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Informatics and education

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No 10 (2020)
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GENERAL ISSUES

6-16 961
Abstract

The development of modern Russian education in the context of its digitalization actualizes issues related to the presentation and use of existing educational resources in a new digitalized form, as well as to the search for new resources and models, methods, forms and means of teaching that contribute to the effectiveness and efficiency of the educational process in school and university, but in the new conditions of the formation of a digital society. At the same time, the issues of virtualization of the educational process are of particular importance due to the use of virtual reality tools and technologies in teaching various subjects. In this context, the genesis of the concept of “virtual reality” plays a special role in the search for answers to these questions, since in the search for something new it is very important to rely on an understanding of how the concept itself developed, and not only from the standpoint of philosophy and general methodological aspects, but also from technological, in particular, from the standpoint of the development of virtualization tools and technologies based on the achievements of physics, informatics and other sciences. Of particular importance for pedagogy in this context is the description of the experience of using “virtual reality” and tools of virtualization of the educational process at different levels of education, since it is genesis and empiricism that allow in the future to determine new trends in virtualization of the educational process, and to deal with the negative consequences of virtualization in the context development, for example, cyberspace, with the help of achievements and special methods of psychological and pedagogical science.

PEDAGOGICAL EXPERIENCE

17-27 1000
Abstract

The article discusses possible forms of educational STEM projects in the field of electronics and device control using Arduino controllers. As you know, the implementation of such STEM projects can be carried out not only using various electronic constructors, but also using virtual modeling environments. The knowledge obtained during modeling in virtual environments makes it possible to increase the efficiency of face-to-face practical training with a real constructor, and to improve the quality of students’ knowledge. The use of virtual modeling environments in combination with the use of real constructors provides links between distance and full-time learning. A real constructors can be used simultaneously by both the teacher and the student, jointly practicing the features of solving practical problems. The article provides examples of using a virtual environment for preliminary prototyping of circuits available in the documentation for electronic constructors, to familiarize students with the basics of designing and assembling electronic circuits using the surface mounting method and on a breadboard, as well as programming controllers on the Arduino platform that control electronic devices. This approach allows students to accelerate the assimilation of various interdisciplinary knowledge in the field of natural sciences using STEM design.

28-40 2199
Abstract

The article presents the result of work on the creation and implementation of the annual course “Algorithmics for Preschool Children”, which, under the guidance of Academician V. B. Betelin for six years led the Department of Educational Informatics of the SRISA RAS together with the Department of Education of the Administration of the city of Surgut (Western Siberia). Since September 2018, the course has been held in all preparatory groups of all kindergartens in Surgut — more than 6,000 children annually. The educational and methodological kit for the course, including the digital educational environment PiktoMir, is freely distributed and can be downloaded from the SRISA RAS website for use for any purpose, including commercial. The course “Algorithmics for preschoolers” discussed in the article is the first part of the long-term course “The basics of programming for preschoolers and junior schoolchildren” being developed. The course uses a textless programming technique. The child composes a program from pictograms with robot commands, singleletter names of subroutines and pictograms of control structures. At the initial stage of training, a screenless technology for compiling a program from material objects is used. The proposed technology favorably differs from analogues in the world in that when working with PiktoMir, a program in the material world can be composed of material objects freely movable by a child: cards, cubes with printed or hand-drawn command pictograms. Information about each command of the program is extracted exclusively from the image perceived by the child, and not from any machine-readable graphic codes or electrical codes hardwired into the material carrier of the pictogram. The child “photographs” pictograms with his tablet, on which they are recognized using neural networks by a special PiktoMir module.

41-46 540
Abstract

The article discusses the use of the Agile methodology in providing educational and methodological activities at university. The article presents the current results of the study carried out with the financial support of the Russian Foundation for Basic Research (RFBR) in the framework of the research project No. 19-013-00690 “Economics of educational and methodological activities in high school”. The article proposes the requirements that can be applied to the use of the Agile methodology in providing educational and methodological activities of the University. The possibility and expediency of using this methodology for the successful implementation of these processes has been substantiated. The principles and tools of Agile in adaptation to the educational process of the university are presented. The components of the proposed approach are considered, in particular: the basic principles of the Agile methodology and the possibility of their application in educational and methodological activities; the compatibility of Agile with the existing system of educational and methodological support; areas where Agile technologies and principles can be adapted immediately and without significant problems. The problems on the way of introducing flexible methodologies into the educational and methodological activities of the university are indicated.

INFORMATIZATION OF EDUCATION

47-53 546
Abstract

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.

54-61 447
Abstract

One of the key factors in providing a crisis-resistant form of performing laboratory classes in universities in distance mode is educational computer programs in the form of virtual laboratory works. Such software provides students to get proper practical experience working with technological equipment in absence of direct contact with the teacher and real laboratory units. They are also an alternative to real physical laboratory units and can be used by students in event of physical wear and tear of laboratory equipment or its complete absence. The article presents an educational computer program designed for laboratory works on five virtual laboratory units to the discipline “Heat supply of forest enterprises” for students to master materials on the following topics: “Determination of fuel humidity”; “Determination of the yield of volatile substances and coke”; “Determination of fuel ash content”; “Determination of the heat of combustion of solid fuel”; “Analysis of flue gases”. The authors showed the principle of performing all virtual laboratory works on the example of one laboratory work, identified the advantages of presented computer program and indicated high significance and efficiency of its use. The developed program is successfully used by students of Reshetnev Siberian State University of Science and Technology, allows you to hold laboratory works in distance mode and reduce the time for their implementation by accelerating the simulated processes.

PUBLISHED IN 2020



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