INFORMATIZATION OF EDUCATION
In recent years, there has been an active introduction of artificial intelligence in education (AIEd). Recently, one of the most popular AI tools — ChatGPT — is an example of a generative AI technologies, which create new content (different types of text, image, audio, video) in response to a user’s request. On the example of ChatGPT, the article considers the possibilities of using AI in various spheres of educational activity and the ways of increasing its efficiency with the help of generative technologies. To structure the ways of interaction with ChatGPT during its integration into the educational process, the COST model, which describes the receipt and exchange of information in the learning process, is used. In order to utilize the capabilities of ChatGPT more fully and to compensate for its shortcomings, it is necessary to formulate appropriate queries, for example, using a concept tree. In addition, it is necessary to formulate queries in such a way that the concept under investigation is concretized as much as possible. As an example, the article presents fragments of the developed concept tree representing the composition of educational activity and interrelations between its elements, which can be the basis for making queries to a chatbot. The quality of the query response is determined by the completeness of the input information. The results of the research presented in the article will help to get more accurate and relevant answers to queries in the practical application of ChatGPT in the daily work of an educational institution by students and teachers as well as other stakeholders who are involved in the organization of the learning process.
Educational data mining is a technology for processing big data collected through educational portals and used for assessing the quality of educational content and predicting educational outcomes. Various data analysis methods are applied in the implementation of this technology, including anomaly detection, association rule mining, classification, cluster analysis, regression analysis, and factor analysis. Each of these methods uses special tools, such as spreadsheets, highlevel programming languages (Python or R), lowcode platforms (Loginom, Orange), or specialized analytics modules integrated into educational portals. The article reveals the features of the “Analytics” module embedded in LMS Moodle for tracking and optimizing the educational process. The authors provide recommendations for configuring and using this module in the educational process. The module “Analytics” allows to create forecasts of the success rate of mastering a separate training course without programming skills , does not require data preprocessing for analysis, and allows to quickly take measures to improve the educational process based on the results of the forecast. However, the module has a number of disadvantages (limited attributes and forecasting models, high requirements for computing power to run model training and build forecasts), so often administrators of educational portals disable this module. In this regard, an experiment was conducted to train a classification model for predicting students’ examination scores based on students’ activities on the educational portal of Nosov Magnitogorsk State Technical University. In the course of the experiment, data on students’ activity on the university’s educational portal for one academic year were taken, and machine learning models were built to predict examination scores for an individual student and subject. The results of the experiment showed F1 74 % in predicting the score that the students would receive on the intermediate assessment. This confirms the effectiveness of using educational data mining based on user data from educational platforms.
The problem of updating educational programs and educational content is closely related to the need to adapt them to the changing conditions of regional labor markets. The solution to the problem is achieved through the collection and analysis of data on the competence requirements of employers for the qualifications of specialists (the data itself can be extracted from job advertisements on open resources on the Internet). The article presents a method of using search robots and text data processing modules to obtain formalized descriptions of competence requirements and compare them by degree of similarity with competence descriptions from educational programs. For a comparative analysis of competency requirements, a clustering method was developed using fuzzy logic and a neural network. The architecture of the collection and intelligent analysis system includes search crawlers, a module for parsing text data with cleaning from information noise, a data consolidation module, a keyword dictionary generation module, a module for synthesizing competency vectors, a clustering module, a distributed registry of formalized descriptions of competencies, etc. The results of the comparative analysis are crucial for assessing the compliance of competencies of specialists trained in regional universities with the requirements of employers in the regions. The assessment allows to develop recommendations for updating educational programs and educational content of an educational institution, as well as to carry out adaptive adjustment of information and educational environment components of higher educational institutions.
PEDAGOGICAL EXPERIENCE
Information and analytical competencies are an integral part of the professional skills of state and municipal authorities, as they allow to effectively process and analyze large amounts of information, make informed decisions, and forecast the consequences of the actions taken. Such skills are especially relevant in the conditions of the modern information society, where access to the information has become wider and data volumes are growing every day. The development of information and analytical competencies is a necessary condition for the successful professional activity of graduates of the direction 38.04.04 “State and Municipal Management”. To form and improve these competencies in students it is necessary to use modern methods and tools for working with big data, such as data analysis, information visualization, with databases, and others. It is important to develop the critical thinking and selfcontrol ability when working with information. Using the example of teaching the discipline “Information and analytical technologies in the state and municipal management” at the Peter the Great St. Petersburg Polytechnic University, the author proves the necessity of using B. Bloom’s taxonomy as the basis of the course methodology: thanks to the hierarchy of learning and research objectives, it is possible to effectively form information and analytical competencies and their consistent consolidation in the professional activities of master’s students.
Individual educational trajectory allows to provide each learner with a sequence of learning materials in accordance with their pace, learning style and existing gaps in knowledge. Under the conditions of education digitalization, there is an opportunity to use modern ways to improve learning quality to create an individual educational trajectory. The article presents a model of learning content adaptation which contains an algorithm for building an individual educational trajectory based on a modified ant colony optimization algorithm that provides a personalized selection of a sequence of educational materials. The model of learning content adaptation is illustrated on the example of learning SQL within the framework of the course “Databases”. The proposed modification of the ant colony optimization algorithm allows to increase in the efficiency of competence formation in the course of academic disciplines which have a significant duration and consist of loosely related modules by assigning each student to the most appropriate subgroup in accordance with the chosen professional role and organizing fullfledged repetition throughout the discipline. It is proposed to use the desired qualification level of mastering the SQL (basic or professional) or the direction of training (specialty) as specifiers of student groups. The repetition of the basics of problem solving in the process of studying the discipline is proposed to be performed based on pheromone values determined by the ant colony optimization algorithm. The calculating formula for these values provides a high probability of redirecting the student to the solution of problems from the list for repetition when exceeding the permissible number of taken hints or attempts to solve.
Digitalization of education plays an important role in the implementation of programs to train highly qualified personnel for the digital economy. The project “Digital departments”, implemented since 2022 at the intersection of additional education and information technologies within the framework of the national program “Digital economy of the Russian Federation”, creates a unique educational format, not only changing the organizational forms of training but also allowing the use of digital technologies as means of developing the vocational competencies of students. The article presents data on the first implementation results of the additional professional education program “Information technologies in design” at the “digital department” of Perm National Research Polytechnic University and aimed at training specialists in the field of industrial design. The digital technologies considered in the article act not only as tools in the operational activity of an industrial designer but also as means for the vocational development of special design thinking skills. The author’s teaching methods are of practical value for achieving the effect of “creativization” of design solutions developed by the program participants. It is proved that in such context, digital technologies contribute to the formation of students’ skills of creative actions carrying artistic, aesthetic, and economic value. The presented results may be of practical interest to heads of university design education, to teachers — researchers of the problems of digital transformation of engineering and graphic education, as well as methodologists and teacherspractitioners who provide training in the programs of higher and additional vocational education in the IT sphere.
Nowadays, digital competencies have become a necessary component of professional training for a specialist in any industry, including EMERCOM. Digital technologies and digital tools are important not only in the work of all systems of the EMERCOM of Russia, but also in the process of training specialists of this industry. Digitalization of education in EMERCOM universities, despite the emerging problems and difficulties, continues to expand. The article is devoted to the study of the demand for digital competencies in the professional training of the EMERCOM of Russia employees. For this purpose, a survey across oncampus and correspondence students of The State Fire Academy of the Ministry of Russian Federation for Civil Defence, Emergencies and Elimination of Consequences of Natural Disasters was conducted. Based on the results of the survey, a rating of competencies required for an EMERCOM employee was compiled, the analysis of the demand for competencies was carried out, the place of digital competencies among the professional competencies of EMERCOM employees was determined, and the difference in the demand for digital competencies depending on the specialization of students (e. g., fire and rescue service and forensic expertise) was noted. The data obtained in the course of the study indicates the importance and demand for digital competencies in the professional activities of employees of various the EMERCOM of Russia departments, which determines the need to modernize professional training in the context of new means of labor (digital technologies and digital tools).
PEDAGOGICAL STAFF
In modern science, it is generally accepted that the video format is more effective than other forms of presentation. Video content for educational purposes corresponds to human physiology, is ontrend and pedagogically proven. The authors analyze the scientific literature and personal professional experience of teachers and educational resources developers, and conclude that it is necessary to form competencies in the sphere of video content creation and application in university students of different educational programs, and present a model of these competencies. To obtain a comprehensive and uptodate point of view regarding the formation of university students’ competencies in the sphere of application and creation of educational video content and their experience in developing educational videos, a project was initiated in which students created an educational video and then filled out a questionnaire where they evaluated not only the features of video content in education but also their personal experience of video creation and their competencies. The students’ questionnaires provide a rich material for quantitative and qualitative analysis of the formation of competencies that are necessary for creation of educational videos. The presented results may be of practical interest to teachers of educational organizations planning to create video content and apply it to improve the efficiency and quality of education, as well as to implement the formation of relevant competencies in students.
ISSN 2658-7769 (Online)