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Informatics and education

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Vol 38, No 1 (2023)
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GENERAL ISSUES

5-22 553
Abstract

The penetration of computer technology in general education in our country started more than half a century ago. Alexander Yurievich Uvarov was among those who started the work in the field of digital renewal of education. Today he is the Doctor of Sciences (Education), Professor at the Institute of Education of the National Research University Higher School of Economics, leading researcher at the Axel Berg Institute of Cybernetics and Educational Computing of the Federal Research Center “Computer Science and Control” of the Russian Academy of Sciences, laureate of the RF Government Prize in Education, long-time member of the editorial board of Informatics and Education journal. A. Yu. Uvarov made a significant contribution to the development of school informatics. His organizational activities and research largely determined the reality and future prospects for the digitalization of the national school. It is necessary to emphasize the importance and scientific significance of the research carried out by A. Yu. Uvarov.

In January 2023, he turned eighty years old. The biography of this researcher, well known in Russia and abroad, reflects, as in a mirror, the half-century history of the digital renewal of the Russian school.

INFO-2022 CONTEST

33-44 291
Abstract

The article proposes an approach to the application of case-based method for the creating of digital accessibility competencies in the e-learning. The following method tools have been developed: a scheme for the creating of digital accessibility competencies using the case method, a procedure for solving a case, a template for describing a case and a collection of 11 cases. The original data sets posted in the public domain were used as empirical material for situational tasks. These data sets contained the results of: expert assessment of the e-learning digital accessibility; analysis of the students’ needs in e-learning digital accessibility; assessment of the teachers’ motivation and readiness for providing e-learning digital accessibility; analysis of the content of digital accessibility web services; analysis of the regulatory bases in e-learning digital accessibility. During the solving of each case, students should perform their own study of the data set according to the task, compare the results with those published earlier, and, if possible, identify additional patterns. In teaching the basics of digital accessibility, it is advisable to combine the case-based method with traditional forms of learning (lectures, traditional practical work and testing). The developed tools can be used by teachers to design their own situational tasks using open data.

45-54 296
Abstract

Comprehensive assessment of professional competencies is one of the main conditions ensuring successful employment in accordance with the qualifications obtained and the prospect of career growth for graduates of pedagogical universities in conditions of uncertainty. The professional self-evaluation is an important factor for building individual development and analyzing one’s own pedagogical potential based on professional activity reflection.

The article presents the results of the study conducted at the School of Education, Psychology and Sociology of the Siberian Federal University on the use of electronic portfolio technology (e-portfolio) for comprehensive authentic assessment of the professional competencies of Masters’ program of Pedagogical Education students’ within the two-year training and in the process of State Final Examination. The content of the discipline “E-portfolio for presenting and recognizing achievements”, described in the article and designed for Master’s students in pedagogy, is aimed at developing self-assessment skills and professional development of Master’s students of Pedagogical Education.

The presented results of self-assessment of universal, general professional and professional competencies development (carried out using e-portfolio materials) of second-year graduate students demonstrate higher constructive and productive levels than the first-year graduate students’ results. This is due to the accumulation of materials confirming their achievements in various activities. The expert assessment of e-portfolio materials before the State Final Examination also indicates an increase in the level of development of the mentioned above competencies.

55-63 847
Abstract

The problem of neural network vulnerability has been the subject of scientific research and experiments for several years. Adversarial attacks are one of the ways to “trick” a neural network, to force it to make incorrect classification decisions. The very possibility of adversarial attack lies in the peculiarities of machine learning of neural networks. The article shows how the properties of neural networks become a source of problems and limitations in their use. The materials of the corresponding researches of the author were used as a basis for the master class “Adversarial attacks on image recognition neural networks”.

The article presents the educational materials of the master class: the theoretical background of the class, practical materials (in particular, the attack on a single neuron is described, the fast gradient sign method for attacking a neural network is considered), examples of experiments and calculations (the author uses the convolutional network VGG, Torch and CleverHans libraries), as well as a set of typical errors of students and the teacher’s explanations of how to eliminate these errors. In addition, the result of the experiment is given in the article, and its full code and examples of approbation of the master class materials are available at the above links.

The master class is intended for both high school and university students who have learned the basics of neural networks and the Python language, and can also be of practical interest to computer science teachers, to developers of courses on machine learning and artificial intelligence as well as to university teachers.

64-71 527
Abstract

At the moment, the question of a unified model of digital competencies for teachers remains open both in our country and globally. There are many different approaches to the definition of the concept of “digital competence” and the content of such models. However, the analysis of several models allows us to identify common components and build a single model based on them. This article presents the experience of Mari State University on the creation and implementation of a teachers’ digital competencies model and the development of diagnostic tools for their assessment. The expediency of applying this model of digital competencies in the training of students of pedagogical specialties is established. The problems and challenges associated with the digital transformation of science and education are noted. The description of the magistracy program “Digital pedagogy” is given. This program is based on the model of digital competencies adopted at Mari State University. It provides continuous professional training of teachers capable of working in the conditions of digital transformation, which meets the challenges and needs of both the national program “Digital economy of the Russian Federation” and the “Strategy of digital transformation of economic sectors, social sphere, and public administration of the Mari El Republic”.

PEDAGOGICAL EXPERIENCE

72-82 385
Abstract

The article focuses on studying Russian university instructors’ experience acquired during the emergency remote learning period in 2020–2021. The need to adjust the development route of the distance learning system determines the topicality of the research. The novelty of the article is determined by significant gaps in scientific literature concerning studying, generalizing, and comprehending such experience.

The study employed quantitative and qualitative methods of data collection and processing. Russian university instructors (N = 57) filled in an online questionnaire which aimed to identify the advantages and disadvantages of distance learning. Corpus linguistics methods were used to outline the most common key themes, which made it possible to identify the frequent words employed to describe positive and negative experiences. Responses to open-ended questions were examined using contextual and content analysis.

The most significant positive aspects of the online format identified by the respondents included travel time saving, extending the repertoire of teaching strategies and access to visual methods of presenting information thanks to the online platform technological capabilities. This enabled instructors to involve usually silent students in active communication. Moreover, the respondents cited safe communication during the spread of a viral disease as well as students’ constant access to information resources. As for disadvantages, respondents mentioned a marked deterioration in interaction with students due to the lack of personal and/or visual contact, technical communication problems, and labor intensity. Other often cited drawbacks were difficulties in developing practical skills and effectively monitoring students’ knowledge and psychological state, learners’ decreased motivation as well as health problems.

Based on the results of the study, the article concludes that it is necessary to improve instructors’ professional competencies and improve technical facilities of educational institutions. This would provide access to and usage of multifunctional distance learning management systems and programs that permit videoconferencing, file sharing and demonstrating multimedia presentations and online materials.

The research is relevant as it is important to study and summarize instructors’ positive and negative experience to improve professional development programs, make decisions on purchasing and using equipment and software, and change university development agendas.

FOREIGN EXPERIENCE

83-91 335
Abstract

In the article, students’ responses to some classical paradoxes related to infinity were investigated by considering the traditional methods and later by considering a new methodology for dealing with infinity (grossone methodology) which was introduced to them briefly. Eleven students of grade 12 participated in this study.

In phase 1, the students (who study in the traditional methods) provided their intuitive resolutions to three paradoxes of infinity. In phase 2, the students were introduced to the grossone methodology after which they were asked to resolve the same paradoxes using this methodology in phase 3. After being presented by the normative and the grossone-based resolutions, the students reflected on them inwriting.

Results of this study showed that students’ intuitive solutions were similar to grossone-based solutions of the three considered paradoxes. Therefore, the students accepted those solutions.

This study shows the relevance of using an alternative method, which is the grossone methodology, in order to simplify resolutions of some paradoxical situations with infinity for undergraduate students.



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