Use of artificial intelligence technologies for building individual educational trajectories of students

Problem and goal. Developed and tested solutions for building individual educational trajectories of students, focused on improving the educational process by forming a personalized set of recommendations from the optional disciplines. Methodology. Data mining and machine learning methods were used to process both numeric and textual data. The approaches based on collaborative and content filtering to generate recommendations for students were also used. Results. Testing of the developed system was carried out in the context of several periods of elective courses selection, in which 4,769 first- and second-year students took part. A set of recommendations was automatically generated for each student, and then the quality of the recommendations was evaluated based on the percentage of students who used these recommendations. According to the results of testing, the recommendations were used by 1,976 students, which was 41.43% of the total number of participants. Conclusion. In the study, a recommendation system was developed that performs automatic ranking of subjects of choice and forms a personalized set of recommendations for each student based on their interests for building individual educational trajectories.

Analysis of the development efficiency of the Moscow Electronic School resources by future computer science teachers on the basis of practical training sites

Problem and goal. The practical (pedagogical) training sites based on Moscow schools in the context of effective development of the resources of the Moscow Electronic School by future computer science teachers are analyzed. The goal is to identify the correlation of the digital footprint obtained as a result of the development of the school network activity index based on data on the actions of teachers and students in e-learning environments and of educational organizations identification corresponding to this index, as well as the methodological activity of schools in Moscow - the bases of practical (pedagogical) training of future computer science teachers. Methodology. The analysis of regulatory documents and the database of Moscow schools, where the Moscow City University students of the Computer Science direction are engaged in practical (pedagogical) training, reflection on the content of the knowledge obtained, search for criteria for selecting basic schools for conducting practical (pedagogical) training of future computer science teachers, local pedagogical experiment were used. Results. It was found out that the activity of schools in the development and use of educational resources of the Moscow Electronic School is not a prerequisite for cooperation with these schools. At the same time, the knowledge of information technologies, including the technology of working with the resources of the Moscow Electronic School, by future subject teachers, is an integral part of the professional competence of a modern teacher, and especially a computer science teacher. Conclusion. The basic criteria for selecting sites for industrial practices of future computer science teachers, in particular students of the Moscow City University, are proposed. The formulated criteria for selecting basic schools for conducting practical (pedagogical) training of university students will allow them to successfully solve the tasks set for this type of educational activity, achieve their goals and form professional and pedagogical competencies.

Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

Approaches to improving the training of IT specialists in the field of electronic document management

Problem and purpose. The problem of improving the training of IT specialists in the field of electronic document management in the process of studying at a university is examined. Methodology . The study used an analysis of practical activities in working with electronic document management systems and training in working with these systems in the process of training IT specialists in the field of electronic document management. Results. A proposal has been put forward on the need to create a special educational system for electronic document management for use as an object of study and as a means of training in the education of IT specialists in the field of electronic document management, the requirements for it were formulated, and step-by-step models of its preparation are described. Conclusion. The proposed software and technological tools and organizational and methodological methods will allow solving the problem of improving the quality of training of IT specialists in the field of electronic document management.

Research on the differences of students’ learning styles and knowledge integration in SPOC learning: a case study of course “Basic Portuguese”

Problem and goal. With the advent of the information age, Internet-based online learning has also become one of the learning methods chosen by many learners. They can use these online learning platforms to complete knowledge construction while learning offline. Methodology. Most studies of learning behaviors focus on the discovery of the best learning model and disregard the possible impact of different learning behaviors on knowledge construction. Therefore, based on the Felder - Silverman learning style model, this article uses the Solomon learning style scale to improve the design of the questionnaire and collect four-dimensional differential learning behaviors data. In order to further understand the influence of learning styles on the effectiveness of online learning, we also use online learning data on the Small Private Online Course platform and general cognitive intelligence knowledge integration theory to clarify the relation between learning modes and individuals differences. Results. This study observes and analyzes the learning behavior data of 46 students of Nankai University in the SPOC learning platform, also analyzes the differences in learning styles and knowledge construction of students in the SPOC environment. Compared with the traditional Basic Portuguese teaching method, the blended teaching model based on the Chaoxing Learning platform has unparalleled advantages. Interactions inside and outside the classroom, improving student participation and promoting teaching diagnosis. Conclusion. Through a comprehensive analysis of questionnaire data and online data, we found that some learning styles have different effects on the effectiveness of online learning, ignoring the individual differences of learners will still cause problems in knowledge construction.

Information technologies in corporate training: trends and approaches

Problem and goal. Within the framework of the study, based on the data of the Workplace Learning Report study, specialists from the USA, Canada and other countries, the transformation of corporate training over the past decades was analyzed, the main problems and challenges of companies/enterprises in the process of additional professional training of employees and ways to solve them were identified. The main problems of corporate training at the present time, as in the past, include budget deficit and search for free intervals in the schedules of employees for educational sessions. And the solution was the growth of online training, the use of online platforms, which made it easier to find time in the sche- dule of employees for training, create opportunities for flexible editing of educational content, and for managers it was easier to evaluate additional professional training thanks to the control tools built into online platforms. Methodology. However, it turned out that not all age categories of employees are ready to expand online training: older age workers prefer traditional or mixed training, as opposed to young people. Results. The study found that the degree of digitalization correlates with the size of the company: the comparative effectiveness of digital tools for additional professional education increases with the scale of the system in which they are applied: a deployed digital educational platform requires very few resources to expand to new branches and employees, rather than classical educational formats that require personal participation of teaching staff. Conclusion. The main trends in the development of corporate training in the coming years are described.

Relevance, criteria and factors of cluster regional differentiation of students in the framework of informatization of cross-border education

Problem and goal. This article, based on the analysis of domestic and foreign experience, reveals the need to study the feasibility and possibility of dividing foreign students into regional clusters for the subsequent differentiation of methods and teaching materials within the framework of the development of approaches to the informatization of cross-border education. Methodology. A series of ascertaining experiments was carried out with students of the specialty Economics from Zambia, Mongolia, Kazakhstan, Uzbekistan and other countries, aimed at identifying differences in educational motivation, reflection and other characteristics of cross-border students. A model of approaches to informatization of cross-border education based on cluster differentiation is proposed. Results. A system of clusters was proposed, the expediency of introducing the described complex of criteria and factors, illustrated by the example of highlighting previous educational experience as one of the significant criteria for cluster regional differentiation of students, was substantiated. Conclusion. Students from different countries have different motivation, experience and perception of information, in many respects this is facilitated by school education. There is a need to find a balance between co-operative and differentiated education of cross-border students. Cluster differentiation of cross-border students is advisable for the subsequent use of information technologies in the framework of ensuring the variability of methodological systems of teaching individual disciplines at a university.

Using technologies to design personalized learning pathways as a part of scientific practice of students

Problem and goal. The article deals with the process of designing the high school internship program of the ITMO Universitys Information Chemistry Center by using information and communications technology (ICT). The program development process involved following stages: client briefing, exploratory study, hypotheses-formation processes and its testing, custom development, learning experience design and project defense. Methodology. The high school students views about the Infochemistry Internship Program were analyzed. Authors conduc- ted in-depth interviews with respondents and retrieved information about students scientific achievements, challenges and recommendations for improving the internship program. During the exploratory research stage the high school internship programs of Russian and foreign universities in the field of biology, chemistry, physics and IT were studied. The initial sample was composed of Stanford University Mathematics Camp (SUMaC), Stanford University Science Circle, Harvard University Summer School (Pre-College Program), Chemistry Research Academy of University of Pennsylvania. Three types of scientific practices - summer camp or summer school, university science circle and a research academy - were identified. Results. The authors emphasized that there is not a single high school internship program in the field of chemistry in Russia like at IMTO University. This immerse education program is based on laboratory learning that allows students experience chemistry principles under the guidance of leading scientists. The concept of the program based on the science education model. It involves the personalized learning pathway, scaffolding activities, and participation in the research project. Flexible learning pathway is the core of the program that includes various levels of personalization: project, scaffolding means, pace of learning, educational content, educational result. To prove the importance of using ICT and social media in educational process authors found the results of the research conducted by University College Dublin and University of Melbourne. Conclusion. The paper has highlighted the significance of revamping internship programs, identified the most common types of scientific practices and proved the importance of selected program principles.

Formation of content modules for teaching artificial intelligence in the basic school

Problem and goal. The problem of insufficient substantive provision of training of primary school students in the field of artificial intelligence (AI) is considered. The goal is to identify and describe the basic didactic elements within the content modules, as well as to identify the intrasubject and intersubject connections that are realized in the course of teaching the elements of AI in the main school. Methodology. A set of methods was used: analysis of international experience (USA, China, England, Germany, Israel, Russia); analysis of documents defining requirements for the implementation of basic educational programs; analysis of textbooks; research of ready-made software solutions applicable in the process of teaching the basics of AI to primary school students; reflection of the content of the knowledge gained. Results. The study made it possible to identify learning opportunities in the field of AI for students starting from grade 5, regardless of the availability of teaching hours allocated for compulsory informatics education, due to the variability of general education. An analysis of informatics textbooks for basic school showed that teaching the basics of AI should be implemented taking into account intrasubject connections with informatics. This approach will make it possible to carry out a supporting, expanding or propaedeutic function of teaching AI elements in relation to the main course of informatics. In the process of forming meaningful modules for teaching the elements of AI to primary school students, starting from grade 5, didactic elements were identified, the development of which must be organized taking into account interdisciplinary connections with general education disciplines. The content of educational material in the field of AI should be mastered through the most expedient types of activity in the context of the system-activity approach, which will allow to form personally significant know- ledge and skills of students, to develop their creative abilities. Conclusion. The results of the study made it possible to substantiate the expediency of teaching the elements of AI to primary school students, starting from grade 5. Various options for including in the basic school curriculum issues related to the basics of AI, taking into account the existing experience of teaching schoolchildren in the field of informatics, were identified.

Development of information culture of students when teaching equations of mathematical physics in the conditions of informatization of education

Problem and goal. In modern conditions, specialists in various subject areas who have an information culture and are able to solve complex professional problems using modern information and communication technologies are in demand. Currently, specialists in the field of applied mathematics are required, which plays an important role in the development of human civilization. Therefore, in the process of teaching various academic disciplines of applied mathematics at the university, including the discipline Equations of mathematical physics, attention should be paid to the development of students information culture. Methodology. When teaching students the discipline Equations of mathematical physics, it is extremely important that the teacher knows not only the content of teaching this discipline of applied mathematics, but also has practical experience in solving equations of mathematical physics by computer means. Such qualities of the teacher will allow him to successfully conduct training sessions in the conditions of informatization of teaching mentioned discipline. At the same time, it ought to be clearly understood that the use of computer technologies in teaching the discipline Equations of mathematical physics must be correct. The necessity to develop and implement in practice a variety of methodological approaches that allow students to develop an information culture in training sessions on that discipline is obvious. Results. The use of advanced pedagogical technologies in training sessions on the discipline Equations of mathematical physics, where computer technologies are used, will allow students to develop an information culture. Conclusion. Computer technologies that students use in the process of solving educational problems require them to have certain skills and abilities to identify their broad capabilities. Students are aware of the role of computer technologies in conducting applied scientific research, understand the role of computer modeling methodology and computational experiment in studying the world around them.