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Informatics and education

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Vol 39, No 2 (2024)
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PEDAGOGICAL EXPERIENCE

5-15 217
Abstract

The development of digitalization and the widespread intense implementation of digital ecosystems are an integral part of the successful economic development of enterprises and regions of the country as a whole. However, it should be noted that for the majority of the workforce, this process is accompanied by certain costs and difficulties. Modern technologies, such as artificial intelligence, robotics, and automation of processes, not only increase efficiency and productivity but also require new skills and competencies from the employees of enterprises.

In the context of digitalization, universities are faced with the task of training cross-functional specialists with knowledge in informatics, mathematics, and economics, who can meet the challenges of digital transformation of business and production. To solve such problems it is necessary to use not only new pedagogical technologies but also new training programs for future specialists. The program “Intelligent management systems for enterprise digital ecosystem” presented in the article for master’s degree training in 09.04.03 “Applied Informatics” is aimed at practice-oriented training in the conditions of Industry 4.0 and developing students’ interdisciplinary competencies in the field of IT solutions management, systems engineering, and economics. The program was developed taking into account labor market needs and active cooperation with manufacturing enterprises, which is reflected in its structure. In particular, the main part of the educational process under the program is focused on practice: project preparation and research work.

16-24 215
Abstract

Today, the need to educate schoolchildren in the field of artificial intelligence is emphasized at the state level. However, issues related to the selection of content and organization of teaching in the field of artificial intelligence to students in basic secondary school are still controversial. Basic general education faces the problem of finding ways to improve teaching methods for schoolchildren in the field of artificial intelligence.

The scientifically based implementation in the field of artificial intelligence training at the level of basic general education is associated, firstly, with the development of a model for teaching in the field of artificial intelligence in the conditions of variant school education, secondly, with the identification of approaches to organizing such teaching, thirdly, with the selection and structuring of teaching content in the field of artificial intelligence as part of an informatics course in basic secondary school, fourthly, with the integration of the teaching content in the field of artificial intelligence into various organizational forms of school education. This determined the purpose of the study.

As a result of the study, approaches to the formation of the content of variant teaching in the field of artificial intelligence were identified, a model of variant teaching in the field of artificial intelligence at the level of basic general education was created, the principles of implementation of the proposed training model was highlighted, thematic modules for basic and in-depth training in the field of artificial intelligence were identified, educational and methodological materials were developed (theoretical educational material, practical tasks, laboratory work, methodological recommendations, etc.) for variant teaching in the field of artificial intelligence in the basic secondary school. Testing of the educational and methodological materials was carried out at sites in certain educational organizations in Moscow.

25-33 181
Abstract

Mastering digital skills is one of the requirements of the modern world. Digital skills are usually divided into professional and user skills. Professional skills are formed in the systems of secondary, higher, and additional vocational education. User skills can be mastered in the system of general education. The boundaries between professional and user digital skills are increasingly blurred, and, therefore, it is necessary to rethink the requirements for the results of professional and general education in terms of the formation of digital skills.

The material of the described study were the results of an independent assessment of digital skills of 8th grade students commissioned by the Department of Education of the Perm City Administration. The content of the independent assessment was designed considering modern international studies on the quality of education as well as primary idea that the digital literacy of each user promotes the building of a conscientious, fair, and secure digital community. The article has been prepared as an interdisciplinary publication that integrates aspects of general and professional pedagogy, methods of teaching mathematics and informatics, and the technical aspect of using software for processing large amounts of data.

The study revealed new opportunities for the formation and assessment of digital skills of students of general educational organizations and, as a consequence, formulated recommendations for the training of teachers of mathematics and informatics both in terms of the disciplines content and teaching methods.

34-47 250
Abstract

In today’s world, information is one of the most valuable resources, and the ability to process it becomes especially important in the process of training specialists of various profiles, including specialists in the field of information security. OSINT (Open Source Intelligence) is a technology for collecting and analyzing information about a person, organization, event or phenomenon from open sources. This powerful tool for the effective processing of open data is of particular interest for the formation of vocational competencies of students studying in the direction of training 10.03.01 “Information Security”.

The authors of the article explore and test the principles of the case method as an effective method of teaching OSINT technologies. The case method, or the method of situational analysis, involves solving real-life problem situations and practical examples for deep understanding and mastering of the material. The article presents in detail specific cases on OSINT that can be used to teach students of “Information Security”. These tasks contribute to the development of critical thinking, the formation of analytical skills, and the ability to apply the acquired knowledge in practice.

The article emphasizes the importance of feedback as a critical element of learning, which allows to customize and adapt the learning process according to students’ needs and level of mastery of OSINT technologies. In addition, the authors emphasize the importance of the multidisciplinary approach in OSINT training, including not only the study of technical aspects but also legal and ethical norms. The analysis of case method principles and case studies presented in the article will be useful for instructors developing OSINT training courses, as well as for specialists interested in modern methods and approaches to training in the field of information security.

48-58 234
Abstract

The use of special computer games in classes increases student engagement and maintains their interest in learning, including learning computer science. Due to the logical and rational nature of solving programming problems, logic games and puzzle games that develop cognitive abilities, logical and algorithmic thinking are well suited for teaching computer science. Considering the popularity of Wordle puzzle game and the fact that word games are very effective for developing cognitive abilities, a gaming chatbot with puzzle tasks organized according to Wordle principles was developed for learning computer science and programming. The aim of the article is to investigate the effect of the developed gaming chatbot on students’ algorithmic and logical thinking.

The study involved 3rd year undergraduate students of the educational program “Information Systems and Technologies”, Faculty of Information Technologies, Moscow Polytechnic University. The students used the gaming chatbot outside of class for 10 days and completed surveys before and after use. The analysis of the students’ surveys showed the impact of this gaming chatbot on the activation of memory, attention and to a greater extent logical thinking of the students, as well as on assessing students’ perception of the complexity of programming, their own knowledge of programming languages and logical thinking skills.

The results of the study expand current ideas regarding the use of gaming chatbots and Wordle-type puzzle tasks in teaching computer science and programming. The presented gaming chatbot will help to increase students’ interest in classes, students’ involvement in the learning process, and ensure the development of their cognitive abilities.

The conclusions of the article may be of practical interest to informatics and programming teachers. They contribute to the development of the direction of building gaming chatbots, as well as the use of word puzzles for teaching computer science.

 

PEDAGOGICAL ASSESSMENTS AND TESTS

59-68 178
Abstract

The article presents the results of an analysis of students’ responses about teaching them how to work with information when solving learning tasks. The results of a survey conducted in the course of the project on monitoring the digital transformation of educational organizations in 2021 were used. Four specific students’ learning profiles have been identified, depending on the tasks they receive from the teacher to develop information literacy skills. Three typical groups of schools have been identified according to the types of profiles of teaching students to work with information. The influence of schools’ digital equipment, activities aimed at upgrading the functioning and development of innovative methods of educational work at school on the existing practices of teaching students to work with information has been analyzed. It was found that if a school is provided with digital equipment for students’ individual learning, teachers are more willing to give them tasks to work with information in the digital environment. It has been revealed that the development and discussion of concepts and plans for mastering digital technologies in pedagogical teams is positively related to the practice of using tasks to develop students’ information literacy. The recommendations for the formation of information literacy in general education school students are offered.

INFORMATIZATION OF EDUCATION

69-77 215
Abstract

Critical thinking is a key competency for future computer science teachers, who must be prepared not only for the rapid technological and informational development of the economy and society but also for the actively evolving process of digitalization in education. The aim of the research presented in the article is to develop methods and tools for enhancing critical thinking skills among future informatics teachers. To this end, the author has created an online platform that provides students with access to a variety of educational resources, including lectures, laboratory work, and interactive tasks. By integrating constructivist, cognitive, and sociocultural approaches to learning, this model promotes deep understanding and analysis of information by students. The platform is physically hosted on the server of Termez State University, built using the Python programming language with the Django framework, and is already being used by second-year students majoring in “Mathematics and Informatics”, studying under the discipline “Informatics and Digital Technologies”.

The online platform offers the necessary functionality for organizing independent study sessions and self-monitoring, allowing students to track their progress and develop the ability to critically evaluate information. The educational platform is a key component of the didactic model for developing critical thinking skills in future informatics teachers, the architecture of which is detailed in the article.

The results of the study presented in the article can be utilized in the educational practices of higher educational institutions (and even schools) seeking to update and optimize their training processes in the context of digitalization.

78-91 376
Abstract

Reporting documentation is one of the assessment tools used to verify the students’ mastery of several universal, general professional, and vocational competencies, reflecting the ability to search, critically analyze, and synthesize information, as well as the ability to design methodological materials and develop technical documents related to professional activities. Mastering the relevant competencies can be assessed by the results of analyzing the report text and controlling the compliance of documents with requirements to the design, accompanied by a set of standard checks. Such standard control does not imply any variability in the assessment and therefore has prospects for automation. The introduction of a software solution aimed at automating the processes of standard control will reduce the time spent on checking the reporting documentation and the formation of recommendations for students to correct the detected inconsistencies.

The article analyzes the most common errors in the design of students’ reporting documentation on the results of internships, compiles a classification of errors, and suggests methods for detecting each type of non-compliance with the requirements to the design of documents. The concept of the software solution for automation of standard reporting documentation control, which offers a realization of the proposed methods and creates interfaces for interaction with users, is created using the principle of modularity.  The results of the research presented in the article demonstrate the potential of applying automation methods to the tasks of checking students’ reporting documents.



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