INFORMATIZATION OF EDUCATION
The article aims to introduce the author’s developments in the use of online office applications MyOffice and P7-Office, included in the Unified Register of Russian programs for electronic computers and databases, to the institutions of higher education in Russia.
Based on the analysis of scientific, scientific-methodical, and educational literature, comprehension of own pedagogical work, analysis educational activities of student construction of new educational content, the author defines the subject of the research in solving the problem of educational process transfer at Russian universities to domestic software, picks out directions of using cloud office programs in the educational process, gives examples of using text and table online editors MyOffice and P7-Office in educational purposes, and provides the rationale for the choice to study this particular software in the courses “Informatics” and in the block of academic disciplines on the application of information technology in professional activities for socio-economic and humanitarian areas of higher education.
The relevance of the article is determined by the need to implement the methodological recommendations of the Ministry of Science and Higher Education of the Russian Federation on the transition of educational institutions to preferential use of domestic software, in particular, the need to replace the foreign cloud software Microsoft Office 365 and online office applications of Google corporation, which has been widely used until recently. The author formulated a number of suggestions for the developers of Yandex.Disk and Cloud Mail.ru on how to improve and use Russian cloud services.
To save money allocated for the purchase of licensed domestic office applications, the author suggests using the free full-featured online versions in the educational process.
The novelty of the results presented in this article lies in the absence of scientific articles based on research on the use of domestic online office applications in the educational process of Russian universities in the RSCI database, and the lack of training manuals on the use of these applications in the catalogs of leading Russian electronic library systems.
Considering the fact that even the strategic partners of the United States are attempting to switch to their cloud products, the author believes that the experience of using Russian online office applications described in this article may be useful for university teachers in the Eurasian Economic Union member states.
In modern science, one of the urgent problems is the search for ways to improve the effectiveness of learning. The study of neurophysiological patterns in the formation of individual variations of cognitive activity of students at different stages of ontogenesis is an important condition for developing innovative technologies to improve the quality of the educational process. The article presents the development of an applied intelligent system that allows considering individual differences in cognitive activity of students and schoolchildren using neuroscience technologies.
The use of teaching methods and techniques is largely due to individual typological features, which can be analyzed using neurobiological indicators. Express analysis of the individual neurophysiological profile characterizes behavioral aspects of cognitive activity. With the help of an intelligent system, a set of neuro-physiological indicators of groups of students was processed to identify the influence of learning conditions on these indicators. Based on the test data sets, the system assigns learners to pairs, groups, or project teams and recommends learning tasks based on the learners’ neurophysiological profiles.
When developing the system, the basic principles of the development and use of artificial intelligence are taken into account, such as transparency of the program’s choice of the process of forming pairs and groups of learners and the criteria for selecting tasks, so the so-called weak artificial intelligence — machine learning with a teacher is used.
The article presents a methodically based approach to the creation of teachers’ own educational content using digital tools following a given learning goal. The composition of the described methodology includes seven main elements, starting from the content to be studied and ending with the implementation of the created educational content.
The theory of digital transformation of education, the theory of personality-oriented learning, the theory of a system-activity approach in teaching constitute, the methodological basis of the study. The object of the research is the process of creating educational content, the subject is the methodological conditions of the application of digital tools for the development of educational content following a given learning goal. In the course of the research, such methods as analysis of psychological, pedagogical, and methodological literature on the research topic, analysis of digital tools, theoretical modeling, and experimental training were used.
As the results of research, the role of educational content created with the help of digital tools was determined, the need for teachers to develop their own educational content using digital tools was proved, the methodology for using digital tools to develop educational content following a given learning goal was described, and finally an example of the implementation of the methodology in the process of creating the web quest «Cybercriminals: fiction or reality?», addressed to V grade students was presented.
Authors of the article have not only developed a technique of applying digital tools for creation of the educational content according to the set purpose of training but also have created and implemented the additional professional program of professional development “Digital tools of development of an educational content” in the educational process.
The value of the presented research is that the methodology developed by the authors can be implemented by teachers who have no special IT training. It allows teachers to switch to a personalized and effective learning model in any lesson.
The article is dedicated to the problems associated with organizing the practical component of object-oriented programming (OOP) courses. A review of current learning resources for OOP courses reveals a lack of learning assignments related to design patterns, which are essential components of modern OOP theory. To solve this problem, the author proposes using a specialized training resource — an electronic problem book on object-oriented design patterns. The features of the design patterns e-taskbook are described in detail and an example of its implementation is given: the Programming Taskbook for OOP, which includes tasks related to 21 classic design patterns, as well as an introductory group of tasks dedicated to the principles and techniques of OOP.
The article emphasizes the novelty of this approach, noting that unlike traditional problem books, the Programming Taskbook for OOP not only contains the wording of tasks, but also provides the courseware with input data and automatic verification of the proposed solution. Another important feature of the book is its versatility: the tasks can be performed in different languages and different programming environments, which allows to easily adapt the book for use in various undergraduate and graduate courses. Finally, the author presents his experience using the Programming Taskbook in OOP courses.
PEDAGOGICAL EXPERIENCE
The authors of the article emphasize the importance of free and Russian software in education, as current political and economic conditions, changes in information and communication technologies paradigms, modern employer requirements, and regulatory legal documents all point to the need for their inclusion in the infrastructure of the economy, science, education and other spheres.
The article aims to introduce free and Russian software for designing interactive didactic content to the pedagogical community, which highlights the novelty of the research. The article formulates principles for designing interactive didactic courses with gamification elements and presents a structural and functional model for using free and Russian software in designing such courses, which constitutes the theoretical significance of the study. The practical significance lies in the description of specific types of free software for designing individual elements of interactive courses.
The methodological basis of the study consisted of general scientific and special methods, including questionnaires, surveys, interviews, and longitudinal monitoring of students’ activity results. The effectiveness of the author’s model of interactive didactic content design is proved by applying statistical criterion of G signs in the course of a specially organized pedagogical experiment. This pedagogical experiment allowed to establish a positive correlation between the active use of the author’s interactive didactic course with gamification elements and the level of cognitive activity of students.
PEDAGOGICAL ASSESSMENTS AND TESTS
The article discusses in detail the main methods for collecting data on the participants of online programs of additional professional education (AEP) in universities, which were developed by the authors. The authors used personality-oriented, environmental, product, and data-driven approaches as the basic ones in developing these methods. The authors also took into account the main statements of evidence-based education, learning analytics, and the types of learning data (the LOTS model).
The new methodological approaches presented in this article have practical value at various stages of designing and implementing training programs based on the obtained data with the help of feedback, evaluation and learning metrics. The results were tested in small groups of students (12–20 participants) as part of the implementation of programs and courses such as “Assessment and Feedback”, “Fundamentals of Pedagogical Design for Distance and Blended Learning”, and the Summer School for teachers and trainers “Data-Driven Learning Design”. A total of 146 participants were trained using the methods outlined in this article.
The results of this study may be of interest to educational organization administrators that provide AEP. They can focus on developing an educational system based on data, designing programs based on current educational needs, improving training effectiveness with valid metrics, and competing with Russian and foreign EdTech companies. Additionally, the findings could be useful for professors implementing educational programs of higher education, instructional designers, and educational product developers.
The article describes a software package (automated knowledge assessment system) that allows in practice to apply a new type of tasks for automated control of knowledge and skills in programming, based on a constructive-selective method. In such tasks, the student constructs an answer (program) from the proposed components (lines of program code), and the task involves many correct answers. A new type of task allows assessing the knowledge of previously studied algorithms and skills of writing programs, that complement black-box testing. The developed automated control system consists of two subsystems: “Processing” and “Demonstration”. The “Demonstration” subsystem, which is a web application, provides the minimum necessary set of features for using this type of tasks in the educational process, and it also serves as an example that can be used when developing extensions for other systems. The “Processing” subsystem allows integration of a new type of programming tasks into various automated knowledge assessment systems and LMS, if they provide an opportunity for expansion. A teacher creates manually or using the tools developed by the authors of this article a pattern and a list of components before applying a new type of task. A student makes up the answer (program) from the proposed components (lines of program code). The assessment algorithm evaluates the compliance of the student’s answer with the pattern and assesses compliance in the interval [0; 1].
The article provides a comparative analysis of the results of learning control in higher military and civilian universities. The analysis and comparison of control methods of testing were used. It was found that even the simplest paper-based tests allow effective comparative assessment of knowledge and provide a much deeper differentiation of knowledge assessment than the five-point grading system.
The cheapness and efficiency of the test used at Krasnodar Air Force Institute for Pilots are achieved by dividing it into three parts: a questionnaire, a response sheet, and a test stencil. The questionnaire is a reusable document, and the response sheet is small in size.
The use of basic Microsoft Office programs in the test showed that the mastery of these programs among students is increasing year by year. It turned out that the mastery of these programs depends little on the main process of learning.
When checking the knowledge in the field of computer science, the primary testing is basic. But in general, the control of residual knowledge with the help of testing can objectively establish the effectiveness of teaching any subject.
The article conducted a mathematical analysis of the test results and plotted probability density plots, which were approximated by a smooth mathematical function. This clear view of the distribution of the indicator leads to an understanding of how well the knowledge is learned by students.
PEDAGOGICAL STAFF
The authors focus on the universal competencies of IT bachelors, which are professionally important in the development of team IT projects. The authors have revealed that the universal competencies, which IT companies interested in, are not sufficiently formed by future IT bachelors in higher education institutions, which creates problems in their further professional activities.
To find the causes, the analysis of indicators of personal results and meta-subject results of secondary education and universal competencies of the Federal State Educational Standard of Higher Education 3++ was carried out. Deficiencies were identified, leading to a skew in the continuity of personal results and meta-subject results of secondary education and the development of universal competencies in higher education. The professional standards for the conjugation of work requirements with universal competencies of the Federal State Educational Standard of Higher Education 3++ have been investigated.
As a result, universal competencies, which are professionally significant for effective professional activities of IT bachelors in terms of implementation of team IT projects in remote working conditions, establishment of productive communication with IT team and with the customer of the software product, as well as continuous self-development of IT specialist, were identified. The component structure of professionally significant universal competencies consisting of individual-personal, organizational, and social personal components was developed. A methodology for the development of professional significant universal competencies of future IT bachelors on the basis of team media-educational projects is proposed.
This methodology takes into account the individual distribution of roles in the project team and its implemented in the first year of IT training. The results of the study may be of interest for teachers who model professional tasks, as well as serve to improve the quality of training of competitive IT specialists.
ISSN 2658-7769 (Online)