Pub Date : 2021-03-21DOI: 10.32517/0234-0453-2021-36-1-57-62
V. Vonog, I. V. Kharlamenko, V. V. Kolga
The article examines the tools of interaction and control between the teacher and students in the process of teaching a foreign language in a technogenic educational environment by means of Zoom, Skype, Webinar and Discord. The system of foreign language teaching, implemented by the authors of the article in practical classes, is characterized by integrity, and all its tools are aimed at implementing the competence-based approach dictated by the Federal State Educational Standard of Higher Education in modern realities. This system takes into account both the practical orientation of the “Foreign Language” discipline and the transformation of contact hours from offline to online environment. The relevance of the article is explained by new conditions and challenges faced by participants in the educational process in connection with the pandemic of the coronavirus infection COVID-19, which has reached a global scale. The new way of contact work and control of the educational environment revealed some problems. According to the authors’ point of view, electronic, mobile tools and applications, including Zoom, Skype, Webinar and Discord, are similar in such features as audio and visual contact, communication in chats, sharing screen and emoji symbols. Nevertheless, there are such differences as demand for downloading the apps to the user’s device, limit of the free access, functions of video recording, waiting hall, session halls, calendar integration, etc. In the process of teaching a foreign language, cooperation and control obtain a personality-oriented nature, which results in increasing the motivation of students for independent and distance learning.
{"title":"Video conference tools as an element of technogenic educational environment in the system of foreign language teaching","authors":"V. Vonog, I. V. Kharlamenko, V. V. Kolga","doi":"10.32517/0234-0453-2021-36-1-57-62","DOIUrl":"https://doi.org/10.32517/0234-0453-2021-36-1-57-62","url":null,"abstract":"The article examines the tools of interaction and control between the teacher and students in the process of teaching a foreign language in a technogenic educational environment by means of Zoom, Skype, Webinar and Discord. The system of foreign language teaching, implemented by the authors of the article in practical classes, is characterized by integrity, and all its tools are aimed at implementing the competence-based approach dictated by the Federal State Educational Standard of Higher Education in modern realities. This system takes into account both the practical orientation of the “Foreign Language” discipline and the transformation of contact hours from offline to online environment. The relevance of the article is explained by new conditions and challenges faced by participants in the educational process in connection with the pandemic of the coronavirus infection COVID-19, which has reached a global scale. The new way of contact work and control of the educational environment revealed some problems. According to the authors’ point of view, electronic, mobile tools and applications, including Zoom, Skype, Webinar and Discord, are similar in such features as audio and visual contact, communication in chats, sharing screen and emoji symbols. Nevertheless, there are such differences as demand for downloading the apps to the user’s device, limit of the free access, functions of video recording, waiting hall, session halls, calendar integration, etc. In the process of teaching a foreign language, cooperation and control obtain a personality-oriented nature, which results in increasing the motivation of students for independent and distance learning.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"1 1","pages":"57-62"},"PeriodicalIF":2.7,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87237713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-21DOI: 10.32517/0234-0453-2021-36-1-38-46
Y. Kosova
The article discusses the results of the analysis of massive open online courses (MOOCs) on web accessibility and web accessibility in e-learning. Using the search by keywords in four MOOC aggregators and total browsing of the four Russian-language online education platforms, 38 free and 28 paid courses on the research topic were allocated. The only one course in Russian — “Web accessibility in e-learning” (Stepik platform) was detected. The following positions presented on MOOCs’ promo pages were analyzed: platform, author, target audience, duration of training, access (open / closed), cost, student’s achievement document (certificate / badge / other); training mode (independently / with instructor / other); prerequisites (starting skills). An average MOOC “portrait” in the field of web accessibility has been formed: target audience — web developers/web designers (45 % of MOOCs) or developers/teachers of online courses (24 %); prerequisites — not required (76 %); achievement document — certificate for an additional fee (55 %); platform — Coursera (26 %), Canvas (24 %) and EdX (21 %). The content of the nine MOOCs available for study was analyzed in detail. It was shown, that the content of MOOCs on the web accessibility in e-learning can vary and have different depth depending on the target audience of students, but it must include: concepts of web accessibility and universal design in learning and related WCAG guidelines; web content accessibility assessment methods; methods for developing accessible online materials.
{"title":"Analysis of massive open online courses on web accessibility","authors":"Y. Kosova","doi":"10.32517/0234-0453-2021-36-1-38-46","DOIUrl":"https://doi.org/10.32517/0234-0453-2021-36-1-38-46","url":null,"abstract":"The article discusses the results of the analysis of massive open online courses (MOOCs) on web accessibility and web accessibility in e-learning. Using the search by keywords in four MOOC aggregators and total browsing of the four Russian-language online education platforms, 38 free and 28 paid courses on the research topic were allocated. The only one course in Russian — “Web accessibility in e-learning” (Stepik platform) was detected. The following positions presented on MOOCs’ promo pages were analyzed: platform, author, target audience, duration of training, access (open / closed), cost, student’s achievement document (certificate / badge / other); training mode (independently / with instructor / other); prerequisites (starting skills). An average MOOC “portrait” in the field of web accessibility has been formed: target audience — web developers/web designers (45 % of MOOCs) or developers/teachers of online courses (24 %); prerequisites — not required (76 %); achievement document — certificate for an additional fee (55 %); platform — Coursera (26 %), Canvas (24 %) and EdX (21 %). The content of the nine MOOCs available for study was analyzed in detail. It was shown, that the content of MOOCs on the web accessibility in e-learning can vary and have different depth depending on the target audience of students, but it must include: concepts of web accessibility and universal design in learning and related WCAG guidelines; web content accessibility assessment methods; methods for developing accessible online materials.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"32 1","pages":"38-46"},"PeriodicalIF":2.7,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79980454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-21DOI: 10.32517/0234-0453-2021-36-1-9-19
A. Zubrilin, V. Rybkina
The article reveals the functionality of the e-courses management system Moodle as a tool for holding Olympiads in a distance format. The technology of development of tasks for the Olympiad is described, taking into account their implementation in Moodle, and two ways of presenting tasks are shown: 1) as a single test with a given number of questions and with different forms of test questions; 2) in the form of several separate tests, distributed over course modules. It is substantiated that the choice of the way of presenting tasks depends on the specifics of the Olympiad and on the presence/absence of the need to divide tasks into thematic modules. A description of the types of test questions that can be used for the tasks of the Olympiad is given: open form, closed form, multiple choice, essays, etc. As an example, the stages of developing an Olympiad in information security for students of pedagogical university are described. The system of tasks of the Olympiad is given and it is shown how to present these tasks in Moodle for automatic and manual checking. The technology described in the article allows the development of distance Olympiads for both students and schoolchildren. Students of pedagogical university were selected as the target audience. The procedure for evaluating the Olympiad tasks completed by students in manual and automated form is demonstrated with specific examples.
{"title":"Moodle e-course management system as a tool for holding distance Olympiads at university","authors":"A. Zubrilin, V. Rybkina","doi":"10.32517/0234-0453-2021-36-1-9-19","DOIUrl":"https://doi.org/10.32517/0234-0453-2021-36-1-9-19","url":null,"abstract":"The article reveals the functionality of the e-courses management system Moodle as a tool for holding Olympiads in a distance format. The technology of development of tasks for the Olympiad is described, taking into account their implementation in Moodle, and two ways of presenting tasks are shown: 1) as a single test with a given number of questions and with different forms of test questions; 2) in the form of several separate tests, distributed over course modules. It is substantiated that the choice of the way of presenting tasks depends on the specifics of the Olympiad and on the presence/absence of the need to divide tasks into thematic modules. A description of the types of test questions that can be used for the tasks of the Olympiad is given: open form, closed form, multiple choice, essays, etc. As an example, the stages of developing an Olympiad in information security for students of pedagogical university are described. The system of tasks of the Olympiad is given and it is shown how to present these tasks in Moodle for automatic and manual checking. The technology described in the article allows the development of distance Olympiads for both students and schoolchildren. Students of pedagogical university were selected as the target audience. The procedure for evaluating the Olympiad tasks completed by students in manual and automated form is demonstrated with specific examples.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"62 1","pages":"9-19"},"PeriodicalIF":2.7,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91125973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-21DOI: 10.32517/0234-0453-2021-36-1-47-56
A. Podsadnikov, K. V. Rozov, S. Kratov
The article is devoted to the problem of professional training of university students in the field of computer networks in the absence of specialized laboratories. The solution to this problem is the use of computer networks simulation tools. The authors presented thematic plan for studying the discipline ≪Computer networks and the Internet≫. The article considers domestic and foreign experience of using computer networks simulation tools. Based on the eight criteria identified by the authors, the analysis was carried out of the most popular software in the academic environment for computer networks modeling: Cisco Packet Tracer, GNS3, NS-3, EVE-NG, OMNeT++. As a result of the analysis and comparison, it was concluded that the Cisco Packet Tracer software product is the most preferred modeling environment in the conditions of a pedagogical university. The example of using the Cisco Packet Tracer modeling system within the training course ≪Computer networks and the Internet≫ is given, demonstrating the solution of a practice-oriented problem. The example shows the possibility of simulating switching, server, user equipment in the Cisco Packet Tracer environment; the ability to work with wireless networks. The principles of setting up server hardware and related software are considered.
{"title":"Applying network simulation tools in learning process","authors":"A. Podsadnikov, K. V. Rozov, S. Kratov","doi":"10.32517/0234-0453-2021-36-1-47-56","DOIUrl":"https://doi.org/10.32517/0234-0453-2021-36-1-47-56","url":null,"abstract":"The article is devoted to the problem of professional training of university students in the field of computer networks in the absence of specialized laboratories. The solution to this problem is the use of computer networks simulation tools. The authors presented thematic plan for studying the discipline ≪Computer networks and the Internet≫. The article considers domestic and foreign experience of using computer networks simulation tools. Based on the eight criteria identified by the authors, the analysis was carried out of the most popular software in the academic environment for computer networks modeling: Cisco Packet Tracer, GNS3, NS-3, EVE-NG, OMNeT++. As a result of the analysis and comparison, it was concluded that the Cisco Packet Tracer software product is the most preferred modeling environment in the conditions of a pedagogical university. The example of using the Cisco Packet Tracer modeling system within the training course ≪Computer networks and the Internet≫ is given, demonstrating the solution of a practice-oriented problem. The example shows the possibility of simulating switching, server, user equipment in the Cisco Packet Tracer environment; the ability to work with wireless networks. The principles of setting up server hardware and related software are considered.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"106 1","pages":"47-56"},"PeriodicalIF":2.7,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76127148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-21DOI: 10.32517/0234-0453-2021-36-1-33-37
B. Braktia, L. Haas, A. M. Montenegro Sanchez, A. Koptelov
The purpose of this study was to develop a reliable and valid instrument to explore the perceptions and practices of university professors and instructors with regards to digital literacy practices in the field of education. The Exploratory Factor Analysis (EFA) revealed four factors with eigenvalues greater than one. The 20-item instrument explained 65.08 % of the variance in relationship patterns among items: 36.49 % — F1: “Digital literacies help me teach”, 11.02 % — F2: “I have digital literacy competency and resources”, 8.99 % — F3: “Digital literacies support student learning”, and 8.58 % — F4: “Students are competent with digital literacy”. The instrument was deemed as reliable in determining faculty perceptions and practices.
{"title":"Establishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher education","authors":"B. Braktia, L. Haas, A. M. Montenegro Sanchez, A. Koptelov","doi":"10.32517/0234-0453-2021-36-1-33-37","DOIUrl":"https://doi.org/10.32517/0234-0453-2021-36-1-33-37","url":null,"abstract":"The purpose of this study was to develop a reliable and valid instrument to explore the perceptions and practices of university professors and instructors with regards to digital literacy practices in the field of education. The Exploratory Factor Analysis (EFA) revealed four factors with eigenvalues greater than one. The 20-item instrument explained 65.08 % of the variance in relationship patterns among items: 36.49 % — F1: “Digital literacies help me teach”, 11.02 % — F2: “I have digital literacy competency and resources”, 8.99 % — F3: “Digital literacies support student learning”, and 8.58 % — F4: “Students are competent with digital literacy”. The instrument was deemed as reliable in determining faculty perceptions and practices.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"3 1","pages":"33-37"},"PeriodicalIF":2.7,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74382727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-22DOI: 10.32517/0234-0453-2020-35-10-54-61
S. N. Blinov, A. Orlov
One of the key factors in providing a crisis-resistant form of performing laboratory classes in universities in distance mode is educational computer programs in the form of virtual laboratory works. Such software provides students to get proper practical experience working with technological equipment in absence of direct contact with the teacher and real laboratory units. They are also an alternative to real physical laboratory units and can be used by students in event of physical wear and tear of laboratory equipment or its complete absence. The article presents an educational computer program designed for laboratory works on five virtual laboratory units to the discipline “Heat supply of forest enterprises” for students to master materials on the following topics: “Determination of fuel humidity”; “Determination of the yield of volatile substances and coke”; “Determination of fuel ash content”; “Determination of the heat of combustion of solid fuel”; “Analysis of flue gases”. The authors showed the principle of performing all virtual laboratory works on the example of one laboratory work, identified the advantages of presented computer program and indicated high significance and efficiency of its use. The developed program is successfully used by students of Reshetnev Siberian State University of Science and Technology, allows you to hold laboratory works in distance mode and reduce the time for their implementation by accelerating the simulated processes.
{"title":"Educational software “Virtual laboratory works on the course of “Heat supply of forest enterprises”","authors":"S. N. Blinov, A. Orlov","doi":"10.32517/0234-0453-2020-35-10-54-61","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-10-54-61","url":null,"abstract":"One of the key factors in providing a crisis-resistant form of performing laboratory classes in universities in distance mode is educational computer programs in the form of virtual laboratory works. Such software provides students to get proper practical experience working with technological equipment in absence of direct contact with the teacher and real laboratory units. They are also an alternative to real physical laboratory units and can be used by students in event of physical wear and tear of laboratory equipment or its complete absence. The article presents an educational computer program designed for laboratory works on five virtual laboratory units to the discipline “Heat supply of forest enterprises” for students to master materials on the following topics: “Determination of fuel humidity”; “Determination of the yield of volatile substances and coke”; “Determination of fuel ash content”; “Determination of the heat of combustion of solid fuel”; “Analysis of flue gases”. The authors showed the principle of performing all virtual laboratory works on the example of one laboratory work, identified the advantages of presented computer program and indicated high significance and efficiency of its use. The developed program is successfully used by students of Reshetnev Siberian State University of Science and Technology, allows you to hold laboratory works in distance mode and reduce the time for their implementation by accelerating the simulated processes.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"16 1","pages":"54-61"},"PeriodicalIF":2.7,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87217434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.32517/0234-0453-2020-35-10-28-40
N. Besshaposhnikov, A. Kushnirenko, A. Leonov, M. Raiko, O. V. Sobakinskikh
The article presents the result of work on the creation and implementation of the annual course “Algorithmics for Preschool Children”, which, under the guidance of Academician V. B. Betelin for six years led the Department of Educational Informatics of the SRISA RAS together with the Department of Education of the Administration of the city of Surgut (Western Siberia). Since September 2018, the course has been held in all preparatory groups of all kindergartens in Surgut — more than 6,000 children annually. The educational and methodological kit for the course, including the digital educational environment PiktoMir, is freely distributed and can be downloaded from the SRISA RAS website for use for any purpose, including commercial. The course “Algorithmics for preschoolers” discussed in the article is the first part of the long-term course “The basics of programming for preschoolers and junior schoolchildren” being developed. The course uses a textless programming technique. The child composes a program from pictograms with robot commands, singleletter names of subroutines and pictograms of control structures. At the initial stage of training, a screenless technology for compiling a program from material objects is used. The proposed technology favorably differs from analogues in the world in that when working with PiktoMir, a program in the material world can be composed of material objects freely movable by a child: cards, cubes with printed or hand-drawn command pictograms. Information about each command of the program is extracted exclusively from the image perceived by the child, and not from any machine-readable graphic codes or electrical codes hardwired into the material carrier of the pictogram. The child “photographs” pictograms with his tablet, on which they are recognized using neural networks by a special PiktoMir module.
本文介绍了创建和实施“学龄前儿童算法”年度课程的工作成果，该课程在V. B. Betelin院士的指导下，与苏尔古特市(西西伯利亚)行政教育部门一起领导了SRISA RAS教育信息部六年。自2018年9月以来，该课程已在苏尔古特所有幼儿园的所有预备小组中举办，每年有6000多名儿童参加。课程的教学和方法工具包，包括数字教育环境PiktoMir，是免费分发的，可以从SRISA RAS网站下载，用于任何目的，包括商业用途。文章中讨论的“学龄前儿童算法”课程是正在开发的长期课程“学龄前儿童和初中儿童编程基础”的第一部分。本课程使用无文本编程技术。孩子用机器人指令的象形图、子程序的单字母名称和控制结构的象形图组成程序。在训练的初始阶段，使用无屏幕技术从实物对象编译程序。所提出的技术与世界上的类似物的有利之处在于，当使用PiktoMir时，物质世界中的程序可以由儿童自由移动的物质对象组成:卡片，带有印刷或手绘命令象形文字的立方体。关于程序的每个命令的信息完全是从儿童感知的图像中提取的，而不是从任何机器可读的图形代码或硬连接到象形文字的物质载体中的电子代码中提取的。孩子用他的平板电脑“拍摄”象形文字，然后通过一个特殊的PiktoMir模块使用神经网络识别它们。
{"title":"Digital educational environment PiktoMir: Experience of development and mass implementation of an annual programming course for preschoolers","authors":"N. Besshaposhnikov, A. Kushnirenko, A. Leonov, M. Raiko, O. V. Sobakinskikh","doi":"10.32517/0234-0453-2020-35-10-28-40","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-10-28-40","url":null,"abstract":"The article presents the result of work on the creation and implementation of the annual course “Algorithmics for Preschool Children”, which, under the guidance of Academician V. B. Betelin for six years led the Department of Educational Informatics of the SRISA RAS together with the Department of Education of the Administration of the city of Surgut (Western Siberia). Since September 2018, the course has been held in all preparatory groups of all kindergartens in Surgut — more than 6,000 children annually. The educational and methodological kit for the course, including the digital educational environment PiktoMir, is freely distributed and can be downloaded from the SRISA RAS website for use for any purpose, including commercial. The course “Algorithmics for preschoolers” discussed in the article is the first part of the long-term course “The basics of programming for preschoolers and junior schoolchildren” being developed. The course uses a textless programming technique. The child composes a program from pictograms with robot commands, singleletter names of subroutines and pictograms of control structures. At the initial stage of training, a screenless technology for compiling a program from material objects is used. The proposed technology favorably differs from analogues in the world in that when working with PiktoMir, a program in the material world can be composed of material objects freely movable by a child: cards, cubes with printed or hand-drawn command pictograms. Information about each command of the program is extracted exclusively from the image perceived by the child, and not from any machine-readable graphic codes or electrical codes hardwired into the material carrier of the pictogram. The child “photographs” pictograms with his tablet, on which they are recognized using neural networks by a special PiktoMir module.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"57 1","pages":"28-40"},"PeriodicalIF":2.7,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85672233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.32517/0234-0453-2020-35-9-20-27
E. S. Vaseva, N. V. Buzhinskaya
The article highlights the need to prepare future IT specialists for teamwork. The system for assessing the teamwork competency is proposed. The system includes a set of indicators, which are divided into invariant and variable. Each indicator is characterized by a grading scale with three possible assessment options: “not mastered” — 0, “partially mastered” — 1, “mastered” — 2. In the context of “indicator — assessment”, the required standard of student behavior in the process of performing team activities was determined. Invariant indicators are used to assess the teamwork competency, regardless of the role played by the student. The invariant indicators are indicated: understanding the importance of the task for the team's activities, the distribution of roles in the team, team interaction, the assessment of the teamwork. To determine the variable indicators, an analysis of the existing methods for the distribution ofcommand roles was carried out, the types of activities of an IT specialist were studied. To solve problems related to the implementation of activities for the design, development and maintenance of software tools within the framework of teamwork, it is advisable to distinguish six roles: analyst, innovator, negotiator, designer, executor, coordinator. Based on these roles, variable indicators are defined. The division of indicators into invariant and variable implies different requirements for the level of development. Invariant indicators must be mastered by all, while variable indicators allow for partial mastering in some indicators. The use of the system for assessing the teamwork competency will reveal potential problems in the preparation of a future IT specialist, clearly define the directions of the student's development, and form recommendations for him regarding professional activities.
{"title":"Sistema otsenivaniya kompetentsii komandnoj raboty budushhikh spetsialistov IT-sfery [The system for assessing the teamwork competency of future IT specialists]","authors":"E. S. Vaseva, N. V. Buzhinskaya","doi":"10.32517/0234-0453-2020-35-9-20-27","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-9-20-27","url":null,"abstract":"The article highlights the need to prepare future IT specialists for teamwork. The system for assessing the teamwork competency is proposed. The system includes a set of indicators, which are divided into invariant and variable. Each indicator is characterized by a grading scale with three possible assessment options: “not mastered” — 0, “partially mastered” — 1, “mastered” — 2. In the context of “indicator — assessment”, the required standard of student behavior in the process of performing team activities was determined. Invariant indicators are used to assess the teamwork competency, regardless of the role played by the student. The invariant indicators are indicated: understanding the importance of the task for the team's activities, the distribution of roles in the team, team interaction, the assessment of the teamwork. To determine the variable indicators, an analysis of the existing methods for the distribution ofcommand roles was carried out, the types of activities of an IT specialist were studied. To solve problems related to the implementation of activities for the design, development and maintenance of software tools within the framework of teamwork, it is advisable to distinguish six roles: analyst, innovator, negotiator, designer, executor, coordinator. Based on these roles, variable indicators are defined. The division of indicators into invariant and variable implies different requirements for the level of development. Invariant indicators must be mastered by all, while variable indicators allow for partial mastering in some indicators. The use of the system for assessing the teamwork competency will reveal potential problems in the preparation of a future IT specialist, clearly define the directions of the student's development, and form recommendations for him regarding professional activities.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"121 1","pages":"20-27"},"PeriodicalIF":2.7,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74941338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.32517/0234-0453-2020-35-9-53-63
I. Stolbova, L. Kochurova, K. Nosov
Digital education is carried out due to a deep transformation of the educational process and widespread use of digital educational technologies. Within the framework of subject learning, digital technologies are radically changing the content of the disciplines taught and the form of their presentation. The experience of creating a digital educational environment (DEE) in the framework of subject training is considered on the example of basic geometric and graphic training (GGT) of technical university students. Currently, the main factors shaping GGT are the paradigm of engineering education and methodology of design and development activities, which have undergone dramatic changes with the development of information technology. The basic concept of graphic education should initially and entirely be based on a digital 3D (volumetric) model that combines information about a product at all stages of its life cycle. At the same time, applied geometric aspects should prevail over abstract geometry and graphics, not underestimating the role of theoretical foundations in the basic GGP. The architecture of building DEE of geometric-graphic training is presented, which integrates all types of educational activities and is based on the principle of “continuity” of the learning process in a digital environment at all stages of the educational process. The functional use of digital technologies in various forms of training sessions, which allows students to carry out independent activities, taking into account personalization, is noted. Practical examples of graphic tasks, design and test tasks are given. When organizing monitoring in DEE conditions, existing methodological developments can be used, adapted and integrated in terms of the DEE system and the paradigmatic concept of GGT. Monitoring of learning outcomes in assessing digital competence, along with the constant improvement of test control, implies its completion with other forms of assessing the achievements of students.
{"title":"K voprosu o tsifrovoj transformatsii predmetnogo obucheniya [About digital transformation of subject learning]","authors":"I. Stolbova, L. Kochurova, K. Nosov","doi":"10.32517/0234-0453-2020-35-9-53-63","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-9-53-63","url":null,"abstract":"Digital education is carried out due to a deep transformation of the educational process and widespread use of digital educational technologies. Within the framework of subject learning, digital technologies are radically changing the content of the disciplines taught and the form of their presentation. The experience of creating a digital educational environment (DEE) in the framework of subject training is considered on the example of basic geometric and graphic training (GGT) of technical university students. Currently, the main factors shaping GGT are the paradigm of engineering education and methodology of design and development activities, which have undergone dramatic changes with the development of information technology. The basic concept of graphic education should initially and entirely be based on a digital 3D (volumetric) model that combines information about a product at all stages of its life cycle. At the same time, applied geometric aspects should prevail over abstract geometry and graphics, not underestimating the role of theoretical foundations in the basic GGP. The architecture of building DEE of geometric-graphic training is presented, which integrates all types of educational activities and is based on the principle of “continuity” of the learning process in a digital environment at all stages of the educational process. The functional use of digital technologies in various forms of training sessions, which allows students to carry out independent activities, taking into account personalization, is noted. Practical examples of graphic tasks, design and test tasks are given. When organizing monitoring in DEE conditions, existing methodological developments can be used, adapted and integrated in terms of the DEE system and the paradigmatic concept of GGT. Monitoring of learning outcomes in assessing digital competence, along with the constant improvement of test control, implies its completion with other forms of assessing the achievements of students.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"118 1","pages":"53-63"},"PeriodicalIF":2.7,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77425228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.32517/0234-0453-2020-35-9-28-37
K. Loginov, A. Shikov
The article examines the possibility of using elements of gamification in personnel management processes, such as: selecting candidates, ensuring the process of adaptation of new employees, managing training and development of employees. The introduction and use of gamification in the automation of these processes is proposed in order to increase the indicators of motivation, retention and involvement of personnel. Practical examples of the application of this tool in innovative companies are given. The mechanics of collaboration (cooperation), promotion, progress, appointments, and competition are analyzed the point of view of their effective application in corporate personnel management systems. It is proposed to use a competency-based approach to identify the knowledge, skills and abilities that a particular employee lacks and the efforts of managers of any company should be directed to the development and acquisition of which. A model of finite automaton is described, the development of which is crucial to formalize the processesunder consideration, analyze them, search for problem situations, modify, design information systems for monitoring and managing personnel training. Game mechanics are considered from the event approach point of view, the development of a certain game mechanics reaction in case of a certain event. In this case, the process of passing the training course can be represented as a finite deterministic automaton. The main task of developing the game mechanics reaction is to encourage the user to perform actions that will bring his current state closer to the final one. It is concluded that the use of gamification reduces the amount of routine actions necessary for the implementation of training, adaptation and development of personnel, make them more transparent and understandable for both employees and the company, minimize the time to implement these processes and, as a result, reduce their cost.
{"title":"Primeneniya gejmifikatsii v protsesse upravleniya obucheniem, adaptatsiej i razvitiem personala [Gamification applications in the process of managing personnel training, adaptation and development]","authors":"K. Loginov, A. Shikov","doi":"10.32517/0234-0453-2020-35-9-28-37","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-9-28-37","url":null,"abstract":"The article examines the possibility of using elements of gamification in personnel management processes, such as: selecting candidates, ensuring the process of adaptation of new employees, managing training and development of employees. The introduction and use of gamification in the automation of these processes is proposed in order to increase the indicators of motivation, retention and involvement of personnel. Practical examples of the application of this tool in innovative companies are given. The mechanics of collaboration (cooperation), promotion, progress, appointments, and competition are analyzed the point of view of their effective application in corporate personnel management systems. It is proposed to use a competency-based approach to identify the knowledge, skills and abilities that a particular employee lacks and the efforts of managers of any company should be directed to the development and acquisition of which. A model of finite automaton is described, the development of which is crucial to formalize the processesunder consideration, analyze them, search for problem situations, modify, design information systems for monitoring and managing personnel training. Game mechanics are considered from the event approach point of view, the development of a certain game mechanics reaction in case of a certain event. In this case, the process of passing the training course can be represented as a finite deterministic automaton. The main task of developing the game mechanics reaction is to encourage the user to perform actions that will bring his current state closer to the final one. It is concluded that the use of gamification reduces the amount of routine actions necessary for the implementation of training, adaptation and development of personnel, make them more transparent and understandable for both employees and the company, minimize the time to implement these processes and, as a result, reduce their cost.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"16 1","pages":"28-37"},"PeriodicalIF":2.7,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88285127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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