Model Reports, a Supervision Tool for Machine Learning Engineers and Users

This article investigates a methodology to design an automated supervision report, ensuring the suitability between the designers and the users of an algorithm. For this purpose, we built a super-vision tool, focused on error diagnosis. The argumentation of the article relies first on the exposition of the reasons to use model reports as a supervision artefact, with a prototype of implementation at an organization level, describing the necessary tooling to industrialize its production. Finally, we propose a method for supervising machine learning algorithms in a responsible and sustainable way, starting from the conception of the algorithm, along its development and dur-ing its operating phase.

Tertiary level English Language Teachers' Use of, and Attitudes to Alternative and Online Assessments during the Covid-19 Outbreak

This study aims to investigate the English language teachers’ perceptions and attitudes towards the use of alternative and online assessments adopted during the Coronavirus (Covid-19) outbreak, in Saudi Arabia. The current study employs a descriptive method, and the data were collected using a survey questionnaire, which consists of 33 closed-ended and four open-ended questions. The participants were 102 (46 male and 56 female) teachers of English at Northern Border University, Saudi Arabia. The questionnaires were administered online via Google Form. The data were analyzed using descriptive statistics for quantitative responses, whereas content analysis was used to analyze the qualitative responses collected from the open-ended questions. The findings revealed that the teachers had mixed reactions towards alternative and online assessments. The online assessments adopted were in form of both alternative and traditional types, administered via Blackboard. It was found that portfolios and oral presentations were the most frequently used forms of alternative assessments by the English language teachers at the time of Covid-19. Other types of alternative assessments, including, online collaborative/peer assessment, self-assessment, virtual concept map, concept map, article review, and mini-project, were claimed to be less used by the teachers. However, the teachers’ top priority was summative assessment, where by the traditional exams were in fact still be used in online assessment. In addition, teachers reported constraints related to time for the assessments, need for computer literacy, possibility of cheating, and technical issues, when adopting online assessments. However, they believed online assessment covered the content of the course of study. Teachers also reported that students did not initially like online assessment but later warmed to it as it proved easier to do well in. Finally, pedagogical implications are discussed based on the study findings.

The Value of Future Officers’ Foreign Language Training for Participating in International Peacekeeping Operations

The article deals with providing future officers of the Armed Forces of Ukraine with foreign language training for participating in international peacekeeping operations. The purpose was to analyze specifics of foreign language training for international peacekeeping operations. The content and essence of future officers’ foreign language training for participating in international peacekeeping operations were studied. Further, the state of future officers’ foreign language training for participating in international peacekeeping operations in higher military educational institutions of Ukraine was determined and consequent proposals for improving the content of future officers’ foreign language training for participating in international peacekeeping operations were elaborated. The main research methods were as follows: comparative, problem-based and retrospective information analysis; testing of cadets, surveying the officers of the Armed Forces, enhancing the pronunciation and articulation of cadets. The results of cadet testing showed the need to improve the content of future officers’ foreign language training for participating in international peacekeeping operations. The survey of the officers serving with the Armed Forces of Ukraine confirmed the urgent need to provide foreign language training in higher military educational institutions of Ukraine. According to the results of various survey forms applied, the main ways to improve the content of the future officers’ foreign language training aimed at participating in international peacekeeping operations were identified: the use of open training platforms, the use of information and communication technologies, use of mind mapping, situational tasks, interactive technologies.

Methodology of Teaching Methods of FEM Analysis Using Software ANSYS

This paper presents the authors' experience of teaching the finite element method (FEM) at university. With the development of computational tools in the second half of the twentieth century, there was also the development of computational methods focused on the algorithmization of engineering tasks based on FEM. From the solution of individual problems of the state of stress and deformation from the influence of the external environment, a complex solution of the mutual interaction of the system of deformable bodies (elements) has been performed while improving the physical and geometric characteristics of modern materials and structures. Many processes in the automatic design system take place as if in a "black box" and the process of verifying the achieved results becomes the most important stage in the design activity. Without knowledge of the theoretical basis of FEM, physical and mathematical modeling, verification procedures and methods, the design of a structure cannot be safe and reliable. In this paper we present one of the possibilities how the student can get acquainted with the theoretical foundations of FEM and with computational procedures using ANSYS software.

Pedagogical Technologies for Competent Training of Teachers in Ukrainian Professional Education

In recent decades, technological advances have revolutionized all areas of society, including the teaching resources and methodologies used in education. The relevance of pedagogical technologies in vocational education cannot be overemphasized, since technologies are constantly changing in today's environment, thus creating new challenges for modern education in globalization. The research aims are to establish patterns for promoting the implementation of pedagogical technologies in educational institutions for providing quality competent training of specialists in professional education. Research methods: comparative analysis; survey; systematization, generalization. As a result of the survey was established that pedagogical technologies positively influence the provision of competent training of specialists in Ukrainian professional education (89.7%), a smaller number of students (7.5%) were not sure about the quality of competent training of specialists in Ukrainian professional education with modern pedagogical technologies. It was determined that the students of educational institutions are most familiar with such pedagogical technologies as mobile learning (100%), e-learning (98%), independent learning (90%), virtual classroom (85%), and massive open online courses (MOOC) (71%). The study found that teachers need to improve digital competency from technologies such as Gamification and Next Generation Digital Learning Environment (NGDLE). Based on statistical data, it was found that the need for competent specialists in vocational education in the labor market is increasing every year, while those willing to study at vocational education institutions are decreasing every year. According to the negative trends, it has been determined that vocational education institutions should improve the educational process to increase the number of future competent specialists for the labor market.

Implementation of Digital Technologies Into the Educational Process

Revolutionary changes in society are linked to digital technologies and affect all areas of social life, not excluding construction industry. This requires not only knowledge reform, but above all skills reform. The current demand of practice is to increase the knowledge and competences of graduates of civil engineering faculties in the field of introduction and use of digital technologies in the process of planning, implementation, and maintenance of buildings, as well as to support the skills development of civil engineers in teamwork while using BIM technologies. The presented, currently implemented project contributes to meeting the above-described Practice Needs. The expected direct impact of the project is to increase the competitiveness, employability, and quality of life of graduates entering practice.

Formation of Psychological Readiness of the Teacher to Implement Information and Communication Technologies in Professional Activities

The relevance of discussing the components of the psychological strategy for teachers’ use of Information and Communications Technology (ICT) at General High School Educational Institution (GHSEI) involves the categories of cooperation, reflexive, motivational and informational parts of the strategy have been developed and characterized as components of teacher readiness for professional activity in a multidisciplinary environment. The aim of the research is to develop a pedagogical strategy for psychological readiness of teachers to use ICT to eliminate internal and external barriers that interfere with the intensive exchange of information among and behind the educational team. Methodology. Sociological survey (number of participants 1200) on the platform “Online Test Pad” among teachers of GHSEI (Ukraine). Results. The list of components in the structure of psychological readiness of students to implementation of educational innovations, including emotional-motivational, cognitive-motivational, orientational, activity-operational, moral, communicative, volitional, mobilizing, evaluative-resulting. The article outlines the stages of solving the main psychological barriers to innovation in the use of information and communication technologies. Presented is the assessment of the components of psychological readiness to the implementation of ICT through the respondents’ free responses. The article revealed the criteria of psychological actualization of personal achievements in the use of ICT in professional activity. The conditions of psychological readiness for the use of ICTs in pedagogical activity as well as the professional tasks of ICT use were determined. The practical value of the study was the presentation of the recommended strategy for implementation of ICT-warehouses in professional activities with the use of information on the psychological readiness of the teacher.

Using Software Applications in Teaching of Slope-deflection Method in Subject Static Analysis of Constructions

Static analysis of building structures is an important engineering discipline. The presented paper deals with the teaching process of the slope-deflection method in the subject Static Analysis of Constructions at the Faculty of Civil Engineering of the Technical University in Košice. The slope-deflection method is the method for the analysis of statically indeterminate structures and serves to obtain their inner forces and deformations. For purpose of teaching this subject, teachers prepared programs in the Fortran code and with the help of the output of decisive values obtained from the programs. Teachers know if students have correct solutions of their tasks and can guide students to work to correct mistakes in their work.

Education, Political Awareness, and Political Participation: a Case of Rahim Yar Khan District of Pakistan

By acknowledging the quality of individuals as an important parameter for the socio-economic and political development of a society, this study has attempted to examine the quality of political choices made by the resident of the massively uneducated district Rahim Yar Khan in Punjab province of Pakistan. The persistence of an inefficient and fruitless political status quo of few influential political families and the existence of a massive uneducated population cast doubts over the quality of political choices made by the residents of Rahim Yar Khan. By centralizing analysis around education, this study assessed political awareness and the extent to which individuals are willing to participate in the political process. A total of 404 respondents with varying educational levels from 42 union councils, systematically selected from the whole district, were examined. The findings of this study revealed a shockingly poor state of political awareness and higher willingness of political participation for the individuals with no and lower level of education. This poor awareness then explains the persistence of the inefficient political status quo of few families without any value and hence causing chronic damage to political as well as socio-economic profile of Rahim Yar Khan.

Problems of Early Learning to Program. How to Bridge the Gap Between Pictographic and Textual Programming Styles

Around the world, the “coding is the new literacy” thesis is beginning to be shared by an increasing number of decision-makers inside and outside national education systems. This leads to the inclusion of courses on information technology, including programming, in the curricula of school and early childhood education in various countries. In Russia, with its centralized education system, the amount of programming skills that a 9th grade graduate must master was established by the federal standard in mid-2021 and includes a certain set of initial programming skills that a student must be able to demonstrate by choosing one of the 6 full-text programming languages prescribed by the standard. Our experience shows that today the programming skills provided for by the specified standard can be successfully mastered by all primary school graduates (age 11-12), and we predict that the problem of early compulsory teaching in programming will be posed by Russian legislators and solved by the Russian education system in the near future. The main thesis of this article is that the best way to systematically teach the basics of programming to beginners of all ages, including elementary school students, is to consistently use the three approaches - icon-based, block-based, and text-based - provided that there is a methodological and technological continuity of software environments that support these three approaches. This continuity can be achieved by creating a consistent family of multiple learning environments. The article describes the experience of developing and using such a family of three software environments for the system of preschool and primary education in Russia, as well as for the system of teacher training in universities.