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Informatics and education

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No 6 (2020)
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INFORMATIZATION OF EDUCATION

4-16 2400
Abstract

The development and implementation of new information and communication technologies provide new forms of interaction between a computer and a person. One of these forms is virtual reality. The article examines immersive virtual reality and provides an analysis of 71 Russian and foreign works devoted to the latest research in the field of studying the phenomenon of virtual reality from the point of view of pedagogical and psychological sciences. Particular attention is paid to the impact of virtual reality on brain activity, behavior and learning. The study of these issues is necessary to analyze the possibility of using virtual reality in education. The sensation of being in a virtual environment in health and disease is considered, a description of the characteristics of virtual environments used in education is given. It is shown that the use of virtual reality demonstrates excellent opportunities in education, but it can also have some negative psychophysiological effects. The review discusses the data obtained by Russian and foreign researchers on the possible psychological risks of prolonged immersion of children and adolescents in virtual reality and suggests the use of virtual reality only on the basis of preliminary testing or questioning. It is concluded that virtual reality, like any other new phenomenon, requires further study.

PEDAGOGICAL EXPERIENCE

17-26 391
Abstract

The continuous increase of media information volume in the personal and professional individual space with constantly improving mechanisms of its management and distribution, the accelerated penetration of media technologies into various spheres of human life and activities, the ever-growing influence of the media environment on people’s consciousness actualize the problem of preparing a person with highly developed media educational competences, that is capable for continuous self-learning. This significance is especially evident in connection with the difficult people living conditions during periods of epidemics and pandemics. The article describes the media educational concept of the formation and development of lifelong self-learning personal readiness. It assumes dynamic, factor and competence-based aspects of the realization, which accordingly take into account the stages (phases, levels) of the formation and development of this readiness, the factors of the relationship between the person and the environment of his/her development, as well as a certain content from the standpoint of acquiring the necessary personal self-learning competences. The concept will allow lecturers and universities’ administration to successfully design pedagogical activities to form a media-competent person, ready for continuous self-learning throughout life.

27-35 583
Abstract

The article reveals the problem of teaching higher mathematics to students studying in non-mathematical areas of training, based on the process of modular visualization of mathematical information. The relevance of the study is confirmed by foreign and domestic psychological and pedagogical studies on the development of visual thinking, the foundation of which is the discovery of the functional asymmetry of the cerebral hemispheres. The purpose of the article is to identify the effectiveness of using SMART-lectures in teaching higher mathematics for the process of developing visual thinking, which helps to increase the effectiveness of teaching. The study is carried out by integrating interactive computer technology and visual education in higher mathematics. Solving research problems is aimed at using interactive computer technologies, in particular, at using interactive whiteboards in teaching higher mathematics. The concepts of modular visualization, visual training are revealed, the main means of visual training, interactive computer technologies are given and explained, referring to the analysis of various approaches to their interpretations. For the first time, a SMART lecture is described and justified as one of the interactive forms of organizing visual education in higher mathematics, which contains all the components of visual education identified by the author. The effectiveness of SMART lectures for the process of developing visual thinking in teaching higher mathematics, which contributes to the effectiveness of learning, has been experimentally substantiated. The necessity of visual means of interactive computer technology as an integral part of modern education is emphasized. It is concluded that the implementation of such interactive forms of organizing visual education in higher mathematics as a SMART lecture promotes the development of visual education in teaching higher mathematics, activates students in the educational process, thereby increasing the effectiveness of training.

36-43 345
Abstract

The article actualizes the need to use distance learning as a way to ensure the availability of education. The factors that determine the need for organizing distance learning are considered. The conclusion is drawn about the need to comply with the requirements of the orientation of training for future professional activities in the process of distance learning. The ways of realizing professionally oriented trajectories are discussed. It is proposed to implement professionally oriented trajectories in the process of distance learning by providing variability in the choice of tasks and the level of their implementation. The experience of organizing the course "Training practice on the development of user interface for software products" for future IT specialists is given. Three levels of completing the tasks of the course are distinguished — advanced, decent, sufficient. The content of the practice is divided into several sections. The content of the tasks in each section is focused on a specific professional activity of a future IT specialist: user interface design, software product development, software product presentation, paperwork. Within each section, a student can get a basic, middle or high mark. A model of the student's correspondence to a certain level is proposed, depending on the marks received for each section. The model includes options for matching a certain level. The option can be chosen by the student himself.

44-51 353
Abstract

The article is devoted to the development of a structural-meaningful model of information and technical competence of bachelors studying in the direction of training “Agricultural engineering” which is one of the directions to improve the quality of general technical training of bachelors. The problem is revealed that the agricultural industrial complex needs highly qualified bachelors — agricultural engineers with a high level of information and technical competence, while this competence at the substantive level is poorly studied. Based on the analysis of works devoted to the content of information and general technical competence, and taking into account the specifics of agricultural engineering activities, the concept of “information and technical competence” is defined. The basic requirements of employers for the graduates of the direction of training “Agricultural engineering” are determined. The set of personality traits of a bachelor — agricultural engineer, forming information and technical competence, in the form of a complex of universal and general professional competencies, projected onto the subject area of general technical disciplines, taking into account the Professional Standard and the requirements of employers, is described. The main components in the structure of information and technical competence have been identified and filled with content: cognitive, motivational-value, activity and reflexive-evaluative, which together determine the target direction of general technical training of students in the direction of “Agricultural engineering”.

PEDAGOGICAL ASSESSMENTS AND TESTS

52-60 615
Abstract

The article presents a methodology for assessing the level of formation professional competencies in university digital environment. The proposed methodology includes principles that should be taken into account when assessing learning outcomes in the digital environment, a three-step approach to building the educational process using adaptive e-learning course (AELC), and a model for assessing the formation of professional competencies in AELC. The scientific novelty of the methodology is constructing a model that includes formalizing the structure of an adaptive e-learning course and means of assessing labor functions: knowledge, skills and labor actions according to the cognitive, praxiological and motivational/axiological components of competency. The formalization of the structure and evaluation tools of the adaptive e-learning course was carried out to assess the results of the formation of professional competencies. Formulas are proposed for assessing professional competency for individual modules of the discipline, for the discipline and for the educational program as a whole, implemented in digital environment. The results of testing the methodology for assessing the formation of professional competencies in teaching students of the direction of training “Information Systems and Technologies” in School of Space and Information Technologies of Siberian Federal University are presented. The approach allows us to minimize the subjectivity of the teacher in assessing student learning outcomes, and also allows for automated assessment of the level of formation professional competencies in the digital environment and, according to the new education standards (FSES 3++), provides sufficient objectivity in assessing formation level. In the future, the proposed method can be extended to estimate the level of formation of universal and general professional competencies of the curriculum and to become the universal tool to assess the level of training of the graduates.

61-67 495
Abstract

The problem of studying the correlation between the complexity and the time pace of completing tasks for perceiving a foreign language by ear through dynamic adaptive audio test simulators is relevant for monitoring foreign or bilingual education. This is due to the fact that the complexity and the time pace are dynamic parameters of educational activity, and characterize human learning. Learning a foreign language is the main indicator of the linguistic abilities of students and can be considered as an indicator of the learning potential. The article discusses the construction of scattering diagrams of test subjects in space of the complexity and time parameters of completing tasks in a foreign language, the correlation between the complexity and the temporal pace of the tasks is investigated. The author‘s recommendations on the use of computer dynamic adaptive audio test simulators for monitoring educational activities in bilingual education are presented. The methodology of the work is the studies of Russian and foreign scientists dedicated to the psychological and pedagogical theories of human development, the practical use of dynamic adaptive test simulators as a tool for diagnosing the process characteristics of educational activities, as well as methods of statistical analysis of correlation relationships of the process characteristics of educational activities of students impact on learning potential. Analyzing the results of experimental testing of monitoring the dynamic parameters of educational activities in teaching a foreign language through dynamic adaptive audio test simulators, the author come to the conclusion that the correlation of labor intensity and tempo increases in the process of transition of students to autonomous educational activities. This allows us to differentiate the subjects according to the potential of learning to perceive a foreign language by ear and to reveal the dynamics of the development of learning a foreign language.



ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)