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Informatics and education

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No 5 (2021)
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PEDAGOGICAL EXPERIENCE

4-11 467
Abstract

In the article, using the case of Learning Management System (LMS), we consider a methodology for assessing the quality of education, taking into account the requests of experts, lecturers, and students. There is a growing relevance of such research due to the digitalization of education, the transition to distance learning as the main or auxiliary form of organizing the educational process. The applied methodology relies on the earlier developed concept of emergent learning and the system for the assessment of the quality of education, using the conception of negentropy. By adapting this methodology to the LMS assessment task, we show the importance of creating a hierarchical scheme of modules and functional elements necessary for an effective organization of the learning process. In order to provide an integral assessment, it is necessary, according to our position, to determine the weighting factor of each module and of each criterion by which this module is assessed and then to determine the values of each criterion for a specific LMS. A proposed flexible assessment system that takes into account the requests of all aspects of the educational process, allows, by modifying the weighting factors, to adapt the equation in accordance with the specificity of the subject area and educational institution within which the LMS is used. As an advantage of this methodology, it makes it possible not only to compare different LMSs in terms of quality but also to identify areas in which it is possible to improve and refine existing LMSs. We analyze the risks associated with the transformation of assessment systems from an auxiliary tool into an end in itself. In this regard, we propose an algorithm for separating qualitative and quantitative factors accounting, which helps to avoid the negative effect of the absolutization of assessment systems. In the conclusion, we outline the ways of developing the design of such a system of the management of educational process in which quality requirements prevail over circumstantial ones.

12-20 326
Abstract

The article examines the questioning activity, firstly, of teachers of informatics, and secondly, the authors of school textbooks on informatics. For the first case, some methodological techniques are presented that contribute to an increase in the degree of variety of questions that sound in a school or student audience. For the second case, the analysis of the question-task (QT) subsystem of the educational book containing the sections “Questions and Tasks” and “Tasks and Exercises” is carried out. The purpose of this part of the work is to introduce a quantitative characteristic of the question-task subsystem, which reflects the stylistic features of the work of the authors of textbooks and, therefore, can be attributed to the digital trail of the work of the group of authors. With regard to the organization of the work of students, the formation of their individual educational trajectories, a similar digital trail can play the role of one of the characteristics of the digital profile of the student. In the work, B. Bloom’s goal-setting technology is used to consider the questioning activity, and, in particular, the widespread in the literature misconception about the strong verbal predetermination of the types of educational tasks is criticized. This remark is true for Russian-language educational texts.

21-27 310
Abstract

The article discusses the issues of organizing the educational process in conditions of unforeseen freelance influences, such as accidents, terrorist acts, military or interethnic conflicts, fires, drought, epidemiological situation, etc. It is shown that in a market economy, educational institutions — both state and private ones — reoriented themselves from the planned training of specialists to the customer’s demand for educational services. A new demand-oriented approach to the organization of the educational process is proposed, in which the educational process is presented in the form of a chain “seller — product — consumer”. It is shown that from the point of view of the consumer, the safety and efficiency of educational services are among the important requirements in the face of unforeseen freelance influences. A new structural model of the educational system is proposed, which implies the interaction of two subsystems — the educational infrastructure and the educational process. It is shown that the structural reliability of the educational system is an important indicator for ensuring the psychological and physical safety of participants in the educational process. A new mathematical model based on graphs and hypernets is proposed, which takes into account the mapping of the educational process into the educational infrastructure. The concept of “survivability of the educational system” is introduced as the ability of continuous functioning of this system under the influence of various external destabilizing factors. The task of organizing the educational process in emergency situations from the point of view of the consumer is set as the task of building a hypernet of minimum cost and specified reliability.

28-34 674
Abstract

The article discusses the principles that are the foundation of distance learning: completeness, systematicity, availability and openness of materials, interactivity. The main groups of problems that all participants in the educational process faced during the massive transition from full-time education to distance learning were identified — technological, organizational, methodological, as well as the problems of teachers and students being unprepared for this form of education. Examples of the most popular programs for audio and video conferencing are given, which are used by teachers to implement the principle of interactivity in distance learning. The results of a survey of students of the College for the Training of Social Workers of the Department of Labor and Social Protection of the Moscow City, which indicate the implementation of the principle of accessibility and non-compliance with the principle of interactivity in distance learning in a pandemic, are presented. Particular attention is paid to the use of the technology of visualization as a means of increasing the effectiveness of distance learning and the implementation of its principles. The online platform Online Test Pad, which can be used in distance learning, is considered. The use of this platform contributes to the implementation of the principles of completeness, accessibility and openness of distance learning.

INFORMATIZATION OF EDUCATION

35-45 410
Abstract

The article presents the practical implementation of the module for calculating the individual schedule for mastering the materials of an academic discipline by students. The aim of the study was to calculate the complexity of the learner’s assimilation of the concepts of the studied subject area, correlate the calculated data with the actual ones and establish the applicability of the proposed methodology for calculating an individual schedule for mastering educational materials for planning the educational process. The generation of the sum of concepts for mastering was carried out on the basis of the concept tree of the subject area. The labor intensity of mastering an academic discipline is considered as the sum of the complexity of each concept. The calculation of the labour intensity of the concept was carried out taking into account the time of perception of information by students, the complexity of the concept and taking into account the type of activity. As a result, a program implementation of the algorithm for forming an individual schedule for mastering the materials of an academic discipline was made, the labor intensity of mastering each concept was calculated and the total labor intensity of mastering an academic discipline was obtained. When comparing the estimated labor intensity with the actual one, it was established that the difference is not more than 10 %. The generated sequence of concepts for study is sufficient to achieve the goals of training students in the direction of “Information systems and technologies”. The presented results are of direct practical importance and can be used to plan a training course and to build a dynamically changing individual schedule for mastering the materials of an academic discipline, taking into account the cognitive and physical characteristics of students, as well as taking into account the peculiarities of the organization of the learning process.

46-51 333
Abstract

When constructing a course of study in a discipline, a teacher periodically needs tools for analyzing and visualizing the structure of a future course, in particular, tools for highlighting a system of concepts on the basis of which a future course will be built, as well as for systematizing and structuring this system. The article discusses the problem of automatically compiling a list of concepts (terms) for the subsequent analysis of educational material when creating courses of disciplines. The choice of a system of concepts and methods of its presentation depends on the time frame of the course, the cognitive capabilities of students and their knowledge. The article discusses a method for constructing a thesaurus based on ready-made abstracts of lessons using linguistic methods for analyzing texts in natural language. With the help of graphematic analysis of the abstracts of lessons, the structural units of the course are determined. To compile the thesaurus, the syntactic analysis of the structural units of the text of the “sentence” type is performed for compliance with the template for entering the definition of the concept. To find relationships between concepts, terms from the thesaurus are reduced to all morphological forms and they are searched for in the definitions of other concepts. For the subsequent analysis of the training course, structural units, terms and their relationships are presented in the form of graph models.

52-58 413
Abstract

The article actualizes the need to use elements of computer modeling from school to university when teaching mathematics to engineering students, analyzes the role of simulation models of applied mathematics. The experience of organizing classes using data visualization is presented, the use of simulators and games for studying mathematics in the context of mathematical education, in which students interact with interactive learning environments, is discussed, examples of using computer simulations in the classroom are discussed. The study lists and characterizes the types of didactic simulations, examines the process of transition of school education using simulators and games into the didactics of mathematics of technical universities using applied mathematics and mathematical modeling to elements of simulation. A pedagogical experiment of the continuity of school education (section “Information systems and programming” of the Donetsk Republican Small Academy of Sciences for Students) was carried out in teaching applied mathematics, informatics and mathematical modeling (the department “Transport technologies”) students of the engineering and transport direction of Automobile and Road Institute of Donetsk National Technical University.

PEDAGOGICAL STAFF

59-64 494
Abstract

Now we can see a widespread introduction of modern digital technologies into the educational process in mathematics. These technologies can make learning more visual and accessible, implement an individual approach in teaching and manage the educationalcognitive heuristic activity of schoolchildren. The organization of project-heuristic activities in a higher pedagogical school can help prepare a future teacher for the development of computer-related tools. We refer to the means of digitalization of modern education as heuristic-didactic constructions in the form of computer programs for “non-rigid” control of educational activities of students in mathematical disciplines. The article describes the procedure for constructing such constructions in the form of accentuated, branched, chained programs and programs with delayed correction. The organization of project-heuristic activities of students — future mathematics teachers is aimed at teaching the creation of heuristic training and corrective simulators for schoolchildren based on the above programs. When designing multimedia heuristic simulators, students include a variety of heuristic tasks, systems of heuristically oriented tasks and other means of managing the educational and cognitive heuristic activity of students in their content. Teaching future mathematics teachers to build such simulators and manage them when working with schoolchildren is an important competence that should be formed in students in the context of digitalization of education.



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