Intelligent Cybernetic System Using Gestalt Processing

Purpose of the study. The aim of the study is to create and develop modern cyber physical systems. The evolution of cyber physical systems (CPS) is associated with the development of a cognitive approach within the framework of the application of mechanisms used by humans to solve their daily tasks. In the cognitive approach to working with cyber physical systems, gestalt is considered as one of the ways of solving modern tasks within the framework of the new Industry 4.0 technology. In the cognitive approach a simple task is considered for cyber physical systems of the Internet of Things (CPS IoT) with gestalt processing. When investigating such a task for a simple cyber physical system, it will be possible to use a gestalt with a simple structure. The complication of the task and structure of gestalt can occur with the development of CPS IoT. The article examines an intelligent cyber physical system of the Internet of Things using methods of gestalt processing of their states - a picture of the world, while solving various problems of the Internet of Things.Materials and research methods. To solve tasks within the framework of a cognitive approach to the construction and development of cyber physical systems, new methods and developments of specialists in the field of intelligent systems are required. In the context of Industry 4.0 technologies, the Internet of Things the gestalt processing of CPS IoT is considered. Within the framework of the cognitive approach sensory images, concept-representations, concept-scenarios, concept-gestalts of cyber physical systems are used to interact with the real world. It is important to use concept gestalts that can reflect CPS IoT with new emergent properties. CPS IoT gestalt refers to a certain state of the cyber physical system and its habitat, which occurs when a need arises and closes after the need is satisfied. The main task of gestalt processing for a cyber physical system is to satisfy its needs. The solution to this problem includes: the organization of the collection and the direct collection of the necessary elements for the formation of the gestalt, and later for its closure; the formation of the gestalt; the closure of the gestalt. For the accumulation of experience, its use and development, it is proposed to use machine learning methods. Machine learning results can be presented in the form of concept representations, concept scenarios.Results. The concepts-gestalts of CPS IoT, gestalt processing of CPS IoT are proposed within the framework of the cognitive approach. As the main stages of gestalt processing, the article highlights: - preparation of initial data for the formation of the need for CPS IoT: - formation of an imaginative perception - a picture of the world, including the current state of CPS IoT and necessary for the closure of the gestalt; - formation of gestalt; – formation of initial data for planning the control actions necessary for closing the CPS IoT gestalt; - implementation of control actions to close the CPS IoT gestalt; - saving the gestalt processing scenario for possible reuse in the future. These stages of gestalt processing relate to IoT CPS of any nature and are focused on any tasks of the Internet of Things. The demo example shows the use of gestalt processing for CPS IoT with a simple model without training.Conclusion. The article discusses the cognitive approach that refers to the use and development of intelligent cyber physical systems for the Internet of things and the Internet of everything. A method related to the gestalt processing of CPS IoT situations is proposed, which allows recognizing a need, and forming of a gestalt. Based on the generated CPS IoT gestalt, control actions are planned to close the CPS IoT gestalt. The implementation of the proposed approach, development and use of gestalt concepts will allow to reflect CPS IoT with new emergent properties.

A Modern Computer Literacy Course from the Point of View of the New Third Age Generation

The purpose of the study is to identify the needs, attitude and experience of third-age people in the field of using information and communication technologies in the modern stage of informatization. The modern system of additional education for older people in the field of computer literacy is now very outdated and in need of modernization. The transformation of the needs of this category of people for new knowledge and skills is caused by the rapid pace of development of digitalization, the growth of the range of electronic services and the expansion of opportunities associated with the use of information and communication technologies. The involvement of older people in these processes and the need to adapt to a new way of life actualizes the need to study what a modern digital literacy course should be from the point of view of people of the third age, namely, it is necessary to determine their needs for computer training, the experience and resources that they have.Materials and methods. The study was conducted from 2016 to 2019 on the basis of the Municipal government institution of the city of Novosibirsk “Coordination Center “Active City” among 214 people, studying under the program “Academy of Computer Literacy”, dedicated to the basics of working with computers and the Internet, organized with the support of the social programs’ development fund named after L.I. Sidorenko.The research carried out a theoretical analysis of psychological, pedagogical and scientific literature on the research topic, questioning and polling of respondents, analysis and generalization of the data obtained. The main objectives were: a) to reveal the information and communication technology resources available to respondents at home; b) to discover the motivating factors that determine the need for training in the field of computer literacy; c) to identify the requirement for the content of the computer literacy course in modern conditions in accordance with the requirements of the respondents; d) to analyze how these requirements are manifested in different age groups: 55-60 years old, 61-70 years old, 71-80 years old and over 80 years old.Results. The results of the study show the need to develop a course, not computer, but digital literacy of a new format, with the nature of flexibility, contributing to the satisfaction of any need to eliminate the problems of information activity at any level: low, intermediate or advanced. In addition, the rapidly changing information technology necessitates the provision of training that will enable the elderly person in the future to deal with any new and unknown technology. It is very important to adapt modern retirees to the new digital reality, teach them to interact with it and understand the principles of the device.Conclusion. These studies are the basis and prove the need to revise existing computer literacy courses and develop new content and teaching methods that take into account the modern needs of third age people.

Optimal Poisson Cognitive System with Markov Learning Model

The aim of the study is to develop a mathematical model of the trained Markov cognitive system in the presence of discrete training and interfering random stimuli arising at random times at its input. The research method consists in the application of the simplest Markov learning model of Estes with a stochastic matrix with two states, in which the transition probabilities are calculated in accordance with the optimal Neуman-Pearson algorithm for detecting stimuli affecting the system. The paper proposes a model of the random appearance of images at the input of the cognitive system (in terms of learning theory, these are stimuli to which the system reacts). The model assumes an exponential distribution of the system’s response time to stimuli that is widely used to describe intellectual work, while their number is distributed according to the Poisson law. It is assumed that the cognitive system makes a decision about the presence or absence of a stimulus at its input in accordance with the Neуman-Pearson optimality criterion, i.e. maximizes the probability of correct detection of the stimulus with a fixed probability of false detection. The probabilities calculated in this way are accepted as transition probabilities in the stochastic learning matrix of the system. Thus, the following assumptions are accepted in the work, apparently corresponding to the behavior of the system assuming human reactions, i.e. the cognitive system.The images analyzed by the system arise at random moments of time, while the duration of time between neighboring appearances of images is distributed exponentially.The system analyzes the resulting images and makes a decision about the presence or absence of an image at its input in accordance with the optimal Neуman-Pearson algorithm that maximizes the probability of correct identification of the image with a fixed probability of false identification.The system is trainable in the sense that decisions about the presence or absence of an image are made sequentially on a set of identical situations, and the probability of making a decision depends on the previous decision of the system.The new results of the study are analytical expressions for the probabilities of the system staying in each of the possible states, depending on the number of steps of the learning process and the intensities of useful and interfering stimuli at the input of the system. These probabilities are calculated for an interesting case in which the discreteness of the appearance of stimuli in time is clearly manifested and the corresponding graphs are given. Stationary probabilities are also calculated, i.e. for an infinite number of training steps, the probabilities of the system staying in each of the states and the corresponding graph is presented.In conclusion, it is noted that the presented graphs of the behavior of the trained system correspond to an intuitive idea of the reaction of the cognitive system to the appearance of stimuli. Some possible directions of further research on the topic mentioned in the paper are indicated.

Online Education in the Republic of Karelia in the New Realities of Society Development

Purpose of the study. Studying the regional experience of using online educational platforms during the period of distance learning for schoolchildren and identifying the features of new realities on the formation of human capital.Materials and methods. Assessment of the organization of the distance learning process in the municipalities of the Republic of Karelia, Petrozavodsk and Kostomuksha urban district during the first and second waves of transition to distance learning for schoolchildren. A survey was conducted at the end of each period among teachers, children and parents on the organization and implementation of the learning process.Results. A study of the results of an online survey of teachers in the Republic of Karelia revealed a number of features and difficulties in the introduction of distance learning technologies for schoolchildren in the new realities of an isolated educational process: the level of proficiency in distance learning technologies at the beginning of the Covid-2019 pandemic among teachers in Karelia was quite high - 68.3%, 72.8% of them had the experience of independent study of forms and technologies of distance learning, 27.9% of the interviewed teachers completed advanced training courses. Of the large number of educational platforms operating within the framework of providing online access to teaching and testing resources, teachers are most often used in their work: Uchi.ru, Yaklass.ru, Google class, Russian electronic school. Only 4.5% of the respondents admit that they did not teach online lessons, including due to the lack of Internet in their settlement.Based on the results of the questionnaire survey among parents, new risks in the development of the education system emerged, and the identified trends make us think about what can be changed and done now so that the education of children during distance learning would be a joy for children, parents and teachers.Conclusions. Evaluating the experience of using online education in Russian schools during the massive transition to distance learning, one can note both objective difficulties and problems in organizing the educational process in distance mode, and positive effects that involuntarily manifested themselves in the development of specific narrow skills of digital literacy among the population, acquaintance with new programs and digital tools, mentoring among the participants in relations, exchange of effective practices and experience.Nevertheless, almost all studies note that general education schools and teachers, in general, who had practically no experience of online learning before the massive transition to distance learning, were able to quickly navigate the new situation and master new forms of communication with students. At the same time, a positive synergistic effect was the formation of the skill of productive communication between children and adults, interaction and mutual assistance in the process of mastering ICT technologies.

Formation of Individual Educational Trajectory in Adaptive Learning Management Systems

Purpose of the study. The purpose of this article is to consider the theoretical and practical aspects of designing adaptive training courses aimed at creating an individual educational trajectory, taking into account various mechanisms of adaptation.Materials and methods. This study includes a review of bibliographic sources on the formation of an individual learning path and the implementation of adaptive learning in e-learning courses. It also includes constructing of a structural model of an adaptive learning management system with a description of possible adaptation mechanisms that act as parameters for the formation of a personalized learning path, and a description of an example of the implementation of an adaptive course in the LMS of the Bashkir State Agrarian University.Results. An analysis of factors that influence the choice of a professional educational trajectory is presented. At the same time, different levels of formation of factors are described, for instance, such groups as macrofactors, mesofactors and microfactors are distinguished and characterized. The concept of a flexible adaptive learning model is considered and possible resources (mechanisms) for its adaptation are analyzed. With regard to the management model of the formation of an individual trajectory of training, such parameters as the form of training, the content of training, training methods, the organization of e-learning in the electronic training course, the model of a student, and the trajectory of training are distinguished as adaptation resources. A structural model of an adaptive learning management system is being made, including the following series of structural elements: block of educational content; block of the knowledge control, skills and abilities; communicative block; reflection block; personal identification unit; navigation system; learning path control module. Various approaches to the concept of a learner’s model are also considered (in particular, scalar, overlay and cognitive models).To test the adaptive learning model, an electronic course in the discipline “Informatics and Information Technologies” was designed and implemented in the e-learning management system of the Bashkir State Agrarian University on the LMS Moodle platform. The e-course is used in the educational process for full-time and parttime education, as well as a form of support for distance learning during periods of self-isolation. A comparative analysis of the progress of students who study by using linear and adaptive versions of the e-course is carried out. Students studying with the adaptive version of the e-course showed better learning outcomes. From this, it is concluded that the adaptive course allowed students to better adapt to the conditions of forced distance learning in the new reality.Conclusion. An individual educational trajectory is one of the effective ways of realizing the professional and educational potential of an individual and is based on certain forms, methods, technologies and learning mechanisms. Modern e-learning technologies provide vast opportunities for implementing the concept of personalized flexible learning, in particular, using adaptive training courses. In this case, both the parameters of the learning management environment and the characteristics of the students can act as a resource (parameter) of adaptation.

Software for Electronic Portfolio of Students of the Russian Higher Education

The purpose of the study. For Russian universities, the problem of choosing the form of the electronic portfolio and its software is relevant; ensuring the formation of the electronic portfolio of the student is fixed in the requirements for the electronic information and educational environment of the educational institution by the current federal state standards for higher education in Russia. The purpose of the study is to develop recommendations on the choice of software based on the generalization of the practice of using the author’s capabilities of foreign and domestic software to organize work on the management of the electronic portfolio by students. The study was made as another step in the author’s development of the conceptual apparatus of the electronic portfolio subject field.Materials and methods. The author of the study has been teaching and organizing the educational work of students with an electronic portfolio since 2007: from 2007 to 2019 at the Southern Institute of Management (first as the Head of the Department of Applied Informatics, then as Rector’s Assistant for informatization and electronic training), from 2019 at the North Caucasus branch of the Russian State University of Justice and Kuban State University as a lecturer of Informatics, Psychology and Pedagogy. Only in the 2020-2021 academic years, students of these two universities during the study of the author’s educational disciplines with cloud tools Google and P7 Office conducted about 400 electronic portfolios. The criteria for comparing the software of the electronic portfolio from different developers were elaborated on the basis of the author’s vision of the functionality of the electronic portfolio in Russian universities as a virtual office of students. To determine the forms of the electronic portfolio used by Russian higher education institutions and the software used by them, the author analyzed the documentation on the organization of the institution’s electronic environment posted on the official websites of universities in the country.Results. During the study of components of the structural model of the investigated problem, the author classified and considered portfolio software options and revealed that the most functional form of the electronic portfolio is an electronic portfolio in the form of an Internet site, designed and supported according to the “software as a service” model. The following criteria were added to the list of traditional criteria for comparing electronic portfolio software from different developers by the author: the availability (number) of training tools for performing training tasks with ecosystem tools, into which the portfolio is integrated, and the presence of registration in the Unified Register of Russian programs for electronic computers and databases. The author supplemented the recommendations on the choice of software for the portfolio of universities with the wishes of its developers and customers.Conclusion. A number of Russian universities continue their own development of electronic portfolio systems “from scratch” without taking into account the existing developments in culture. This circumstance, as well as the fact of the dependence of most universities on foreign technology platforms that ensure the maintenance of an electronic portfolio, prompted the author to show the possibility of creating an electronic portfolio system by modifying the P7 Office ecosystem of office applications, in accordance with the existing example of using Google’s online ecosystem tools for electronic portfolio management.

Possibilities of Virtual Reality Technologies for the Development of Gaming Applications

The rapid development of virtual and augmented reality technologies is currently taking place in almost all spheres of activity. Elements of virtual and augmented reality are used in such areas as education, medicine, transport, gaming, tourism and others. The active spread of these technologies causes the emergence of special competencies in the IT labor market and, as a result, the formation of new professions.Many Russian universities are training students in IT training areas. Specialization in the development of computer games and virtual reality applications has begun recently. The provision of practical classes is accompanied by specific tasks, which gives students the opportunity to improve the use of software and technical devices.The relevance of the research is determined by the current demand for the use of the latest technologies by IT developers in the field of creating computer games. Today, technologies that provide a player’s immersion in virtual reality are becoming more and more popular. One of these technologies is a suit with wearable sensors that track a person’s position in space in real time. However, there are quite a few real described projects in the literature and on the Internet. This study examines the process of developing a task for creating a game application using virtual reality technology: a suit with wearable sensors for teaching students.Materials and methods of research. Timely identification of the needs of the IT market in personnel training allows educational organizations to form new training programs of different levels of training. This approach makes it possible to target the educational and methodological materials being developed to use the latest achievements in the development of the field under study.Using a systematic approach, the study characterizes virtual reality suits and sensors for monitoring the position in the user’s space. Thus, the goal of the task was to ensure the immersiveness and convenience of interaction between the player and the game environment.Based on materials on software, position sensors in space, the approach of pedagogical design was applied and the procedure was formed for a practical task, reflecting the relevant competencies.Results. The study was conducted on the basis in the framework of laboratory and practical work of students, as well as at a real enterprise. Training in the new profile of the direction of training “Applied informatics” is fully equipped with all the latest technologies in this field. As a result of the work, the content of the practical task was developed.Real development of virtual and augmented reality applications is conducted jointly with students. Almost all projects used a suit with body sensors.Conclusion. Our study examines in detail the process of developing an application using a suit with wearable sensors for further training of students. Based on the results, work can be carried out on real projects for any field. Based on the research materials, it is planned to issue a textbook for students with the profile of developing computer games and virtual / augmented reality applications.

Methodology for Assessing the Risks of Information Enterprise Security Using Case Technologies

Purpose of the study. Creating an effective information security system of an enterprise is impossible without an adequate assessment of the risks to which its assets are exposed. The results of such an assessment should become the basis for making decisions in the field of information security of the enterprise. Identification of information assets and assessment of their value, determination of the level of threats to the security of assets allow planning measures to create an enterprise information security system.This paper discusses a methodology for assessing the risks of information security of an enterprise, a distinctive feature and novelty of which is the use of modern tools and methods for constructing and analyzing business processes in order to identify the information assets of an enterprise to be protected.Materials and methods. It is proposed to identify information assets based on the model of business processes of the enterprise, performed using the IDEF0 methodology. Modeling of business processes was carried out in the Business Studio environment of the “Modern Management Technologies” company.The activity of a typical IT-industry company was considered as an example for the risk analysis.Results. The methodology for assessing the risks of information security of an enterprise described in the article has been successfully tested in the educational process. Its use in conducting laboratory classes in the discipline “Designing the information security system of enterprises and organizations” for masters studying in the direction of “Information security” allowed, according to the authors of the article, to increase the effectiveness of the formation of students’ professional competencies.Conclusion. The paper proposes a methodology for assessing information security risks for objects of an enterprise’s information infrastructure, which makes it possible to identify priority areas of information security at an enterprise. As a result of the application of the technique, a loss matrix is formed, showing the problem areas in the organization of information protection, which should be given priority attention when planning information security measures. Based on the data obtained, it is possible to form an economically justified strategy and tactics for the development of an enterprise information security system.

A Mental Approach to Digital Transformation of Education

Purpose of the study. The rapid and widespread dissemination of digital technologies in society necessitates the fastest and most effective digital transformation of education. The processes of digitalization of education face difficulties associated with unreasonable updates of the means and methods of electronic and distance learning in traditional methodological systems, the unpreparedness of teaching staff for professional activities in the new realities, laboriousness and large material and intellectual costs. In this regard, innovative approaches are of interest to achieve greater efficiency in the digital transformation of the educational process. The work is devoted to the substantiation of a mental approach that develops and complements the principles of modern didactics in the digital transformation of education, and provides an update of the means and methods of teaching using mental technologies.Methodology and methods. The mental approach is built on the foundation of mental schemes that define reality and a person from the position of his mentality, formed as a result of his individual and collective life experience. In the digital era, the approach determines the mechanisms for achieving new goals of education, such as the formation and development in a person of computa- tional, structural, intuitive, algorithmic thinking. The basis of the mental approach is made up of mental learning technologies that use various subject mental structures, concept and mind maps, suggesting a qualitative and meaningful change and correction of individual knowledge mental schemes. Considering learning with the help of mental schemes and mental models, the principles of mental didactics are formulated.Results. The contours of the mental approach in education, which allows the organization of the educational process on the basis of the means and methods of teaching, based on the foundation of mental schemes of thinking, are outlined. It provides a real opportunity to implement the principles of person-centered learning, for example, through the “transparent” box model, mental learning primitives, inverted resources and transforming resources, as well as mental technologies. The method of algorithmic primitives for the development of structural thinking is described. New approaches to the presenta- tion of electronic educational resources in an inverted form and in a transformer format have been substantiated.Conclusions. The importance of the mental approach manifests itself in several directions: the application of the “transparent box” model in teaching and control of knowledge; the use of teaching primitives to design structural-mental schemes for learning problem solving; crea- tion of personalized educational resources in the format of transformers and inverted textbooks that best match the mentality of the digital generation; the possibility of implementing person-centered learning. The approach allows the formation and development of mental didactics to ensure the effectiveness of the digital transformation of education, facilitates the achievement of the cognitive goals of subject learning and can effectively meet the modern requirements of the digital society for education.

Graphical Notation for Document Database Modeling

Goals and objectives. Graphical models have proven to be a reliable, clear and convenient tool for creating sketch models of databases. Most of the existing notations are designed for the relational data model, the dominant data model for the last thirty years. However, the development of information technologies has led to an increase in the popularity of non-relational data models, primarily the document model. One of the problems of its application in practice is the lack of suitable tools that allow performing graphical modeling of the database, taking into account the features of the document model, at the stage of logical design. The development of appropriate tools is an important and actual task, since their application in practical research makes it possible to identify, classify and analyze typical modeling errors that allow the designer to reduce the risk of their occurrence in the future. The purpose of this article is to develop a graphical notation that, on the one hand, providing convenience for the designer, and on the other hand, taking into account the peculiarities of creating and functioning of the noSQL document storage model.Materials and methods. The materials for the study were numerous publications devoted to the development of graphical notations in problems and their application to database design for various information systems. The selected materials were analyzed and the main graphical notations used to describe the relational data model were identified. Three notations were selected from them, a set of graphic stereotypes, which were most different from each other, the analysis of which allowed us to identify the main image patterns of the components of the relational model.The resulting patterns were applied to the main elements of the document database, which were obtained by analyzing the documentation of the popular MongoDB DBMS.Results. The result of the research was the creation of a new tool for modeling document databases at the logical level, which consists of a set of graphic stereotypes and rules for their application. On the one hand, the development is well known to practitioners who have previously worked with relational data models, since its development took into account many years of experience in using graphical models in the field of relational database design, and on the other hand, it reflects the features of the structure of the document model.Conclusion. The practical application of the developed model has shown the convenience of its use both in the process of designing document databases and in the process of teaching students within this subject area. The use of graphical models constructed in the proposed graphical notation will allow researchers to create and illustrate typical patterns of document databases, which will undoubtedly have a positive impact on the dynamics of the development of promising data storage technologies.