Informatics and Education №9’2018
Journal «Informatics and Education»
№ 9 (298) November 2018
Contents of issue
A. S. Christochevskaya, S. A. Christochevsky
COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION
Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.
Keywords: informatization of education, stages of informatization of education, cognitivity, cognitivization, concept of informatization of education, e-learning resources.
T. R. Zmyzgova, E. N. Polyakova, N. N. Sokolova
PROBLEM ORIENTED APPROACH TO TEACHING PROGRAMMING ON THE EXAMPLE OF PYTHON
The issues of the development of education and training of highly qualified specialists in the field of priority directions of modernization and technological development of the economy of the Russian Federation are considered. It is noted that information and communication technologies, transforming many sectors of the Russian economy, are becoming the basis of the of innovative development of the state. At the intersection of the disciplines, new technical approaches and solutions are being developed that stimulate the emergence of new interdisciplinary areas and, as a result, the demand for specialists able to develop technologies and innovative business. The problems of training highly qualified engineering personnel in the IT field are highlighted. It is noted that the strategy for the development of the digital economy of the Russian Federation is the main factor determining the basic concept of the development of the education system. The organization of the modern educational process using a problem oriented approach in the study of programming languages on the example of Python is considered. The importance of the integrated use of an interdisciplinary approach and information and communication technologies in the formation of general professional and professional competencies of future IT professionals is shown.
Keywords: digital economics, engineering staff, problem-oriented method, professional competence, interdisciplinary approach, information technologies, programming.
N. Yu. Ershova, I. V. Klimov
DESIGNING THE UNDERGRADUATE EDUCATION PROGRAM OF THE DIRECTION «INFORMATICS AND COMPUTING MACHINERY» IN THE FRAMEWORK OF THE FEDERAL STATE EDUCATIONAL STANDARD OF HIGHER EDUCATION 3++
A series of Federal State Educational Standards (FSES) of Higher Education 3++ were approved recently, therefore higher education programs must be redesigned in accordance to the requirements of professional standards. The article discusses the stages of the development of the bachelor educational program “Informatics and computing machinery” complying with FSES of HE 3++. The described methodology was tested in the development of advanced training programs for employees of nanoindustry enterprises. The following stages of creating the program are described: first, we studied the qualifying deficiencies of the IT labor market of the region (the program’s customers); second, we determined a professional standard; third, we selected work functions and transformed them into the bachelor professional competencies; forth, we designed a single matrix of competencies; and finally, we correlated intermediate educational results with the structure of the program and determined the content and the technology of training. Fragments of a matrix of general professional competencies and professional competencies for the direction 09.03.01 “Informatics and computing machinery” in the profile of training “Automated management of business processes and finance” are given.
Keywords: professional standard, work functions, professional competencies, matrix of competencies, structure of educational program.
ПЕДАГОГИЧЕСКИЕ ИЗМЕРЕНИЯ И ТЕСТЫ
M. V. Tomashev, A. S. Avdeev, M. V. Krasnova
ADAPTIVE TESTING AS A TOOL FOR MANAGING QUALITY OF EDUCATION
The article presents the results of the use of adaptive testing in higher education institutions with the example of the LMS Stimul implemented in Polzunov Altai State Technical University. The advantages and disadvantages of testing as an assessment method are considered. On the base of analysis of modern educational trends, the conclusion is made about the relevance of the issue of adaptive testing, taking into account the personal mastering of the material by the student. A description of a testing system that making a permanent adaptation of the test to customize the test for the knowledge of a particular student is given. The variant of the adaptive testing algorithm is given. A comparison of the results obtained using the conventional test and the adaptive test is described. Analysis of the test results is carried out in the context of topics, categories and types of questions. Based on the given examples, a conclusion is made on the effectiveness of adaptive testing.
Keywords: adaptive testing, learning assessment, electronic learning resources, e-learning resources, learning management system.
G. N. Chusavitina
MASTER’S PROGRAM AS A PERSPECTIVE DIRECTION OF PROFESSIONAL TRAINING OF PEDAGOGICAL PERSONNEL IN THE SPHERE OF INFORMATIZATION OF EDUCATION
The article discusses the experience of the implementation of master’s training in the educational program 44.04.01 “Pedagogical education” (“Information technologies in education”) in Nosov Magnitogorsk State Technical University. The article outlines the conceptual foundations of the educational program, shows the structure, reveals the features of the program in terms of positioning in the educational services market. Particular attention is paid to the relationship with the labor market and key employers in the preparation of master’s students of teacher education.
Keywords: informatization of education, pedagogical personnel of informatization of education, master’s students, magistracy, master’s students in institutes of education, information technologies in education.
N. I. Popov, V. V. Isakova, A. V. Kalimova, E. N. Shustova
THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE TRAINING OF FUTURE TEACHERS
The transition to new educational standards presupposes updating methodology, tools and forms of training of future teachers in higher education. When designing various e-learning courses in the educational environment of the university, the problem of modular training is considered. Besides, the article draws special attention to the use of information and communication technologies in creating special e-courses so as to organize information support and extracurricular interaction of teachers of the graduate university department with students in the course of pedagogical practice, course and final qualification projects.
Keywords: e-learning, modular training, information technologies, computer tests.
М. А. Чошанов
ДИДАКТИКА ЦИФРОВОЙ ЭПОХИ: ОТ ПРЕПОДАВАНИЯ К ИНЖЕНЕРИИ УЧЕНИЯ. Часть 1
Цифровая эпоха требует пересмотра традиционного преподавания и учения. Быстро растущие технологические инновации в образовании обусловливают смену парадигмы от традиционного преподавания к инженерии учения. Таким образом, основное внимание в статье уделено разработке и внедрению эффективных учебных сред на основе использования информационных и коммуникационных технологий в различных форматах: очное обучение, смешанное и дистанционное. Инженерия учения требует нового понимания и переосмысления традиционной дидактики в направлении е-дидактики (электронной дидактики), чтобы эффективно проектировать и умело согласовывать цели учения, его содержание и систему оценивания в цифровую эпоху.
Ключевые слова: дидактическая инженерия, цифровая эпоха, учитель-инженер, эффективная учебная среда.