PEDAGOGICAL EXPERIENCE
One of the most important tasks of higher education under digitalization of all spheres of economy and society is training specialists in IT (including specialists in web development) who are in demand in the labor market. To address this task successfully, it is necessary to have close interaction between universities and employers at all stages of the implementation of basic professional educational programs from their creation to the assessment of the formation of professional competencies.
The article is focused on the current problem of choosing and designing effective tools for assessing professional competencies of IT students within the framework of advanced training in web development. The article carries out an analysis of psychological and pedagogical literature in order to determine the optimal means of assessing professional competencies of students. The use of educational professional tasks as a means of modeling the professional activity of a graduate and evaluating the educational results of the university study process is substantiated. It is substantiated that employers gain a special role in the design and implementation of educational programs, including the formation of the repertory and content of educational professional tasks and so the necessity of employers’ representatives’ participation in the process of assessing the development level of professional competencies is explained.
The automation of the educational process and the introduction of adaptive learning are becoming the most effective ways to solve the problem of the shortage of highly qualified personnel under digitalization of education.
The article proposes an approach to the formation of individual educational trajectories as a composition of pedagogical experiments, which is characterized by good interpretability in comparison with methods based on machine learning. This approach, unlike most modern parametric solutions, involves an experimental search for an individual educational trajectory for each student of the group, and not just a part of the students of the group in which the application of a specific parametric solution is effective. It is proposed that the procedure of selecting educational technologies be automated similarly to how it is done by teachers in small groups, for example, by applying the automated trial and error method and its optimized versions. The possibility of transferring educational technologies to other courses is considered, without which technology reuse and scaling are impossible. A new function of the learning system is described, i. e. the formation of an individual educational trajectory, which is used throughout the study in higher education.
The obtained results can be used in the construction of modern systems of individualization of learning and conducting distributed pedagogical experiments, which, in turn, reduces the threshold of teachers’ entry into the study of new learning technologies and accelerates the widespread dissemination of promising educational technologies.
For the professional development of students studying in information technology areas, it is important to develop social time management skills, i.e. skills in organizing well-coordinated teamwork and optimal distribution of responsibilities between team members with minimal time to achieve a common goal. The article aims to substantiate and elaborate methodological recommendations for developing social time management skills using kanban technology in organizing team activities of future IT specialists. Criteria for assessing the development of social time management skills are proposed. The article points out the necessity of including kanban project management technology not only as training content but also as a way to optimize time resources when performing team training projects.
The article describes an experiment on teamwork organization of Nizhny Tagil State Socio-Pedagogical Institute (branch) of Russian State Vocational Pedagogical University students. At the initial stage, the determination of the level of formation of social time management skills among 2nd year students in the process of completing a project assignment on software product development was carried out within the discipline “High-level methods of informatics and programming” without the use of time management technologies. The results of this stage showed the need to develop time management skills of future IT specialists in the process of teamwork. Recommendations for organizing student teamwork when using project time management technologies using a kanban board were formulated, which will allow students to develop social time management skills.
The next stage of the experiment was the organization of students’ teamwork using flexible project management methodology (kanban technology): taking into account the proposed recommendations in the experimental group, without the use of time management technologies in the control group. The results of the pedagogical experiment showed the expediency of following the proposed methodological recommendations.
Digital Game-Based Learning (DGBL) can be very effective. However, not all digital educational tools are equally effective in different learning situations, for learners of various backgrounds and various disciplines.
The aim of the article is to compare the attractiveness, complexity and perceived usefulness of a gaming chatbot with puzzle tasks designed to teach programming with the same indicators of other educational tools.
To conduct the study, a gaming chatbot with puzzle tasks, working in individual and team modes, a computer game, as well as a non-gaming chatbot for preparing for seminars and testing were developed and used in the process of teaching programming. The 1st year bachelor’s students of the educational program “Information Security” of the Faculty of Information Technology and Big Data Analysis at the Financial University under the Government of the Russian Federation used these digital educational tools and then evaluated their attractiveness, complexity, and usefulness.
Several conclusions were drawn from the study. First, the use of game mechanics and the gaming chatbot with puzzles tasks significantly increases interest in the educational tool, so gaming chatbot has advantages over games and non-gaming chatbots. Second, the attractiveness evaluation of the gaming chatbot exceeded the corresponding evaluation of workshops. Both individual and team modes of gaming chatbot proved to be equally interesting, useful, and challenging for students. Consequently, the gaming chatbot can be used outside the classroom as well as in classroom activities. Third, if different types of gaming chatbot tasks, including those related to writing program code, are incorporated into the gaming chatbot, it will increase the usefulness of the chatbot.
The results of the study contribute to the development of digital game-based learning using chatbots, particularly in teaching informatics and programming, and can help to increase the attractiveness of workshops and student engagement in general. The findings may be of practical interest to informatics and programming teachers.
PEDAGOGICAL STAFF
The transformation of education, caused by the constantly changing demands of society and the avalanche growth of information, necessitates the search for new means of training future teachers, focused on the formation of universal qualities of a specialist. The creation of psycho-pedagogical classes requires expanded research into ways to improve pedagogical training with continuity at all levels, starting from school. Considering the focus on professional training, it is important to model the structure and content of educational tools that allow forming not only subject knowledge but also the readiness of future teachers to “learn to teach” adequately to the cognitive characteristics of modern students and the trends in the formation of digital content.
The aim of the article is to substantiate the method of creating end-to-end inversion textbooks that allow forming and developing the readiness to learn to teach in students planning their future professional activities in the educational field (by the example of studying the topic of the informatics course “Information and information processes”).
The literature analysis allowed us to identify three tools for modeling the format of presentation and structuring of the textbook content: the “inverted” or inversion (question-task) format of the structural composition of educational content; the end-to-end or vertical selection of educational content according to the principle of “vertical lever”, the principle of “transparent” box” based on structural mental diagrams for visualizing all components of educational material (theory, tasks, control methods). Using the example of the topic “Information and information processes”, the article shows the technology of applying these tools in compiling of innovative teaching resources is shown.
An expert assessment of the created textbook confirmed the possibility and feasibility of its use in psycho-pedagogical classes and pedagogical universities for training, self-study, and self-control of students.
Currently, digitalization is a cross-cutting business process in the higher education system. Digital transformation has affected both the functioning of the higher education system in general and the activities of each university and participants in the educational process in particular.
An important problem is the adaptation of teachers to a dynamically changing digital environment, taking into account the requirements for the level of digital competencies resulting from the specifics of the digital environment, and the already existing level of digital literacy of the teacher. In a modern university, a teacher is a multifunctional subject who performs educational, methodological, research, and administrative tasks, the solution of which is often associated with working in the digital environment of an educational organization.
The article presents a model of the digital environment of a university with an emphasis on human resources and digital services is presented, which allows the development of a policy for managing changes and transformation processes in universities. The thesis that the digital environment determines the level of requirements for the digital competencies of teachers is substantiated.
The authors propose an evaluation method for the teacher’s digital literacy, which makes it possible to develop the teacher’s digital profile considering the educational, methodological, administrative, and research activities.
INFORMATIZATION OF EDUCATION
The digital transformation is a global trend in modernizing educational systems. Implementing digital technologies in Russian educational institutions has been legally established and has become an everyday practice for teachers and students. The transition to new forms of learning, including interaction with artificial intelligence (AI) in combination with other technological solutions, contributes to solving applied problems, such as optimizing teacher’s working time. This article explores the possibilities of using AI (in particular, ChatGPT) as a tool for English lesson planning and instructional design.
The article provides an overview of the capabilities, basic principles of interaction, and prospects for using ChatGPT in the educational process. The main part of the article consists of examples of ChatGPT responses to requests from a user — an English language teacher. As a result of interaction with ChatGPT, we were able to create a lesson plan as well as exercises for the development of lexical skills, for monitoring text understanding, for developing speaking skills and listening skills. The article demonstrates that the use of ChatGPT in English language lesson planning opens new perspectives for effective individualized learning and expands the possibilities for creating attractive and relevant educational content to meet diverse needs of students.
Learning Management Systems (LMS) play a key role in the educational process by providing students with various educational content and instructors with tools to monitor student knowledge and assess progress. However, as the number of students increases, the load on data transmission channels increases, which can lead to a decrease in the quality of learning. To solve this problem, Content Delivery Networks (CDN) are used to speed up the loading of websites and reduce the load on servers. CDN ensure the availability and security of websites and improve their scalability (resistance to smooth load growth) by distributing content across a network of servers around the world, allowing users to access content faster and more efficiently.
Integration data exchange bus (Enterprise Service Bus, ESB) can be an effective tool for optimizing CDN content distribution algorithm. It allows integration of different systems and applications, enabling data exchange between them. This is particularly useful in the context of distance learning, which requires fast and reliable delivery of educational content, feedback, learning analytics, etc. Implementing an integration bus of data exchange with LMS-based distance learning system can be a key factor in ensuring an efficient and quality educational process. The article considers the properties and characteristics of the integration bus and justifies the use of the integration bus to optimize the algorithm of CDN content distribution, in particular in LMS.
ISSN 2658-7769 (Online)