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Informatics and education

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Vol 38, No 6 (2023)
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PEDAGOGICAL EXPERIENCE

5-13 478
Abstract

Global digital platforms that influence the development of local digital platforms (from national-level platforms to the platform of a particular enterprise), in order to be more effective, must take into account the informational requirements of users, including those determined by their emotional and psychological characteristics. For this purpose, their developers need to know the typical emotional and psychological profiles of users.

The construction of typical emotional and psychological profiles of Generation Z learners is necessary for correct and efficient operation of information and educational platforms, in particular, adaptive e-learning environments, which, among other things, implement gamification approaches.

To identify the above-mentioned profiles of Generation Z learners, we use R. Cattell’s multifactor testing methodology (form C) and subsequent processing of the obtained results using statistical methods (in the form of cluster analysis). To ensure the representativeness of the results, the study involved 994 students from various universities (the survey results were used in an impersonal form).

The analysis of clustering results makes it possible to identify the share of students who are able to independently form new knowledge and obtain original results of intellectual activity, to determine the share of students with a pragmatic attitude to life, as well as those who possess the qualities of business leadership, etc.

Based on these results, recommendations for improving the quality of the educational process as a special case of adaptive e-learning environment are formulated.

14-20 241
Abstract

In the context of the modernization of the education system in Russia and the shortage of personnel in the IT industry, there is an urgent need to graduate competent specialists, which is the direct task of universities, as well as to constantly improve their professional IT competencies and retain specialists in the regions, which becomes the task of regular cooperation between universities and employers.

Close attention of employers is paid to university graduates who have experience in working with ERP systems designed to automate the company’s business processes. In the situation of import substitution, the greatest demand among enterprises is for domestic ERP systems, among which the leading position is occupied by “1C:ERP Enterprise Management”. Studying this software product at university becomes the key to success in finding a job.

The peculiarities of training qualified IT personnel by teaching “1C:ERP Enterprise Management” at the I. N. Ulianov Chuvash State University are considered the example of two bachelor’s degree programs — “Economics” and “Business Informatics”. The sequence of students’ and teachers’ work with “1C” software products, types of disciplines, and modules is presented. The use of cloud technologies gives students free access to 1C educational materials, free connection to 1C information bases, and teachers — a convenient way tocontrol the work of students.

21-31 219
Abstract

Due to the development of digitalization in education, it is important to study the potential of the digital environment in the training of students with hearing disabilities. The primary task is to study the features of learning activities of students with this pathology in interaction with the digital environment and the impact of active use of digital technologies on students’ cognitive sphere to optimize the conditions of digital learning and prevent its negative impact.

The views on the properties of the human cognitive sphere developing in the conditions of deafness, including the peculiarities of working memory, have been analyzed. A brief review of research on the organization of e-learning for hearing impaired and deaf students of different countries during the pandemic period was carried out. Special attention is paid to the problems of transition to distance learning and the risks of cognitive performance in the digital environment for students with hearing loss.

The results of the study of cognitive difficulties of students with hearing disabilities in the digital environment and their cognitive styles are presented. Based on the analysis of in-depth interviews data, motivational, cognitive, activity, organizational, and technical problems are formulated. Using the grounded theory method, three learning styles were identified: proactive, practical, and passive. Knowing the distinctive features of each style will allow creating of more personalized learning systems as part of the digitalization of inclusive education.

INFORMATIZATION OF EDUCATION

32-44 296
Abstract

Global trends and current problems of the Russian higher education system determine the relevance of the tasks of analyzing and forecasting the long-term development of the Russian higher education system and developing management decisions aimed at its improvement. These tasks can be solved with the help of computer models of the education system, which allow us to study the behavior of a complex system in dynamics, considering the interactions of its elements, lag effects, and feedback loops. Despite the ongoing research in this area, the issue of management decision support tools for the strategic development of the Russian higher education system has not been resolved.

The article discusses the issues of simulation modeling of the higher education system of the Russian Federation, considering its interaction with macroeconomic and demographic factors. The proposed set of simulation models of the higher education system is developed using agent-based modeling and system dynamics methods. The functioning of the education system is described at different levels in the proposed set of models: the individual level, the educational institutions level, and the macroeconomic level. The set of models can be used as the basis for tools to support strategic planning of the Russian Federation’s education system development.

45-51 422
Abstract

The postnonclassical methodology of environment-oriented learning is based on the synthesis of informatics, psychology and pedagogy. The pedagogical constructs of the digital learning environment are three types of digital pedagogical resources: information, communication, and management of learning and cognitive activities.

The interdisciplinary approach allowed us to define a digital learning system functioning in an educational environment enriched with a digital part. The digital learning system includes the subjects of the educational process (teachers and learners) as well as new objects functioning on a digital platform: three types of interrelated pedagogical resources. Under certain conditions, the system acts as an integrity and fulfills the educational function.

The value of the article lies in the substantiation of the necessity to change connections in the digital learning system in order to achieve innovative effects. It is substantiated that the necessary condition for the manifestation of innovative effects is the actualization of new connections and relations between the elements of the highlighted system. The profound changes in the digital learning system require a radical restructuring of the links and relations in accordance with the post-non-classical pedagogical methodology. For this purpose, in accordance with the first fundamental law of cybernetics, it is necessary to increase the diversity of the process control system. Such diversity can be achieved by increasing the freedom of educational actions of students not only by expanding the spatial and temporal framework of activity but also by the ability to choose the depth, the functionality of problem solving, the situation of its solution through a variety of information and communication actions in the digital environment. The expansion of the space of educational choice and the responsibility associated with it contributes to a conscious independence in learning, student’s transition from the position of the object of control by the teacher to the subject of co-management, self-management of learning activities.

The system-forming factor of digital transformation of activity is defined as setting the goals of educational activity associated with the adoption of new values, both terminal and instrumental. The emergence of the third digital divide, preventing the achievement of innovative effects in the developing educational environment, is substantiated.

The article is addressed to university teachers oriented to achieve new results of professional training in the use of digital environment. The presented scientific approaches are new for domestic and foreign practice.

52-58 208
Abstract

The use of information technology entails not only huge benefits but also a large number of new threats. One of the most dangerous of them is data leaks, as they undermine consumer confidence and can lead to business shutdowns. Educational organizations that use applications on the 1C platform in their work face a similar problem. The solution in this case may be to improve the authorization process by adding one more step to it — face recognition.

For optimal design of this authorization method, it is necessary to develop the program architecture considering the current business requirements of educational organizations and to develop a software prototype ready for integration into current educational software solutions.

The article provides an example of the above architecture and the application created on its basis. Further, they can be integrated into any system based on “1C:Enterprise”. To meet the requirements for the system, the most appropriate architecture is a “client — server” with a separate server dedicated to the database. Python programming language is used, network communication is organized according to REST principles using GET method and HTTP protocol, photo data transfer is in JSON format.

59-67 345
Abstract

The rapid development of distance and blended learning formats poses a serious problem for instructors to objectively and reliably assess students’ knowledge. Modern learning management systems often do not provide comprehensive information about the quality of learning in a convenient form for the teacher. A brief review of the leading distance learning systems used in universities of the Russian Federation allows us to make sure of this. The capabilities of popular learning management systems, their advantages and disadvantages in processing information about students’ progress are analyzed. According to the results of the analysis, the necessity of further custom data processing becomes obvious.

The methodology of evaluating the quality of students’ knowledge is shown in the example of an own development — the Abins.NET learning management system created at Perm National Research Polytechnic University. The necessity of using a minimum of two independent criteria for evaluating the quality of learning by conducting a correlation analysis between the grade, work time, and bonus points is confirmed.

The comparison of bonus points accrual methods in own-developed learning management system, iSpring, and WebTutor was carried out and the conclusion was made about the necessity of automated bonus management (accrual, write-off) according to the criteria that are predetermined by the developer. The conclusions and suggestions on the selection of significant criteria and their calculation when working with any learning management system to assess the success of university students’ learning are formulated.

68-74 298
Abstract

The primary composition and the further enhancement of the vocabulary of a foreign language are essential constituents of learning techniques. This segment of language learning is quantitatively and qualitatively underrepresented by electronic services, thus, the development of a new contemporary vocabulary enhancement service is reasonable. The article aims to elaborate and describe a new architectural model of such an application, which will solve present issues and introduce several novel techniques.

To create the model, a comparative analysis of existing applications, their classification, and the study of the main pedagogical concepts applied in their construction were carried out. The model is based on the peculiarities of human approaches to memorizing linguistic constructions of foreign languages. An application based on the model was implemented.

The software product can be utilized in the process of teaching the discipline “Foreign Language” at all levels of general and professional education. To analyze the effectiveness of the new service, compliance with the requirements of a user-centered vocabulary app and assess the usability of the interface, a survey was conducted. Based on its results, it can be concluded that the built application provides a simple and effective tool to fill one of the gaps in the skills of foreign language learners.

PEDAGOGICAL ASSESSMENTS AND TESTS

75-85 334
Abstract

According to modern standards of higher education (FSES 3++), teaching is aimed at developing a set of universal, general professional, and professional competencies in a graduate. In this regard, the problem of assessing the level of their formation arises. Since competence is a multidisciplinary concept, its assessment requires designing a task that simulates a real situation, which may require complex knowledge and skills related to different areas of knowledge. One of the modern tools for current and final control is computer testing. In this case, during one testing session, it is desirable to evaluate several competencies at once with a limited number of tasks. The task is relevant, because in the currently used classical one-dimensional one-, two- and three-parameter Rasch—Birnbaum models, it is assumed that all tasks in the test belong to the same area of knowledge.

The purpose of the article is to propose a methodology for the intellectual assessment of several competencies based on the results of one testing session, based on the modification of the Bayes algorithm, in which the choice of the next task is carried out as a result of analyzing the entropy (uncertainty) of the subject’s attribution to typical combinations (patterns) of preparedness levels for different competencies.

An original technique for regularizing the Bayes algorithm based on the assessment of the change in the entropy of the probability distribution over patterns and the Kullback—Leibler divergence has been developed, which makes it possible to identify the moment when the student gives an answer that does not correspond to what is expected from them, based on the analysis of previous answers. The proposed technique not only increases the stability of the Bayes algorithm for measuring the probability of a student belonging to a given pattern by slightly increasing the required number of tasks but also allows to model the actions of an examiner in the process of competencies assessment. In general, the developed approach makes it possible to objectively assess the levels of formation of several competencies based on the results of single test.



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