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Informatics and education

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Vol 37, No 4 (2022)
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INFORMATIZATION OF EDUCATION

5-10 288
Abstract

The article discusses the prospects for Russia’s digital transformation by 2030. The education industry is mandatory for all regions. Thus, variables necessary to calculate its digital transformation indicators have been identified at the federal level. In all constituent entities of the Russian Federation, there is a demand for digital platforms and services that can ensure the fulfillment of federal requirements taking into account regional specifics. To this end, the article provides a detailed analysis of the variables for calculating digital transformation indicators in the education industry. The analysis was performed using 1C software products. In this regard, the model of the integrated automation of a modern educational institution when delivering the modules of the Digital School project on the 1C:Enterprise development platform is of practical interest to the administrations of Russian educational organizations. Using it will make it possible to digitally transform the education industry. The article thoroughly examines the use of mandatory variables for calculating digital transformation performance indicators at the regional level. Additionally, the research focuses on real automation cases that clearly demonstrate how and with what technologies and 1C services specific educational institutions have addressed their needs.

11-18 444
Abstract

The article discusses university information system (IS) development as a digital transformation process. It is noted that automating the development and implementation of educational programs (EP) provides a basis for educational environment digitization. Moreover, it is the main criterion of the extent of the university’s digital transformation.
The article analyzes the current state of educational environment digitization at universities and highlights the necessity of using automation tools to form the structure and content of EPs. It is necessary to develop an automated technology for designing EPs at the state level. The technology will enable teachers to automatically comply with the requirements for EP structure and content, to develop EPs to a high methodological standard, and promptly bring them to all educational institutions.
The article reveals the specifics of the project to automate the development of higher education EPs drawing on the example of Siberian State Medical University (SibMed). The possibility of solving this problem is based on employing the software product Intellect Info: Educational programs (1С:University PROF extension). The research proposes technological solutions for creating the content of higher education EPs. These solutions take into account professional (occupational) standards, the requirements of the Federal State Educational Standard 3++. The article also outlines methods of the automated formation of competencies achievement indicators, EP description, and the preparation of working programs for disciplines.
The research discusses the possibility of developing the IS of any Russian university to solve the problems of forming the content of higher education EP on the basis of 1C:University PROF.

PEDAGOGICAL EXPERIENCE

19-24 299
Abstract

The COVID-19 pandemic has changed the world; the educational system has altered too. The pandemic instantaneously transformed the traditional form of organizing and implementing education. The previously existing approaches to distance learning which involved using article-based learning resources have been replaced with a digital format. This shift required all participants involved in learning activity to have both appropriate digital competencies and specialized communication platforms in conjunction with libraries of digital resources. For the first time in history, education was delivered completely outside educational institutions, which required considerable effort on the part of educational organizations, parents, and students themselves to organize a remote workplace. For the first time in history, students and teachers were stratified in terms of their digital competencies levels and the feasibility of carrying out learning activity remotely. At the end of the pandemic, it is obvious that using only distance learning in any educational stage in impossible. This is due to not only a complete absence of approaches to regulation and requirements for a remote workplace, but also a lack of funding sources for its creation and functioning. Under these conditions, educational institutions have realized that the learning environment is not exclusively confined to their walls. Moreover, students and their places of study, stay, and residence are its cornerstones. All these factors require modern education to make fundamentally different efforts to ensure the operation of the system and going beyond its framework. First and foremost, the focus ought to be on a particular student’s needs and capabilities.

25-33 355
Abstract

The world is going through a period of the rapid development of electronic learning systems. In addition, the creation of a digital educational environment and the formation of scientific ideas about using such systems in the educational process are currently taking place. This is of particular importance when teaching small-numbered indigenous peoples living in bilingual and multilingual regions. The article aims to develop an approach to organizing mathematics e-learning for students in a bilingual environment using mechanisms for adapting educational content to specific linguistic features. The study used scientific literature analysis and empirical methods. We suggest that adaptive e-learning courses be a means of e-learning in mathematics. They enable students to pursue an individual educational route and ensure content adaptation according to students’ language and the national peculiarities of their perception of learning materials. The result of the present study is an individual educational route created in an adaptive e-learning course in mathematics in a bilingual environment. In the future, the results of the research can become an element in the methodological system of personalized adaptive learning aimed at the preparation of a university student in a bilingual environment.

34-45 703
Abstract

The article provides future teachers of informatics and robotics with educational and methodological support for setting up and programming the TrackingCam vision module. The research looked at examples of projects with a computer vision module and an Arduino-compatible microcontroller. The didactic material on developing educational research projects with a vision module described in the article includes two laboratory projects. The first focuses on setting up the vision module to perform special tasks of identifying particular objects. The second project involves using the vision module settings to program the behavior of a self-propelled robotic device. The proposed didactic material is intended for organizing laboratory projects in informatics and robotics for students of different ages and at different levels of education. The simple examples considered in the article can serve as the basis for designing more complex projects, including term articles as well as bachelor and master theses. The proposed projects consist of the following parts: topic; purpose; theoretical knowledge used to complete the tasks in the project in hand; the procedure for performing training tasks; tests; test questions. Thus, the material of the whole article can be used to organize a practicum in computer vision.

46-53 308
Abstract

Based on the analysis of relevant literature, the article highlights the difficulties of teaching a relational database course in higher educational institutions. Such problems are mainly associated with the lack of simple and at the same time formalized methods to teach the basics of this academic discipline. The research illustrates the importance of the correct choice of the instructional design model while developing the course. The article also provides a comparative analysis of the existing instructional design models performed with regard to their application to the development of a database course. The study has revealed the advantages of choosing a four- component model of instructional design (4C/ID). Such a model served as the basis for developing a methodology for teaching database design. On the one hand, this methodology makes it possible to avoid deep immersion in the mathematical foundations of the discipline. On the other hand, it is strictly formalized and fully consistent with these foundations. Formalization has been achieved through a cognitive strategy and cognitive rules that are clearly expressed in natural language. The cognitive strategy and rules are universal for database design in any subject area. The fact that students quickly go on to solve real practical problems in professional activity proves the effectiveness of the proposed methodology.

54-63 517
Abstract

Digitization is one of the key factors in the development of the modern educational system. Using end-to-end digital technologies in the educational process leads to the accumulation of a large amount of data on students’ behavior and learning outcomes in the digital educational environment. The analysis of these data will enable educators to improve the efficiency and quality of students’ learning. The article analyzes the correlation between learning success and students’ behavior in the university digital educational environment employing the methods of educational analytics. The research relied on theoretical, empirical, and mathematical methods. We provided a definition of educational data and explain their intended purpose. Next, we described the methods used to analyze educational data and gave examples of applying models based on them in the education sector. We developed and demonstrated a model of the correlation between students’ final grades and their activity during university training using the example of an online programming course hosted on the Moodle LMS platform. Impact analysis was carried out both for individual indicators and for their combination. As a result, the research has identified a student’s actions that create the most significant impact on the final score. The model can be used to predict students’ learning success in the digital educational environment based on their activity and learning outcomes in order to improve the managerial effectiveness of the learning process at universities.

64-70 442
Abstract

The article considers the relevant issue of teaching military university cadets to solve military applied computational problems using customized software. Though utilizing software has several advantages over traditional teaching methods, educational practice shows there are a few problems concerning its effective operation in the educational process. For example, many higher education teachers experience difficulty using it in their professional activity. Accordingly, the research aims to study the organization of cadet training which would contribute to the development of practical skills of utilizing customized software to solve military applied computational problems.
The article focuses on the process of teaching cadets at higher military educational institutions to solve computational problems using customized software. Based on the integration of the classical approach and the approach relying on using software tools to solve mathematical problems, we identified and revealed seven stages of the latter. These include: a problem statement; mathematical formalization; designing an algorithm to solve the problem; implementing the solution to the problem with the aid of customized software; debugging and testing the program; performing calculations, analyzing and verifying the results; generalizing the problem. The article provides an example of solving the computational problem of the ballistic design of a small arms cartridge given to cadets of higher military educational institutions. The case study illustrates the execution of the specified stages in the sequence mentioned above. As a result, it became possible to examine the use of customized software in teaching cadets at military universities to solve military applied computational problems.

PEDAGOGICAL ASSESSMENTS AND TESTS

71-79 275
Abstract

The importance of developing students’ computational thinking (CT) determines the need to devise an objective and valid method for assessing its level. In this regard, it is relevant to build a universal model for diagnosing computational thinking on the basis of mathematical methods.

The article aims to develop a model for diagnosing students’ computational algorithmic thinking. This model makes it possible to automate assessment procedures and contributes to developing techniques for enhancing this cognitive ability of learners.

The diagnostic evaluation of students’ computational algorithmic component of CT includes an assessment of their subject knowledge, cognitive abilities, and cognitive activity. In this regard, we identified three diagnostic criteria. The content criterion (CC) is determined by the knowledge acquired through subject-specific learning. The operational criterion (OC) is a set of identified intellectual strategies necessary to solve problems using computers. The cognitive activity criterion (CAC) is a cognitive-psychological response to the cognitive process. It is manifested in the intensification of learning activity, a strong focus on a proactive attitude, independence, and a creative approach to learning. It is necessary to establish indicators to provide three assessment levels for each criterion, namely low, medium, and high. The integrated assessment of the level of the computational algorithmic component of a student’s CT is determined by the total of these three criteria values.

For the adopted diagnostic model, we have developed a method based on cluster analysis to determine the CT level. The object of recognition is a learner with an information vector (CC, OC, CAC). The weights of the vector elements are determined by experts. The array of students with their information vectors is divided into three classes: L1 (low level), L2 (medium level), L3 (high level). The diagnostics of the computational algorithmic component level of a particular student’s CT consists in determining their belonging to the corresponding group.

The method devised to assess the level of the computational algorithmic component of students’ CT was implemented as a software product. The proposed original model for diagnosing students’ CT provides an opportunity to automate assessment procedures. It also facilitates the integrated assessments of the diagnostic characteristics of the learning process.

The materials of this work are of interest to teachers and employees of the educational departments of universities, and also have theoretical significance for the development of the theory and practice of diagnosing educational results.

FOREIGN EXPERIENCE

80-87 381
Abstract

The research investigated teacher training in the area of using ICT tools in professional activity as well as educational standards of higher education in pedagogical specialties. The analysis has demonstrated that those academic disciplines of the standard that reflect the problems of employing ICT tools in education do not fully address the issues of creating electronic learning resources (ELR). Moreover, the same observation concerns developing distance learning systems. Such systems automate the processes of collecting, processing, producing information, information interaction between participants in online learning, planning learning sessions in class and out-of-class time as well as managing students’ group, individual educational, and research activity in the digital environment.

Basically, the competencies formed are oriented towards the classical learning model of education. Thus, they do not describe the above- mentioned specific features of the teacher’s professional activity in the digital environment in a clear and general way. The educational specialty-specific standards, standard syllabuses of disciplines, and curricula to prepare graduates developed on a competence-based basis constitute the regulatory and methodological framework for modernizing the educational process at pedagogical universities. The structure of teachers’ ICT competencies in the field of e-learning methods and networking is based on the requirements of the professional qualification standard of a teacher, the 3+ educational standards in the system of higher education of the Republic of Belarus as well as the National and European Qualifications Frameworks for Higher Education. The analysis of the requirements of the standard revealed a range of labor actions and functions associated with the need to form and develop certain media and ICT competencies of a teacher in the process of continuous pedagogical education. The article presents the general structure of teachers’ ICT competencies in the field of e-learning and networking methods. It is recommended to detail these competencies through developing relevant descriptors. The given structure of ICT competencies is also intended for designing electronic course descriptors in the Moodle distance learning system to assess the quality of teacher education in university electronic information and educational environment.



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