INFO-2021 CONTEST
The article is about developing digital etiquette (“netiquette”) skills while training future teachers. The issue of studying ethical rules in network interaction between participants in the educational space is not studied well so far. Even fewer works are devoted to developing digital etiquette skills in students of pedagogical universities and colleges. Since every case when a teacher posts inappropriate content (as a part of the society may believe) on social media gains high publicity teachers need to be taught how to build their digital reputation. Netiquette codes are even more significant during the COVID 19 pandemic with a sharp rise in online learning. The article provides practical tips for managing one’s social media accounts, for using digital storage devices, for netiquette in the “teacherstudent” interaction, and for delivering video classes. The proposed rules of netiquette may be useful in training future teachers (of any school subject) and in work of university and school teachers.
The article presents the experience of teachers of South Ural State Humanitarian Pedagogical University in implementing project activity in a pedagogical university. Undergraduate students completing two educational programs (“Pedagogical Education” and “Information Systems and Technologies”) jointly participate in project activities. In the authors’ view, designing the joint project activity content is carried out on the following principles: interdisciplinarity; functionalization; synchronicity of studying the subjects; the focusing on the practical solution of topical educational issues. Effective cooperation of students, namely future teachers and IT specialists, can be facilitated in case the above mentioned principles are taken into consideration. To achieve this aim, it is also necessary to focus training projects on developing electronic educational products with the help of modern digital technologies as well as to organize students’ activity in the format of a pedagogical hackathon. As a result, students’ professional competencies will be promoted.
The article aims to draw the attention of the faculty and academic as well as managerial staff of Russian higher education institutions to the necessity of switching the educational process to national software. The article presents the result of structural modeling of the problem under examination, namely import substitution of the software used in the educational process in Russian universities. The analysis of relevant scientific literature and the documentation available on the official websites of several Russian universities made it possible to describe the set of information and communication platforms used to run distance learning classes and secure other objectives of academic electronic and educational environment. Additionally, the examination of a wide array of educational and methodological literature provided by the leading national electronic library systems resulted in the description of the current state of the educational and methodological support for the use of national office software in the process of teaching informatics and the range of academic disciplines “Information Technologies” to higher education students studying humanities and social sciences. To conduct training sessions in these areas, the experience of using the Russian Р7-Office software package described in the article can be adopted in the educational process. To support the thesis that Russian office software and fonts can be used in educational and research work “here and now”, the author wrote this article in the PT Astra Serif font in the Р7-Office text editor. The work was saved without any loss of formatting as a Microsoft Word document with the Times New Roman font required by editors of scientific journals. Switching to the use of national software in the educational process poses a problem of varying degrees of seriousness to universities in other states, including strategic partners of the USA, the country under whose jurisdiction the copyright holders of most information and communication programs, office software reside.
PEDAGOGICAL EXPERIENCE
The article discusses in detail the key methodological approaches developed by the authors to using free software at the level of basic general education. When developing these approaches, the authors proceeded from the advantages of using free software in the educational process of basic school, categorizing them as primary and secondary.
In the study presented in the article analysis, synthesis, and a systemic approach were applied to identify the structure of benefits and methodological approaches to the use of free software.
The new methodological approaches to using free software in teaching informatics considered in the article are structured as a system so a systematic approach can be applied. The system of proposed methodological approaches is of practical value to migrate the educational process in basic school to domestic free software under the import substitution program ongoing in the Russian educational system.
The results of the study may be of practical interest to the managers of domestic educational organizations of basic general education who are going to migrate to domestic free software to ensure sustainable and safe school IT infrastructure operations under the increasing Western sanctions.
The article describes the experience of using the LMS Moodle interactive “Seminar” module to activate students’ independent activities, based on the example of teaching chemical disciplines. Special focus is placed upon student motivation to participate in discussion projects related to the role of chemical processes in their future professional activities. In the context of this type of activities, the students were asked to write a paper on one of the suggested topics in compliance with previously specified criteria. They were also asked to make a critical assessment of other students’ papers on the selected seminar topic. The article reviews the reports on various types of students’ activities and reviews the quality of the online course and e-learning system based on student feedback. For a numerical assessment of the quality of teaching and learning materials, it is proposed to use systems of equations of fuzzy sets. The technologies described in the article expand the set of criteria to assess the students’ proficiency and promote emergence effect.
Currently, model of the design and engineering activity is undergoing significant changes in the direction of digital support. This shift is caused by scientific, technical, and technological challenges that arose due to the Fourth Industrial Revolution (or Industry 4.0) and the digital economy. It is necessary to radically reform the traditional approaches to training in national engineering education. This objective can be achieved by employing methods that meet modern technological requirements among which 3D modelling ranks high. Geometric-graphical training is the first academic discipline in the professional orientation of students of technical specialities. To comply with the modern requirements for convergence of educational and professional activity structures, the paradigm of innovative graphical education should be based on an electronic 3D model.
The article presents data on the digitalization of educational activity taking place in several Russian universities and on the influence of three-dimensional modeling technologies on the formation of special “engineering” thinking in students. The study highlights the specific features that distinguish the thinking of a design engineer who only works with technical drawings from the thinking of a design engineer using 3D modeling.
The authors emphasize the necessity to digitize geometric-graphical education as it ensures the adaptation of the subject competencies acquired by students to future professional activity as early as at the initial stage on engineering training. Additionally, the article considers the functions of digital 3D model in the educational environment and demonstrates a correlation between the phased introduction of 3D technologies and the increase in the efficiency of the of the student learning process. Students master digital modeling on the basis of the project approach when solving engineering design tasks of growing complexity. The article provides examples of individual project tasks fulfilled while studying the modules of the discipline as well as educational specialized projects completed at the final stage of training.
It is concluded that the practice-oriented 3D modeling facilitates the development of special skills and habits. They differ from traditional ones and form the basis of creative engineering thinking. The results of the study confirm the hypothesis that the 3D modeling method has the potential to develop the cognitive activity of the “engineer of the future”.
The article analyses the survey of the finalists in the first All-Russian Artificial Intelligence Olympiad for school students of the 8–11 grades of general education institutions. Artificial Intelligence is a strategically important area; it is designated as one of the end-to-end digital technologies in the national program “The Digital Economy of the Russian Federation”. Such technologies ensure accelerated development of priority sectors of the economy and the social sphere. In 2021 within the framework of achieving result 1.7 of the Federal Project “Artificial Intelligence” of the National Program “The Digital Economy of the Russian Federation’, the Ministry of Education of the Russian Federation organized and held an Artificial Intelligence Olympiad for school students of the 8–11 grades of general education institutions. The following objectives were pursued during the research: to obtain the Olympiad finalists’ “portrait” focusing on certain characteristic features; to examine the finalists’ attitude to the concept of “artificial intelligence”; to identify the pedagogical conditions enabling the finalists to succeed in the Olympiad; to provide an update on several modern trends in the development of general education. The systematization of the winners’ answers made it possible to develop an algorithm for achieving success that guaranteed the finalists the excellent results in the Artificial Intelligence Olympiad. This algorithm serves as a pedagogical condition for updating modern trends in general education. The implementation of correctly chosen pedagogical conditions can ensure the development and efficiency of the pedagogical system to achieve good results in the Artificial Intelligence Olympiad.
FOREIGN EXPERIENCE
The strong connection between mathematics and informatics highlights the important role of scientific computing in many applications. Unfortunately, mathematics is traditionally taught without investigating possible connections between abstract problem solving and the use of algorithms capable of being implemented on a computer. Since mathematical theory and computing practice are taught separately, many students fail to appreciate the utility of mathematics. In this paper, we briefly explain how a typical lecture on obtaining derivatives in differential calculus can benefit from examples implemented in high-level languages like MATLAB, Python or R. Such examples can help to guide the students to a better understanding of the theoretical concepts and limits of finite precision floating-point arithmetic. We argue that, while the historical findings of Leibniz and Newton are good starting points for introducing finite difference approximation methods, this does not preclude new approaches to numerically computing derivatives using Infinite Computer Arithmetic.
ISSN 2658-7769 (Online)