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Informatics and education

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Vol 38, No 4 (2023)
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PEDAGOGICAL EXPERIENCE

5-13 310
Abstract

The main difference of the Industry 4.0 era is the global digitalization and the ever-increasing complexity of production systems. The successful digital transformation of the entire economy and individual enterprises requires the training of a new generation of engineers. The well-known models of information technology based training, which are widely used today, are distance learning and blended learning. And if these approaches have already been methodically worked out, IT training in engineering specialties raises a lot of questions. The article provides a selective review of the literature on IT training for engineers. In particular, attention is focused on various existing approaches in the field of teaching programming, but it is emphasized that much remains to be implemented. It is obvious that modern digital technologies can radically change the methods of teaching and learning in IT. This means, first of all, that the development of a new theory of education is required, taking into account the prospects for total digitalization of all processes in the economy. The aim of the article is to study the transformation of approaches in IT training of engineering students and the vector of scientific developments in this direction.

14-27 772
Abstract

The fourth industrial revolution determined the increase of active research on redesigning universities’ educational programs to modern technological advancement. Thus, the education system is faced with the challenge of applying an adaptive self-sufficient learning environment that meets labor market’s demands and students’ needs. The importance of adaptive personalized learning in the electronic information and educational environment is to create conditions that provide each student with possibilities to choose and compose learning content, methods and means. Moreover, students can manage their own learning and pace, and obtain interdisciplinary knowledge, professional and soft skills. The aim of this study was to design an adaptive personalized learning model in electronic information and educational environment for Russian higher education institution. This study examined US and Russian higher education institutions’ successful models of individual educational path, adaptive and/or personalized learning. The comparative and content analyses revealed various possibilities for using this model in an electronic information and educational environment. For instance, the model would be able to propose students individual learning path, analyze their level of educational materials’ assimilation and adapt learning programs to improve their performance.

PEDAGOGICAL ASSESSMENTS AND TESTS

28-43 603
Abstract

Digital assistants are increasingly penetrating various areas of human activity, including education. Today, they are no longer just automated systems or web applications that support and automate certain processes, including educational processes. Now they are more intelligent and more autonomous systems. Digital assistants play a special role in a student’s life, in a sense replacing the dean’s office, mentor, tutor, representatives of other university services and other elements of educational infrastructure. The digital support for the student is important and useful, especially in the first year during his adaptation to the environment of higher education, which is significantly different from the school one. It is at this point that the largest amount of students dropouts occurs due to academic failure. According to the authors, a digital assistant in the form of a mobile application that can predict learning outcomes and inform about it in time, can provide important support for the student and help him/her orient and adjust his/her behavior in case of a threat of a negative result. To solve the problems of creating a predictive model of student learning outcomes and a mobile application that implements it, as well as to conduct a pre-project study, the following methods and tools of mathematical statistics were used: k-means method, Kendall correlation method, Friedman’ test with Durbin—Conover posterior test, linear regression, logistic regression, categorical Bayesian classifier, random forest method, neural network (multilayer perceptron), non-parametric estimation of the Nadaraya—Watson regression function, STATISTICA 10.0 and Jamovi 2.2.5, Python libraries. As a result of the study, a mathematical model for predicting learning outcomes in disciplines based on current performance in e-learning courses was created. The accuracy of the model depends on the week of training in which it is applied and reaches 92,6 %. In the early stages (e. g., for week 7), the accuracy is at least 85 % and varies depending on the contingent of the student population and disciplines. As a result of the study, a mobile application was developed that implements a predictive model and other related functions to inform the student about his/her estimated educational success. The created predictive model is based on current performance data obtained from electronic courses and is capable of making accurate predictions, which allows it to be applied in practice online and through the mobile application to inform students.

PEDAGOGICAL STAFF

44-56 377
Abstract

The article is devoted to the analysis of the assessment results of pedagogical university graduates’ subject and methodological competencies to determine the professional deficits of future informatics teachers, their readiness for professional pedagogical activity, building continuity between the training of pedagogical personnel and the subsequent support of graduates of a pedagogical university in professional activities in the creation and implementation of a continuous system of pedagogical education. 35 students of the Faculty of Physics and Mathematics of the Voronezh State Pedagogical University took part in the study in 2022: 10 graduates in the field of training 44.03.01 “Pedagogical Education” (profile “Informatics and ICT”) and 25 graduates in the field of training 44.03.05 “Pedagogical Education (with two training profiles)” (profiles “Mathematics”, “Informatics”). The maximum number of primary points for diagnostic work is 38 points. In the course of the study, the graduates performed a diagnostic work consisting of 16 tasks: the first part of the work evaluated subject competencies, and the second part assessed methodological competencies of future teachers of informatics. The analysis of the obtained results was carried out using the single-sample Kolmogorov—Smirnov test, the Student’s t-test for independent samples. The results were systematized and visualized in Microsoft Excel spreadsheets; statistical analysis was carried out in the SPSS Statistics 26.0 software. The results of the study indicate that the majority of graduates of the pedagogical university, future teachers of informatics, do not reach the basic level of formation of subject and methodological competencies and that graduates have deficits in subject and methodological training. Graduates of the 4th year of “Pedagogical Education” (profile “Informatics and ICT”) demonstrated higher results compared to graduates of the 5th year of “Pedagogical Education (with two training profiles)” (profile “Mathematics”, “Informatics”). The results of the study show the need for changes in the content and organization of the educational process of training future informatics teachers at the pedagogical university. The obtained results may be of interest to university teachers who train future teachers of informatics, institutes of education development, and centers of continuous improvement of pedagogical skills, providing advanced training and professional retraining of teachers of informatics.

INFORMATIZATION OF EDUCATION

57-67 166
Abstract

The authors of the article consider the current problem of using educational software in the training of military cadets. The purpose of the article is to reveal the features of using educational software within the framework of different formats of training of future military specialists. The article discusses in detail the organization of cadets’ learning activities at the classes on special disciplines of a military university. At each type of classes the teacher has the opportunity to use flash animations, interactive presentations, as well as educational videos created in such software environments as Macromedia Flash, Microsoft PowerPoint and Adobe Premiere Pro; when performing calculations, cadets are offered Microsoft Excel, MathCad, for modeling — KOMPAS-3D, SolidWorks. The features of using educational software are demonstrated on the example of classes in one of the special disciplines. As a result of the conducted research, for each type of classes certain educational software tools are proposed. The dedicated use of these software tools in accordance with the presented recommendations, as the authors’ teaching experience shows, contributes to the effective mastering of educational material by cadets and formation of their motivational readiness to use the acquired knowledge, skills and abilities in practical activities.

68-79 248
Abstract

The article describes a tool to solve the problem of insufficient development of schoolchildren’s arithmetic operations skills. The authors believe that the use of computer technologies in the process of teaching mathematics will allow the building of individual learning trajectories for each student and ensure the development of arithmetic operations skills to a stable state. The authors introduce a new concept of “skill architecture” and demonstrate the possibilities of building the skill architecture of a school mathematics course: structuring skills into groups and creating a new approach to practicing mathematical skills from simple to complex, starting from elementary school. The article presents the rationale for the development, concept, and requirements for an online simulator for practicing the skills of performing mathematical operations. The concept of the simulator is based on the results of research: analysis of the subject area of the school mathematics course; identification of the architecture of skills that allows building individual learning trajectories; development of a methodology for evaluating the effectiveness of tasks for practicing a particular skill by analyzing learning curves. The online application “Mathematical Operations Simulator” has been developed. The concept of the proposed online mathematics simulator can be used as a basis for developing similar solutions for any subject area of the school curriculum. The simulator can also be used in distance learning conditions. 

80-91 298
Abstract

The article is devoted to the study of the peculiarities of the use of electronic learning tools in preschool educational organizations in general, as well as the equipment and efficiency of the use of digital educational devices in preschool institutions of Ivanovo region in particular. By means of an electronic questionnaire of kindergarten managers, data on the technical means of education available in preschool organizations, as well as their number were obtained. The survey was attended by the heads of 181 preschool organizations of the Ivanovo region, which is about 49 % of the network of preschool educational organizations in the region. It was found that most of the existing electronic learning tools for preschoolers in kindergartens are absent or are available in a single number. Among the most common types of equipment were screen and projector, interactive whiteboard, and interactive sandbox. The article analyzes the devices used to work with preschoolers (3D-pen, tablet, educational robot, robotics kit, cartoon studio, etc.) from the perspective of the activity approach. As a result of the study, it was found that, despite the variety of electronic learning tools available in kindergartens in the region, there is a problem with their insufficient number, as well as the predominance of highly specialized stationary equipment with ready-made children’s content, assuming the passive role of preschoolers as viewers and consumers of information.



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