Vol 15, No 3 (2018)

DIDUCTIC ASPECTS OF EDUCATION INFORMATIZATION
CHARACTERISTICS AND CONSEQUENCES OF THE OPEN EDUCATIONAL RESOURCES AND MASSIVE OPEN ONLINE COURSES USING IN RUSSIAN UNIVERSITIES
Grinshkun V.V.
Abstract

Introduction. The actual problem of revealing the directions and the degree of influence of modern means of informatization of education on the development of Russian universities is considered in the article. The purpose of the study described was to determine the parameters of the activity of universities, which are changing under the influence of the use of open educational resources and massive open online courses. Methodology. Determination of the peculiarities and consequences of the use of these means of informatization was carried out on the basis of the formation of experimental (8 universities) and control (16 universities) groups of universities with subsequent comparative analysis of indicators of their activities contained in the annual monitoring of the universities effectiveness in 2013-2017. Results. As a result of the research it was revealed that the use of open educational resources and massive open online courses in universities can influence the efficiency of universities by increasing the number of foreign students, significantly increasing the university’s income from educational activities obtained from foreign sources, reducing the need for own computer technology, gradual reduction in the number of copies of literature stored in printed form, reducing the need for training and laboratory facilities At the same time, the use of informatization of education means does not significantly affect the systematic decrease in the number of students per teacher and the trend towards a decrease in the number of students studying in absentia. This indicates the predominant use of blended learning technologies by Russian universities. Conclusions. It is shown that the use of open educational resources and massive open online courses can have a significant impact on the development of universities and should be taken into account when developing models for improving the Russian higher education system.

RUDN Journal of Informatization in Education. 2018;15(3):247-270
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THE IMPACT OF GLOBAL PROCESSES OF INFORMATIZATION THE DEVELOPMENT OF THE MODERN EDUCATION SYSTEM IN A DIGITAL ECONOMY
Zaslavskaya O.Y.
Abstract

Problem and goal. The article deals with the processes of globalization, which can have a significant impact on the improvement of the modern system of education, especially in the conditions of active introduction of the digital economy. The actual problem of modern development of society is the processes of rapid obsolescence of knowledge, the increasing importance of education. The aim was to justify the need for new pedagogical technologies based on the global trends taking place in the modern world. Methodology. Our views on what education should look like and how it should be implemented depend on goals and experience, education is implemented in various forms depending on how we look at its value meanings. Results. According to various studies, there are several global trends that affect the development of the education system in General and management education in particular. Thus, the modern teacher is faced with the task not only to prepare an educated person, but a person with moral foundations, capable of entrepreneurship, competent, independently make decisions in solving professional problems, predict the consequences of their decision, comprehensive cooperation. The modern education system in the digital economy should have mobility, dynamism, constructiveness, contribute to the formation of a sense of responsibility. Conclusion. The use of new information and telecommunication technologies is crucial for improving the competitiveness of the economy, expanding its integration into the world system, improving the efficiency of management and self-government. In these conditions, means of information and telecommunication technologies offered a unique opportunity to more fully contribute to global information exchange, the formation and choice of future jobs and work, taking into account the uncertainty in the forecasts, to have responsible leadership and, finally, to be able to work in environments of creativity, innovation and entrepreneurship. The article considers the changes taking place in the education system, influencing the formation of management tasks of the modern teacher

RUDN Journal of Informatization in Education. 2018;15(3):271-281
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TEACHING COMPUTER SCIENCE
INFORMATION TECHNOLOGY IN EDUCATIONAL INFORMATICS COURSE IN THE CONTEXT OF THE STRENGTHENING OF EDUCATION
Levchenko I.V.
Abstract

Problem and goal. The article deals with the historical aspects of teaching information technology in a school course of computer science, approaches to teaching information technology in the conditions of the fundamentalization of General education, the problems of teaching information technology to schoolchildren. The aim is to determine the possibility of development of the methodical system of information technology training in the context of the fundamentalization of education, the consideration of information technology as a content-methodical line and as a section of the General course of Informatics, the description of the stages of the organization of training in information technology students. Methodology. The scientific and methodical literature in the field of Informatics is studied, the analysis of educational programs on Informatics and methods of teaching Informatics is carried out, the analysis of school textbooks and teaching AIDS, educational and methodical support of the educational process in Informatics is made; the generalization and systematization of own experience of teaching Informatics and methods of teaching Informatics, including information technologies is made. Results. It is revealed that the training of students in information technology, the rational use of their tools to solve educational and practical problems can purposefully form the information culture of students, so necessary for life in modern society. It is proved that the process of teaching information technologies in the framework of General education course of Informatics is advisable to build, based on the principles of the fundamentalization of education (science, invariance and universality, consistency and integrity, continuity and continuity, integration, etc.), on the basis of system-activity approach. Conclusion. The results of the study allowed to conclude that it is necessary to apply the fundamental and system-activity approaches to the implementation of the content-methodical line “Information technology” and the relevant section in the General course of Informatics.

RUDN Journal of Informatization in Education. 2018;15(3):282-293
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EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES
DESIGN OF IT-BASED INDEPENDENT LEARNING FOR STUDENTS WITH DISABILITIES
Beloglazov A.A., Beloglazova L.B., Beloglazova I.A.
Abstract

Problem and goal. In recent years, attempts have been made in Russia to increase the accessibility of higher education for persons with disabilities (EHS). Nevertheless, the creation of an effective system of inclusive education faces many serious challenges. Methodology. The key barriers to higher education in four aspects of the educational process are analyzed: the General structure of training, teaching methods, individual work with students, as well as evaluation. To overcome these barriers, it is proposed to use special technical and organizational solutions. Results. A General conclusion is made about the need to develop standards for inclusive education, taking into account the diversity of types of public health services, the need to use special information technologies and the involvement of students in the design of the educational environment. Conclusion. The design of an inclusive educational environment assumes that students are the most competent and interested participants in the educational process, better understanding of both their needs and the effectiveness of various information and communication technologies (ICT) used in learning.

RUDN Journal of Informatization in Education. 2018;15(3):294-303
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INNOVATION PEDAGOGICAL TECHNOLOGIES IN EDUCATION
INTEGRATION OF INTERDISCIPLINARY SCIENTIFIC KNOWLEDGE IN TEACHING INVERSE PROBLEMS FOR DIFFERENTIAL EQUATIONS
Kornilov V.S.
Abstract

Problem and goal. In the process of teaching students inverse problems for differential equations, one of the important goals is to form students ‘ fundamental knowledge in the field of inverse problems, in the field of applied and computational mathematics; to develop mathematical creativity that allows students after graduation, working in research institutions, to successfully solve a variety of complex mathematical problems in the implementation of practical applied research. Methodology. In the process of teaching students inverse problems for differential equations, the system of humanitarian-oriented training sessions is designed, the methods of rational reasoning are used, an individual approach to learning is implemented. Results. Humanitarian-oriented training sessions on inverse problems for differential equations are aimed at creating situations that require students, according to the results of solving the inverse problem, to make logical conclusions of applied and humanitarian character, to overcome moral contradictions, to make a reasonable choice of the right position in society. The skills and experience gained in the course of training in the application of rational reasoning in the study of inverse problems for differential equations allow students not only to effectively investigate applied problems, but also to form fundamental knowledge in the field of applied mathematics. Individual approach in teaching inverse problems for differential equations acts as a didactic principle of training, education and development of students, taking into account the personal characteristics of students, the level of intellectual development, cognitive interests and other factors that affect the success of learning. Conclusion. Humanitarian-oriented training sessions on inverse problems for differential equations, methods of rational reasoning, individual approach to learning allows the students to form a system of fundamental knowledge in inverse problems for partial differential equations, integrating multidisciplinary scientific knowledge, to identify humanitarian and scientific-educational potential of such learning, to justify the positive contribution of teaching inverse problems for differential equations in humanization and fundamentalization of mathematical education.

RUDN Journal of Informatization in Education. 2018;15(3):304-318
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COMPLEX TECHNOLOGY OF COMPUTER TESTING IN RUSSIAN AS A FOREIGN LANGUAGE
Nardyuzhev V.I., Nardyuzhev I.V., Marfina V.E., Kurinin I.N.
Abstract

Problem and goal. At present, with the massive spread of computer technology and the growth of interest in the Russian language, by the citizens of foreign countries, is not developed and implemented in the Head and local testing centers in Russian as a foreign language (RCT) system of computer testing, not widely used modern methods and programs of statistical analysis of the results of computer testing and quality assessment of rehearsal and examination tests. Methodology. Two options developed by the authors of complex technologies «Tester» (the program “the Banker”, “Tester”, “Token”, “Statinfo”) and “Trester” (program “Protocol”, “Tsclient”, “Trester”, “Tranform”, “Thorny”) for computer-based testing by RCTS. Both variants have been tested in centralized testing and in Russian universities, are complex and versatile, providing the entire cycle of work - from the preparation of computer tests, computer testing, data collection, performance of operational statistical analysis of test results and statistical analysis of the quality of test items. Results. In technology «Trester» the possibility to completely switch to computer testing or part of a subtest to spend on computers and some on the forms. Rehearsal and examination testing for RCT can be carried out on computers for all sub-tests (vocabulary and grammar, reading, listening, writing, speaking). Automated expert work to check and evaluate on the computer the results of unformalized subtests (writing and speaking). In the article, as examples, show the fragments of images on the display screen when working with complex programs “Trester”. Conclusion. The urgency of creating a complex system of computer testing for RCT is substantiated. Two options of the initiative they have developed complex technologies “Tester” and “Trester” for computer testing in RCTS.

RUDN Journal of Informatization in Education. 2018;15(3):319-332
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