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Informatics and education

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No 10 (2021)
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INFORMATIZATION OF EDUCATION

5-14 1001
Abstract

The article analyses the situation with the lack of systematic control over the originality of texts of students’ written works in secondary schools, including individual projects, provided by the Russian Federal State Educational Standards. The authors point out that compliance with the academic program’s requirements to observe the norms and rules of citation and absence of plagiarism in the texts of individual projects is not ensured in practice in any way. In particular, schools have not developed evaluation criteria and procedures for monitoring. Also, there is no access to the necessary text reuse detection tools. The article substantiates the necessity for secondary education to check students’ for reused text by using specialized software on the example of the “Antiplagiat” system. As a result of the study, a methodology of introducing digital tools for text reuse detection in schools is presented. We developed such a methodology for secondary schools for the first time. It will allow avoiding the repetition of methodological errors made during the introduction of tools for text reuse detection in higher education, provide methodological support to teachers, and establish adequate criteria for assessing the originality of works, considering the specifics of the school.

FOREIGN EXPERIENCE

15-20 513
Abstract

The article discusses the application of digital libraries, including a network of ontologies and structured databases, in the education of students in secondary schools. The multi-agent platform of VES (the Virtual Educational Space) is presented, based on the reference architecture of ViPS (the Virtual Physical Space), which is being developed in the DeLC (the Distributed e-Learning Center) laboratory of the University of Plovdiv “Paisii Hilendarski”. The information and data in VES are supported by a hybrid structure of ontologies and databases, as the designed services are supported by intelligent agents and personal assistants. Through the interaction between these intelligent components, some functionalities are modeled such as conducting virtual excursions in the teaching of various school subjects, automatic generation of tests and surveys, development of project tasks, game-based training, etc.

PEDAGOGICAL EXPERIENCE

21-32 758
Abstract

The last decade has been marked by large-scale and rapid changes in education, taking place on the basis of modern infocommunication and digital technologies, new hardware and software, as well as teaching methods updated in accordance with this. The limited mobility of citizens due to the coronavirus pandemic further intensified these processes, when, even with a low readiness of educational institutions to switch to distance (electronic, remote) technologies, teachers and students had to quickly master these technologies and use them in practice. The resulting experience allows us to identify not only problematic, sometimes even negative, features of distance learning, but also to make sure of the undoubted advantages of these technologies. The article points out the need for a systematic analysis when deciding on the use of e-learning, taking into account both technical and methodological, as well as personnel readiness for the implementation of this technology.

The article analyzes these problems using the example of teaching both technical and humanitarian disciplines. The experience of distance work is analyzed on the example of cooperation between the Moscow Technical University of Communications and Informatics (Russia) and the L. N. Gumilyov Eurasian National University (Kazakhstan), which in its practical activities purposefully invites foreign professors to deliver lectures, guide undergraduates, etc., including those based on distance technology. The data of an anonymous questionnaire survey of students of these universities are given, allowing to assess the effectiveness of the decisions made, as well as to clarify the existing problems.

33-42 640
Abstract

The article presents some methods for creating knowledge graphs – hierarchical structures used in the educational environment for course development. It is found that the educational environment requires subject-oriented knowledge graphs, for the creation of which the methods of creating general and open graphs are not suitable. The methods of constructing the system of notions of educational discipline on the basis of: analysis of educational texts; human activity in the studied subject area; analysis of the structure of the main sections of knowledge are considered. The central aspect of the study was the possibility of using the resulting tree of concepts to form the content of the training course and to build an individual educational trajectory. The results of the work demonstrate the possibility of applying the developed hierarchical structures to personalize learning. The practical significance of the obtained results lies in the fact that the proposed solutions are focused on computer implementation and are relevant for the management of the learner’s learning activities in the electronic environment. The proposed methodology involves the participation of professional and scientific communities, teachers and students in the development of the knowledge graph. This makes it possible to develop subsequently, on the basis of these graphs, training programs, taking into account the demands of the labor market, the capabilities of the training organization, as well as the goals of trainees. One important indicator of the quality of knowledge graphs is their relevance to a dynamically changing environment. The ability to build up knowledge graphs allows to maintain the relevance of training courses and individual educational trajectories created on their basis.

43-56 1589
Abstract

The article reveals the role and place of augmented and virtual reality technologies in classroom and extracurricular activities. Despite the fact that, as educational practice shows, these technologies have a number of advantages over traditional teaching methods, there are a number of problems of their effective implementation in the educational process. In particular, many teachers experience difficulties in using AR technologies in their professional activities, associated with determining their place and role in the specific circumstances of the educational process. The aim of the work is to study the possibilities of using augmented and virtual reality technologies as an innovative technology for organizing the educational process in real school practice. The text discusses various approaches to the implementation of these technologies in the educational space of the school, technological and methodological features of their development within the school informatics course, gives a comparative description of programs and applications for creating augmented reality, presents the development of some elements of augmented reality and reveals the methodological features of their use in lessons and extracurricular activities. As a result of the study, it became possible to consider AR/VR-technologies as an integral part of school educational tools.

57-64 558
Abstract

The article deals with the problems of information security and its provision in relation to society and its educational environment, processes and relations, subjects and objects. The necessity of forming the corresponding subject-information competence of subjects, personal culture of information security is shown.

It is noted that the information security of educational subjects is a specific part of the general security of education as its qualitative development in the developing information society in accordance with its properties and requirements. The concept of information security in the field of education is formulated in the context of a general concept and in the aspect of its specificity in education, its educational and educational processes, as well as in the aspect of personal, psychological, age and other properties of subjects of education. This presupposes the presence of a corresponding purposefulness of general education, which also acquires the quality of informational education, and its expression in the content of education and subject-oriented educational training. In particular, this applies to the general education subject “Informatics” as the main resource of information education, in the process of forming the relevant knowledge, competencies and personal qualities.

The necessity of mandatory inclusion of the relevant topics in the content of information education in the context of information security and information protection has been substantiated: the state and problems of information security, personal security; goals and objectives of information security; legal and other aspects of information protection, means of protecting electronic data in the field of education.



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