INFO-2024 CONTEST
The rapid development of artificial intelligence (AI) technologies in the field of education has led to the emergence of innovative approaches such as podcast pedagogy, micro- and nano-learning, the use of digital avatars. Intelligent tools and services provide personalization and inclusiveness of learning, increase student engagement and save teachers’ time. The purpose of the work presented in the article is to study the educational potential of audio and video content in the activities of a higher education teacher and modern intellectual tools for the development and implementation of such educational content.
The article provides classifications of AI services for working with audio and video, and indicates the advantages and disadvantages of these technologies. The technologies of audio content generation, including speech synthesis, voice cloning and musical accompaniment, are considered. Audio processing services such as Lovo.AI, Auphonic, etc. are described. Examples of using podcasts in educational practice are given. The possibilities of using video in training, including the creation of digital avatars, simulations and animations, are shown. Intelligent tools (D-ID, Elai.io, etc.) that simplify the creation of educational video content are considered. Particular attention is paid to the role of digital avatars in education, including their use to adapt materials to different audiences.
The article presents the results of a survey of higher school teachers — students of the authors’ program of additional professional education “Artificial intelligence tools and services in the work of a higher school teacher”, implemented on the basis of the Mari State University — and testing of audio and video content generation services, which made it possible to evaluate their functionality and practical applicability. Based on empirical data, an increase in the willingness of educators to use podcasts, video materials and digital avatars in their work has been revealed. It is noted that content generation allows reducing the time spent on preparing materials, while ensuring their quality. The need to train teachers in digital skills and adapt them to the use of new technologies is emphasized.
The conclusion is made about the need to develop digital competencies of educators and methodological support for their work with AI tools for successful digital transformation of education.
The activities of a lecturer of an university department are associated with the need to provide information in various forms on completed training errands — a production plan, group registers, cards of training errands, etc. All this is associated with the need to calculate the number of hours spent, and in the context of different dimensions — by month, by week, by group, by form of educational classes. The article considers modern technologies for creating a system for recording planned and completed training errands of a lecturer of an university department. The feasibility of creating a system for recording training errands in the form of a mobile app using the tools of the 1C:Enterprise platform is substantiated. The results of the analysis of the subject area are presented, the main requisites defining an training errand are identified, which are taken into account when forming the structure of the mobile app configuration database. The main stages of developing a mobile app configuration are demonstrated. The developed mobile app allows you to store and have at hand all the training errands of the department’s lecturer, if necessary, receive summary data on the hours spent, on the remaining hours, make a selection of errands by groups, by time periods, by disciplines, etc. The materials of the article can serve as practical recommendations when developing similar mobile apps for the automation of accounting of training errands of university lecturers.
The article describes the experience of implementing an interdisciplinary approach to mastering information technologies by students during the implementation of projects, organizing and holding competitive events for schoolchildren and future teachers. It describes the forms of attracting students to participate in interdisciplinary competitions and Olympiads “Friedman Olympiad” and “Scientific Brain Warfare” organized to develop students’ systemic thinking in the course of applying knowledge and skills in history, mathematics, physics, psychology and informatics for team solving of practice-oriented problems that are substantively consistent with the areas of the National Technology Initiative of the Russian Federation.
Particular attention is paid to the formation of the ability of future teachers of mathematics and informatics to develop competitive interdisciplinary events using IT. The specifics of this formation are illustrated by a scheme of the spiral of funding this skill, correlated with the main stages of training in a pedagogical university. As a characteristic of the gradual expansion of the experience of participants in the educational process, a description of the competition for future teachers for the best methodological development of an extracurricular event of interdisciplinary content using information technology is given. Examples of works created by students are given: “Traveling around the Perm region with the queen of sciences”, “1944 — the year of decisive victories”, “10 Stalinist blows”, “Hero cities”,“Songs of the Great Patriotic War”, completed in the direction of “Patriotic education in teaching mathematics”.
The advantages of using the proposed forms of project implementation and conducting competitive events for schoolchildren are noted and conclusions are formulated characterizing the achieved results.
Despite a large number of studies in the field of assessing the knowledge, skills and competencies of students, the problem of assessing the level of training of graduates in the field of “Pedagogical education” remains not fully resolved.
The article presents one of the methods of comprehensive assessment of the educational achievements of future teachers by means of an electronic portfolio (e-portfolio) at the State Final Certification. This assessment method has been successfully used for more than 10 years in the School of Pedagogy, Psychology and Sociology of the Siberian Federal University. To help students master the electronic portfolio technology, the curricula of the “Pedagogical education” field include relevant disciplines, within which students study the methodological foundations of using the electronic portfolio technology at different levels of education, and also master the skills of professional self-assessment and reflection.
The system of electronic student portfolios is integrated into the information and educational environment of the university and is used to present and assess the educational achievements of students.
As part of the study, the eportfolio platform was developed, which improved the capabilities for creating and developing a student’s electronic portfolio. The article presents the results of a survey of students on the effectiveness of using an electronic portfolio at a university and the eportfolio platform.
PEDAGOGICAL EXPERIENCE
Research on learner engagement in massive open online courses (MOOCs) has predominantly focused on those developed by educational and non-profit organizations. However, the significance of MOOCs offered by IT service providers (vendors), particularly in the field of cloud computing, has gained prominence in recent years. These vendor-led courses facilitate interaction between learners and vendors, underscoring the necessity of investigating engagement levels within MOOCs from cloud service providers. The aim of the study presented in this article is twofold: first, to identify learner types based on their engagement patterns while participating in the “Cloud Services Engineer” MOOC developed by Yandex Cloud; second, to ascertain the factors influencing learner engagement in this context.
To achieve the aims, learners enrolled in the “Cloud Services Engineer” MOOC were clustered based on their level of engagement, which was assessed using data on lesson completion and test performance. Furthermore, the study examined the relationship between cluster membership and factors such as prior experience in cloud computing, professional position, and motivations for enrolling in the course.
The analysis revealed three distinct clusters of learners. The first cluster comprises highly engaged individuals who actively strive to obtain a certificate, likely motivated by institutional or employer requirements. The second cluster includes learners demonstrating prolonged interaction with educational materials but limited test attempts, suggesting intrinsic motivation to master cloud skills without the necessity for formal ascertainment of knowledge; and the third cluster consists of learners with minimal engagement, focusing on specific topics within the MOOC without seeking formal validation of their knowledge.
The findings highlight the importance of designing non-linear MOOCs that cater to diverse learner needs and interests in cloud learning.
INFORMATIZATION OF EDUCATION
The article is devoted to the formation of a new approach to the classification of national educational and methodological information, which should ensure the feasibility of adaptability of electronic educational systems, within the framework of the transition of society to its information form. The need for this is due to the fact that educational and methodological information is usually formed on the basis of new scientific results obtained during the implementation of dissertation research. At the same time, the volume of scientific information is currently growing according to a law close to exponential, and thus the requirements for integrated distributed information systems (electronic library systems) that provide the educational process are sharply increasing. The justification for the relevance of the research topic and the formulation of the problem to be solved are based on a retrospective analysis of existing methods for classifying documents containing scientific information, as well as integrated distributed information systems, widely represented on the world market. The results of the analysis indicate that the existing growth of published scientific and methodological information occurs according to a law close to exponential, which leads to a decrease in the depth of the request or to a significant narrowing of the search area and obtaining information that is not relevant with a high probability, which ultimately reduces the quality of the educational process.
The result of this paper is an algorithm for the a priori classification of authors of educational and methodological information, based on the analysis of abstracts inherent in the domestic system of certification of scientific and pedagogical personnel. The result was achieved through the use of ideas from academic genealogy, set theory and discrete mathematics, graph theory.
The limitations and recommendations for the practical implementation of the approach proposed in the work are listed.
Learning Management Systems (LMS) play a critical role in the educational process, providing students with a variety of educational content, and teachers with tools for monitoring students’ knowledge and assessing progress. However, as the number of students increases, the load on data transmission channels also increases, potentially leading to a decline in the quality of education. To solve this problem, a comprehensive approach to load balancing within server clusters of educational platforms is required.
The article reviews the main existing load balancing algorithms, provides a comparative analysis, and assesses their applicability to educational platforms. Particular attention is paid to Content Delivery Networks (CDN) and their critical role in the process. Modern trends in integrating load balancers with cloud technologies are analyzed, emphasizing the importance of intelligent cache management and container orchestration as key methods for increasing the performance and fault tolerance of LMS platforms. A server cluster architecture based on 1C:Enterprise 8 is proposed, along with practical schemes for building scalable infrastructures for online learning.
ISSN 2658-7769 (Online)