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Informatics and education

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No 9 (2020)
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GENERAL ISSUES

6-19 791
Abstract

Project-based methods of teaching schoolchildren are well suited to the challenges facing the education system. However, their format and content do not meet modern requirements. They are often disconnected from the needs and opportunities of the business and academic environment, and do not involve students in creative team processes to solve specific practical projects using modern effective project management tools. The technological and technical base does not allow these methods to be used at a high level. Therefore, from the point of view of the education system and individual general education organizations, solutions for complex changes in schools are of interest, allowing for a new build of key school processes using project technologies, based on world standards and recommendations both at the methodological (project management standards) and technological (advanced technological tools) levels. This problem is the subject of a study aimed at developing a model of the “School of project technologies” system, which synthesizes the best practices of project training, taking into account project management methodologies and methods, and based on the internet of things (IoT) technology. The study uses a set of methods: case analysis and analysis of scientific and practical literature, documents and professional standards for project management. These methods allowed us to implement the following research stages: to assess the current practice of using the project method and other methods aimed at the formation of relevant competencies; to identify the advantages and “growth zones” of these practices; to determine the opportunities and conditions for the introduction of internet of things technology in project training, to offer the author’s original model of the “School of project technologies”. The main method of research was the method of analyzing cases obtained from the materials of 33 educational institutions that demonstrate international and domestic experience in organizing project activities of schoolchildren. The representativeness of the material is provided by a large number of cases and methods of their analysis.

A conceptual model of the “School of project technologies” is proposed, where the basic process is the project activity of students. In this context, the article describes the functional place and ways of applying the internet of things (IoT) technology in the school educational process. The model “School of project technologies” proposed in the three-element system structure: a methodological apparatus of project activity in school; technological instruments for the implementation of this activity, including IoT technologies, augmented reality, 3D-lab and other necessary functional units; infrastructure support, including the system of requirements for the school’s technosphere, information system, etc. In this case, the concept of using IoT technologies is included as one of the functional units of the school project activity system.

A system solution that methodologically links practice-oriented project activities and the IoT platform’s technological tools for student projects and research has been substantiated. It is shown that IoT technology is able to provide high performance of project training and in combination with it allows you to create high-quality hard, soft and digital skills of students. The great advantages of the technology lie in the ability to use it in cross-subject training, which corresponds to the modern requirement to overcome the narrow-disciplinary framework of training.

PEDAGOGICAL EXPERIENCE

20-27 533
Abstract

The article highlights the need to prepare future IT specialists for teamwork. The system for assessing the teamwork competency is proposed. The system includes a set of indicators, which are divided into invariant and variable. Each indicator is characterized by a grading scale with three possible assessment options: “not mastered” — 0, “partially mastered” — 1, “mastered” — 2. In the context of “indicator — assessment”, the required standard of student behavior in the process of performing team activities was determined. Invariant indicators are used to assess the teamwork competency, regardless of the role played by the student. The invariant indicators are indicated: understanding the importance of the task for the team's activities, the distribution of roles in the team, team interaction, the assessment of the teamwork. To determine the variable indicators, an analysis of the existing methods for the distribution ofcommand roles was carried out, the types of activities of an IT specialist were studied. To solve problems related to the implementation of activities for the design, development and maintenance of software tools within the framework of teamwork, it is advisable to distinguish six roles: analyst, innovator, negotiator, designer, executor, coordinator. Based on these roles, variable indicators are defined. The division of indicators into invariant and variable implies different requirements for the level of development. Invariant indicators must be mastered by all, while variable indicators allow for partial mastering in some indicators. The use of the system for assessing the teamwork competency will reveal potential problems in the preparation of a future IT specialist, clearly define the directions of the student's development, and form recommendations for him regarding professional activities.

28-37 754
Abstract

The article examines the possibility of using elements of gamification in personnel management processes, such as: selecting candidates, ensuring the process of adaptation of new employees, managing training and development of employees. The introduction and use of gamification in the automation of these processes is proposed in order to increase the indicators of motivation, retention and involvement of personnel. Practical examples of the application of this tool in innovative companies are given. The mechanics of collaboration (cooperation), promotion, progress, appointments, and competition are analyzed the point of view of their effective application in corporate personnel management systems. It is proposed to use a competency-based approach to identify the knowledge, skills and abilities that a particular employee lacks and the efforts of managers of any company should be directed to the development and acquisition of which. A model of finite automaton is described, the development of which is crucial to formalize the processesunder consideration, analyze them, search for problem situations, modify, design information systems for monitoring and managing personnel training. Game mechanics are considered from the event approach point of view, the development of a certain game mechanics reaction in case of a certain event. In this case, the process of passing the training course can be represented as a finite deterministic automaton. The main task of developing the game mechanics reaction is to encourage the user to perform actions that will bring his current state closer to the final one. It is concluded that the use of gamification reduces the amount of routine actions necessary for the implementation of training, adaptation and development of personnel, make them more transparent and understandable for both employees and the company, minimize the time to implement these processes and, as a result, reduce their cost.

38-42 487
Abstract

The article discusses the features of using distance learning in the modern educational environment of a university. This form of training is becoming more and more popular in modern educational organizations, therefore, it is advisable to adapt the usual, which have become classic teaching methods. The advantage of distance learning is determined by the use of innovative educational technologies, they are the foundation for designing and implementing of distance learning.

Today, the Internet is one of the important channels of information transmission. Social media resources and the so-called social media (Rus. social network) are especially popular among young people and adolescents. In the article we have considered the term “social media”, studied the history of social networks, briefly analyzed the degree of effectiveness of the introduction of social networks in the educational process. It can be concluded that each social network has its own audience. In the educational process, they can be used at almost all stages of training.

The article analyzes the possibilities of social networks in detail for implementing them as digital educational products, and also puts forward a number of features in the use of the obtained solutions for the learning process organizing. We came to the conclusion that the use of modern information technologies increases the effectiveness of distance learning.

The study showed that each social network has its own target audience. Social networks can be used at almost all stages of training, because the function of social networks is not only to communicate between users in the form of sending audio, video, and text messages, but also to integrate social networks into the educational process, thereby becoming an educational tool. Social networks are becoming a new learning environment for modern students and offer them new ways of interaction. The positive impact of network technologies is caused by the modernization of traditional education.

INFORMATIZATION OF EDUCATION

43-52 370
Abstract

The purpose of the article is to assess the faculty motivation and readiness to use distance learning technologies in teaching students with disabilities based on the results of a sociological survey. The study was conducted from February to September 2020 using an anonymous voluntary online survey. The questionnaire consisted of 10 main questions and 11 demographic questions. As a result, the answers from 213 respondents with teaching experience were received. It was found that 79 % of the respondents had not previously been trained on how to use distance learning technologies in teaching students with disabilities, 73 % want to go through such training, sometimes once again. The main motivator of the faculty is “understanding the importance of such training”. According to the self-assessment, faculty have a low level of competence in using distance learning technologies. It was found that the readiness to learn is higher among women than among men, the presence of persons with disabilities among friends and acquaintances is a predictor of readiness for further learning. The results of the study confirmed the need to develop new disciplines for bachelor’s, master’s and additional professional education programs on the use of distance learning technologies in teaching of persons with disabilities. The training of students in pedagogical specialties and faculty of higher education should become mandatory and systematic.

53-63 606
Abstract

Digital education is carried out due to a deep transformation of the educational process and widespread use of digital educational technologies. Within the framework of subject learning, digital technologies are radically changing the content of the disciplines taught and the form of their presentation. The experience of creating a digital educational environment (DEE) in the framework of subject training is considered on the example of basic geometric and graphic training (GGT) of technical university students. Currently, the main factors shaping GGT are the paradigm of engineering education and methodology of design and development activities, which have undergone dramatic changes with the development of information technology. The basic concept of graphic education should initially and entirely be based on a digital 3D (volumetric) model that combines information about a product at all stages of its life cycle.

At the same time, applied geometric aspects should prevail over abstract geometry and graphics, not underestimating the role of theoretical foundations in the basic GGP. The architecture of building DEE of geometric-graphic training is presented, which integrates all types of educational activities and is based on the principle of “continuity” of the learning process in a digital environment at all stages of the educational process. The functional use of digital technologies in various forms of training sessions, which allows students to carry out independent activities, taking into account personalization, is noted. Practical examples of graphic tasks, design and test tasks are given. When organizing monitoring in DEE conditions, existing methodological developments can be used, adapted and integrated in terms of the DEE system and the paradigmatic concept of GGT. Monitoring of learning outcomes in assessing digital competence, along with the constant improvement of test control, implies its completion with other forms of assessing the achievements of students.



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