogeevA. A.

Финогеев Антон Алексеевич, кандидат технических наук, доцент кафедры Системы автоматизированного проектирования, факультет вычислительной техники, Политехнический институт.

440026, Пенза, ул. Красная, д. 40

Anton A. Finogeev, Candidate of Sciences (Engineering), Assistant Professor at the Department of Computer Automated Design Systems, Faculty of Computer Engineering.

440026, Penza, ul. Krasnaya, 40

fanton3@ya.ruПензенский государственный университетРоссияPenza State UniversityRussian Federation202127062021042635Copyright © Деев М.В., Гамидуллаева Л.А., Финогеев А.Г., Финогеев А.А., 20212021Деев М.В., Гамидуллаева Л.А., Финогеев А.Г., Финогеев А.А.Deev M.V., Gamidullaeva L.A., Finogeev A.G., Finogeev A.A.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/678

В статье рассматриваются вопросы создания программно-инструментальных средств для управления процессами подготовки специалистов в интеллектуальной образовательной среде. Комплекс средств разрабатывается в рамках гиперконвергентной вычислительной экосистемы для поддержки технологий открытого персонализированного обучения и предназначен для настройки и адаптивной актуализации образовательных программ и контента с учетом требований федеральных стандартов и региональных рынков труда. На первом этапе инструментальные средства решают задачи поиска, сбора, консолидации и интеллектуального анализа требований к специалистам, извлекаемых с открытых источников в сети Интернет, таких как разделы с вакансиями работодателей на сайтах предприятий, кадровых агентств, бирж труда, досках объявлений, форумах, чатах, группах социальных сетей и мессенджеров. На следующем этапе реализуется процесс адаптивной настройки и синхронизации образовательных программ с учетом консолидированной информации и прогнозируемых данных о необходимых компетенциях в краткосрочной и среднесрочной перспективе в заданном регионе. Настройка образовательного процесса в открытой информационной среде происходит в ходе эволюционного перехода к конвергентной модели обучения, непрерывной актуализации образовательных программ и контента, персонализации траекторий подготовки специалистов. Конвергентная модель определяет сходимость образовательных программ и контента для разных специальностей в соответствии с процессами цифровизации всех сфер жизнедеятельности человека, что отражается в требованиях к компетенциям в профессиональных и образовательных стандартах, а также со стороны работодателей. Процессы актуализации и персонализации позволяют повысить эффективность и качество подготовки специалистов за счет снижения рисков получения некачественного и морально устаревшего образования. Архитектура системы адаптивного управления образовательной средой включает следующие компоненты: а) систему управления обучением (Learning Management System — LMS), б) систему управления образовательным контентом (Education Content Management System — ECMS), в) систему управления учебной деятельностью (Learning Activity Management System — LAMS), г) инструментальные средства поиска, сбора и анализа требований работодателей, д) облачное хранилище образовательного контента.

The article discusses the issues of creating software and tools for managing the processes of training specialists in an intellectual educational environment. The complex of tools is being developed as part of a hyper-converged computing ecosystem to support open personalized learning technologies and is designed to customize and adaptively update educational programs and content, taking into account the requirements of federal standards and regional labor markets. At the first stage, the tools solve the problems of searching, collecting, consolidating and intelligent analysis of requirements for specialists extracted from open sources on the Internet, such as sections with employers’ vacancies on the websites of enterprises, recruitment agencies, labor exchanges, message boards, forums, chats, groups of social networks and messengers. At the next stage, the process of adaptive adjustment and synchronization of educational programs is implemented, taking into account the consolidated information and predicted data on the required competencies in the short and medium term in a given region. Setting up the educational process in an open information environment occurs during the evolutionary transition to a convergent learning model, continuous updating of educational programs and content, personalization of training trajectories. The convergent model determines the convergence of educational programs and content for different specialties in accordance with the digitalization processes of all spheres of human life, which is reflected in the requirements for competencies in professional and educational standards, as well as on the part of employers. The processes of actualization and personalization make it possible to increase the efficiency and quality of training specialists by reducing the risks of obtaining a low-quality and morally obsolete education. The architecture of the adaptive management system of the educational environment includes the following components: a) Learning Management System (LMS), b) Education Content Management System (ECMS), c) Learning Activity Management System (LAMS), d) tools for searching, collecting and analyzing employers’ requirements, e) cloud storage of educational content.

интеллектуальная образовательная средаконвергентная модельактуализацияперсонализациясистема управления обучениемсистема управления образовательным контентомсистема анализа требований работодателейintelligent educational environmentconvergent modelactualizationpersonalizationlearning management systemeducation content management systememployers’ requirements analysis systemРезультаты работы получены при финансовой поддержке РФФИ в рамках гранта N° 19-013-00409-a. Результаты исследований, представленные в разделе 3, получены за счет средств Российского научного фонда (проект № 20-71-10087)The results of this work were obtained with the financial support of the Russian Foundation for Basic Research within the framework of grant No. 19-013-00409-a. The research results presented in Section 3 were obtained at the expense of the Russian Science Foundation (project No. 20-71-10087)ReferencesFinogeev A., Gamidullaeva L., Bershadsky A., Fionova L., Deev M, Finogeev A. 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The authors declare that there are no conflicts of interest present.