Assessment of the balance of the competence formation process: analysis of the curricula of Russian universities

Introduction. Curricula are the main tool for organizing the educational process in Russian universities. The quality of education and the possible level of formation of the graduate's competencies directly depend on their validity and balance. Going on a competence model of education demanded change in the principles of drawing up of curricula. However, until now, the quality of curricula is assessed according to formal criteria that are weakly related to the competence-based approach. Also, answers to simple questions have not been formulated: how many disciplines can and should form one competence, how many competencies can be formed within one discipline and within one semester, how the presence of gaps in the process of forming competencies affects the final level of their formation. The aim of the work is to propose quantitative characteristics for assessing the balance and consistency of the process of forming competencies based on a statistical analysis of the current curricula of Russian universities. Materials and methods. As a material for the study, curricula were chosen in the specialty "Applied Informatics" of federal state budgetary and autonomous educational organizations (45 institutes and universities in total). Methods of mathematical and statistical analysis were applied: frequency analysis, methods for comparing means, analysis of standard deviations. Research results. On average, each competency forms from 2 to 8 disciplines. The largest number of disciplines in most curricula forms 1, 2 or 3 competencies. There are relatively few disciplines that form more than 4 competencies in the curricula of most universities. It is shown that the lack of continuity and development, the presence of gaps in the process of forming competence can reduce the achieved level of competence to 30% of the possible due to forgetting. The discussion of the results. The presence of deviations from the average indicators may in some cases indicate an insufficient balance of curricula. In the future, it is possible to embed the proposed methodology into an intelligent system for assessing the characteristics of the educational process within the framework of the university's QMS.

Engineering Platform as Integrated Software for Model Mediated Research

Engineering software platform supports engineering activities in continuously widening disciplinary area of complex systems operated industrial and commercial products and other engineering achievements. Engineering activities increasingly include research extending the conventional product lifecycle engineering to the whole innovation cycle. Comprehensive engineering platform comprises wide range of integrated software solutions to manage complex model systems to represent situation controlled autonomous products and offers all software solutions necessary for the integrated innovation and life cycle. By now, engineering platforms are amongst the largest and most complex applications of advanced software. This paper reports recent contributions to concept and methodology of research integration representations for engineering model systems using research capabilities of engineering platform. First, concept on model organized research project (MORP) is introduced. MORP is a new model system based concept of research project which is managed using capabilities of software organized in these platforms. MORP relies on the formerly defined concept of model mediated research (MMR) which is extended to research in situation control of autonomous functions of the represented systems operated engineering achievements recognizing that situation control reorganizes engineering related research to a great extent. Following this, connection of MORP with software which provides situation based control for physical execution in cyber physical system (CPS) is analyzed and discussed. The MMR based MORP is about pilot projecting at the recently established virtual research laboratory (VRL) at the Doctoral School of Applied Informatics and Applied Mathematics (DSAIAM) at the Óbuda University.

Fundamentals of Information Theory: a reference book

The textbook contains theoretical, practical and control and measuring materials. It can be used by teachers for conducting classes in the disciplines "Fundamentals of the Theory of Computer Science" and "Computer Science", as well as by students for preparing for test papers, for testing and control works in these disciplines. It is also suitable for students studying in an inclusive form using distance technologies. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students studying in the specialties of secondary vocational education 09.02.05 " Applied Informatics (by industry)" and 09.02.06 "Network and system Administration".

Modern programming technologies. The C#language. Volume 2. For advanced users

The task of volume 2 of the textbook is to describe in detail, in an accessible way, and with practical examples, all the features of the C# language, one of the most promising modern object-oriented programming languages. The course assumes a good command of the material set out in volume 1 of the textbook, and is designed to learn additional features of the C#language. The work with strings, dates and times, threads and the file system, ISON and XML (using practical examples), etc. is considered in detail. The Visual Studio. NET environment is considered as the development environment. All sample programs are given in C#. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the direction of training 09.03.03 "Applied Informatics", undergraduate and graduate students of all areas of training and specialties, as well as graduate students and students of the IPK.

Modern programming technologies. The C#language. Volume 1. For novice users

Volume 1 of the textbook is addressed to novice users who want to learn the popular object-oriented programming language C#. The tutorial provides complete information about the C# language and platform .NET. Basic data types, variables, functions, and arrays are considered. Working with dates and enumerations is shown. The elements and constructs of the language are described: classes, interfaces, assemblies, manifests, namespaces, collections, generalizations, delegates, events, etc. It provides information about Windows processes and threads, as well as examples of organizing work in multithreaded mode. The questions of creating console applications, applications such as Windows Forms and applications for working with databases, as well as questions of deep and advanced development of the material are described. The Visual Studio. NET environment is considered as the development environment. All sample programs are given in C#. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the direction of training 09.03.03 "Applied Informatics", undergraduate and graduate students of all specialties, as well as graduate students and students of the IPC.

DEVELOPMENT OF THE APPENDIX FOR CHECKING RESIDUAL KNOWLEDGE OF STUDENTS

В статье рассматривается определение остаточных знаний студентов. Для более эффективной и качественной оценки знаний по дисциплинам профессионального блока у студентов направления 09.03.03 - Прикладная информатика предлагается автоматизировать данный процесс. The article discusses the definition of residual knowledge of students. For a more efficient and high-quality assessment of knowledge in the disciplines of the professional block among students of the direction 09.03.03 - Applied Informatics, it is proposed to automate this process.

Experience of using 1С cloud services and technologies to organize the learning process in the IT directions of training

The article discusses the organizational and methodological aspects of the use of 1С cloud services and technologies in the educational process or students of IT directions of training. The use of 1C cloud services allows you to gain knowledge, skills and abilities associated with the use of typical configurations (1C:Accounting, 1C:Trade Management, 1С:Payroll & HR Management, etc.). At the same time, the use of 1C services provides many advantages related to the convenience of work, the availability of up-to-date versions of programs and teaching materials, as well as the wide capabilities of organizing the educational process.The use of cloud services and technologies in industrial, research, engineering, educational and other activities leads to an increase in the efficiency of using computing resources, reducing the cost of purchasing licensed software and maintaining virtual infrastructure. The article substantiates that the study of the capabilities of 1C cloud services and technologies is of particular importance for students, since in the context of the digitalization of the Russian economy, the labor market requires specialists who have the skills to work with the 1C:Enterprise system in user mode, as well as have knowledge of development of own applied solutions.The experience of organizing training for students of the Orenburg State University in the framework of the formation of professional competencies of students in the directions of training bachelors “Applied informatics” (profile “Applied informatics in economics”) and “Business informatics” (profile “Information systems in economics”) using the service 1C:Enterprise via the Internet for educational institutions is described in the article. The use of 1C cloud services allows to increase the cognitive interest in disciplines, improve the academic performance of students and ensure the convenience of working in both full-time and distance learning formats.

Formation of professional competencies of bachelors of the “Applied informatics” direction in the implementation of distance learning using software on the 1C:Enterprise platform

The objectives of the implementation of the National Project “Digital Economy” are the modernization of the education system and the introduction of modern technologies and teaching aids. The article discusses the achievement of these goals in the modern conditions of the organization of the educational process, which require the introduction of models of distance and blended learning using practice oriented methods. To form the competencies of bachelors in the “Applied informatics” direction, a practice oriented learning model has been developed based on 1C software products, based on the matrix of correspondence between curriculum disciplines and information systems and services offered by the developer. When implementing such a model, it is necessary to use the methodology of a continuous system for the formation of professional competencies, which consists of several stages, which also include all types of planned practice curricula. Successful achievement of the set goals is possible due to the integration of practical examples and software solutions, which allows solving professional problems without the departure of students to enterprises. The experience of organizing student training on practice oriented cases within the framework of the formation of professional competencies of graduates of the direction of training bachelors “Applied informatics” is presented. The features of the proposed solutions in the implementation of interdisciplinary links of IT disciplines using the 1C:Enterprise platform are considered.

Methodology for assessing the general competence of graduates of educational institutions

The paper describes the methodology, algorithm and program for assessing competence in points of students in educational institutions. The calculation of competence is shown on the example of the assessment data of a group of graduates in the direction of training 09.03.03 "Applied Informatics". Their assessments in all disciplines of the curriculum for the entire period of study were used as the initial information. The calculation for all types of competencies is given and the overall competence in points for each graduate is determined.