The article considers the currently active form of training, based on the use of video lessons in the classroom – “inverted learning”. The main goals of the “Inverted Learning” technology of students are given, and the advantages of this method of transferring the necessary knowledge are shown. The conclusion of the purpose of this technology in optimizing the educational process, increasing the effectiveness of performing independent work by students, increasing the level of motivation for teaching students, in forming students’ sense of responsibility for their education, in turning students into active participants in the educational process is shown. The advantages of this approach in the possibility of harmonious combination of e-learning with lecture lectures, the availability of many resources, as well as the work of students in the team, are revealed. The complex of electronic educational tools of “Inverted Learning” technology and corresponding software products is considered. The main digital strategies are identified as a means of using electronic-digital devices in the learning process and out-of-class activities. The technology of “Inverted Learning” of students, which has a significant perspective in improving the quality of education in economic higher education institutions, is described in detail. The reasons that lead to the need for a transition in the methods of higher professional education to the technologies of “Inverted Learning” are shown. The stages of the formation of the technology of “Inverted Learning” are presented. The main trends of changes in the current educational technologies that may become key in the near future (5–7 years) are analyzed.

The article is devoted to the identification of key features of training specialists in knowledge management and systematization of information sources available to them. The relevance of the subject is related to the growing need for managerial personnel, capable of organizing work with knowledge at the enterprise in order to achieve competitive advantages. The study examined the definitions associated with the management of knowledge in the foreign and domestic literature, analyzed the number of subjects taught in Russian specialized universities, revealed the predominance of non-formal education over education in universities. The phenomenon of teaching knowledge management within the framework of such related disciplines as information technology and personnel management has been studied. The article also systematizes the trends in which knowledge management projects are implemented. Based on the above specifics, it is suggested that the main driver of the development of non-formal education in this area is the entrepreneurial initiative of experts. The directions in which the contribution of Russian science to the development of knowledge management as a discipline is manifested to a special extent. Such spheres are the intellectual capital and information technologies.

The article is intended for researchers and practitioners whose professional interests lie in the field of knowledge management. In conclusion, ways of improving education systems in higher education institutions and non-formal education are proposed to increase the competence of all specialists who work in the field of knowledge management.

The research is devoted to the analysis of professional standards in the course “information technologies”, its interaction and correlation with federal state educational standards of higher education. The complexities are considered, arising at application of professional standards in the higher education, appeared mainly at the assessment of professional graduate level. The present system of the higher education uses the concept “professional competence”. A unit of measure of results of educational activity in professional standards is mastering the generalized labor function of a certain qualification. Thus, it is complex enough to compare evaluations of educational and professional standards. Nevertheless, these different approaches must be combined. Search of solutions of this problem remains relevant. In the paper, special attention is given to training in the field of software engineering. This training direction emerged in Russia from recommendations of the standard of Computing Curricula: Software Engineering. It is supposed that graduates of this direction will be engaged in the future in development and support of difficult program systems, and therefore during educational process they have to receive broad basis of knowledge and skills to be able to develop software, create projects of development of a software product, as well as program documentation; manage the processes of programs’ life cycle, work in groups and manage team of performers in the process of production of software products. In accordance with recommendations of National Agency of Development of Qualification «Programmer», «The specialist in testing in the field of IT», «Software architect» are the professions to which one can train in time of a bachelor degree of «Software engineering». In this paper, the generalized labor and labor functions of these professional standards are analyzed and their general requirements are selected. In the article, the possibility of training in some generalized skills of these professional standards of students of the Program Engineering direction, since the first course is shown. In particular, relevant form of education in the form of project work is considered. The majority of the methodologies described at present was devoted to training of project work to their application at senior courses.

The idea of a possibility to organize the project work in the form of the group team at the first year to study programming is put forward in this research (discipline “programming in high-level languages”). The main requirements at the organization of this process: the created software product must be complex enough because it must be separated into separate parts for participants of the project. Further, participants must try (in some or other volume) different roles in this project: development of architecture, creation of a code and testing of the project. Finally, everyone should develop a text document in its own part.

Involvement of students in project work (especially, IT) is extremely relevant skill because in modern life few of the programmers work alone. Certainly, at the first year, it will be only the beginning of the movement in this direction, but it is extremely important and useful for the future deeper understanding of the software development process.

Purpose of study. In the Russian Federal State Educational Standards of higher education, the fundamental role is assigned to the need for students to acquire a set of competences in the process of training. The list of competences is given in the standards. At the same time, universities in accordance with the law “On Education in the Russian Federation” must also take into account the requirements of professional standards for the development of the students’ labor functions, required for work in the chosen profession. The task of the university in planning of the educational process is to form the necessary set of educational disciplines and practices, rational distribution among them the number of credit units (СU) and specifying the order to study these disciplines in time (by semester). This task is traditionally solved by universities expertly on basis of normative documents and the available experience of developing curricula in the university. At the same time, neither the effectiveness of the draft curriculum as a whole nor the impact of individual decisions and interference on this effectiveness are quantitatively evaluated. The next task is to evaluate the effectiveness of the implementation of the working curriculum, i.e. management of the educational process, taking into account unforeseen and accidental factors. This task is being solved by monitoring the current progress of students, but the degree of achievement of the required level of competences is not usually evaluated. Therefore, the task of assessment of the of the actual level of required competencies and the necessary corrective actions is also relevant.

Materials and methods. In the paper, an attempt is made to formalize the above tasks and describe the process of acquiring competences in the form of a dynamic system, subject to interference. The management of this process is formulated as the problem of analytical design of the optimal controller A.Letov [1], and the state estimation is in the form of a R. Kalman’s filter [2].

Results. A method is proposed for calculating the optimal trajectories of the growth of competencies in the learning process and the control actions for the implementation of these trajectories. The methodology makes it possible, based on the cognitive model of the educational process and in setting priorities, to calculate the optimal plan for increasing competencies and allocating credit units for this purpose. When implementing the curriculum, the correction of control actions is calculated, depending on the actual state of the educational process. An example is given of the synthesis of the optimal dynamics of growth over the terms of three groups of competences (general cultural, general professional and professional) and the resources necessary for this in the form of the number of credit units in the planning of the curriculum for training of bachelors. The qualitative coincidence of calculation results with traditional planning is shown, as well as the stability of the competence management process to the resulting interference.

Conclusion. It is clear that the university staff, experts in this field of knowledge and pedagogical activity, carry out the final decisionmaking in the design of the educational process. However, the proposed theory makes it possible to determine the structure of solutions, to assess priorities and the impact of various process parameters on the quality of the decisions. The advantage of the methodology, in the opinion of the authors, is that it is possible to easily vary the degree of detail of the accounting of competences – from the total accounting of all competencies, accounting by their types – GC, GP and P, to arbitrary grouping them, up to the allocation of individual or even all competencies. The methodology is based on matrix mathematics, so increasing the dimension of the problem does not cause a change of the calculation algorithms.

The purpose of this paper is to analyze the current state and the possibility of developing computer systems of various types in education (the case of medicine). Particular emphasis is on the use of case studies that combine linguistic and multimedia components and on intellectual technologies to implement the learning process, individually controlled at different stages. The considered methods of knowledge engineering in the construction of intelligent systems form the skills of individual and teamwork. A separate aspect is the methods and means of distance learning with the use of telemedical and internet technologies in teaching and continuous professional development. Ontologies are used as a means of cognitive visual representation of knowledge. They find application in the presentation of medical knowledge that characterize pathological processes. Intellectual maps and concept maps are used as the primary analysis of logical relationships of characteristics. Role games contribute to the development of knowledge extraction for expert systems. This allows all members of the group to simulate the roles of a knowledge engineer and an expert. In addition, the teacher corrects, if necessary, this process and indicates in conclusion on the mistakes made and the unused possibilities for optimizing the dialogue between the student-cognitive scientist and the student-expert. Based on case-method it is proposed to implement examples and questions from clinical practice, including video fragments. This allows you to monitor the correctness of the actions of students during inspections and manipulations. The expert system and remote methods of work are used for the analysis of microscopic drugs under the supervision of the teacher. Building an intellectual learning system that includes cases is the basis for acquiring the skills of differential diagnosis in the process of examining a virtual patient. Telemedical technologies, using different video cameras, suggest remote teaching of not only theoretical, but also clinical subjects with examination of patients, including testing of students and video examinations.

As a result of the research, the author proposed schemes of computerized and intellectualized technology for teaching medical subjects of various types (morphological, clinical, and cybernetic). This contributes to the increase of knowledge, taking into account the individual abilities of students on personal programs, forms skills to extract and analyze the information received. Videoconferencing allows you to improve your skills remotely at the place of work in the process of contact with lecturers and teachers. Specially developed approaches presuppose remote examination and diagnostics under the supervision of the teacher. In addition, demonstration of patients with various pathologies during telelectures. These approaches offer opportunities for individual mastering of knowledge based on modern methods of electronic education and intellectual technologies. Personalization of the approach to learning allows you to repeat the insufficiently mastered sections of the material. Distance learning methods will allow setting and solving tasks of continuous improvement of professional skill of medical workers on a fundamentally new level. In principle, the use of many of these approaches is possible in other areas of education.

The process of informatization of education has led to the wide use of modern information technologies in the learning process. E-learning tools not only complement the educational process, but also become an integral part to increase efficiency and learning outcome. E-learning tools are the means to increase the interest of students to study the subject and improve cognitive activity.

The success of studying at the University is related to the cognitive activity of students and is in direct relationship with it. Modern society makes demands on graduates of higher educational institutions: a high level of professional and general education, the ability to solve complex political, scientific, technical, social and economic issues. The development of cognitive activity is an indispensable element of personal growth and development, a fundamental condition for continuing education. Attempts by teachers to activate cognitive activity by increasing the volume of material, provided for study and the intensity of its filing lead to a significant decrease in the quality of education, to an increase in its stress for all subjects of the educational process. The traditional system of monitoring and evaluating the knowledge of students often introduces a contradiction in the motivational sphere of the educational process [1].

Educational motivation provides the highest level of cognitive activity achieved through the student’s continuous motivation for selfimprovement, provided that the necessary conditions are created in the educational process of the higher educational institution, and also the students’ desire to achieve new results that would be higher than the results of the previous stage of learning and the results of cognitive activity.

The aim of the study is to explore the possibilities of using e-learning tools in the educational process of higher educational institutions for the development of cognitive activity of students. The main approaches to the development of cognitive activity have been studied. The model of employment with the use of e-learning tools, directed on development of cognitive activity of students, is offered. Basic research methods: analysis of scientific and methodological literature and modeling.

This study led to the conclusion that the development of cognitive activity of students on the basis of the use in the educational process of e-learning tools due to personalization and differentiation of the learning process, interspersing finding items and game situations, solving problems, building a personal training path. E-learning tools not only increase interest in the subject, but also involve more sense organs of students, due to which the effectiveness of mastering knowledge increases. It is necessary to use the opportunities of new information technologies not only to support traditional forms of education, but also to implement the ideas of developing education, to intensify all stages of the educational process, to prepare students for professional activities in the information society.

We should note that e-learning tools could not be considered as universal tool that can solve all the didactic problems that arise in the educational process of the university. The desired result can only be achieved by fully considering the effectiveness of the use of electronic means of instruction at each stage of the learning process.

The goal of this work is to identify and assess information security risks for a typical distributed information system within three controlled areas. The main emphasis, application of information security in the considered information system is done to minimize damage from security threats, aimed at the integrity and availability of the hardware and software complex of the information system, and not to the confidentiality of information resources processed with their help. The study examined international and national standards in the field of information security, which regulate issues of information security risks management. In particular, the basic requirements for the assessment and processing of information security risks were established, based on the international standard “ISO 27001: 2013 Information technologies. Methods of protection. Information security management systems”, as well as a comparison of this standard with its version from 2005 is made. As a leading method of risk assessment and processing, the most economical the qualitative method was chosen, in the absence of ready data on the number of attacks implemented in the considered information system for a certain period of time. In the process, valuable assets of the organization were considered, and based on the business process of the telecommunication company, major and minor assets were allocated, as well as the corresponding information security threats in accordance with the security threat data bank of the Federal Service for Technical and Export Control. The result of this work was the calculation of information security risks, based on the allocation of valuable assets of the organization, the degree of potential damage in the implementation of threats to such assets and the probability of the implementation of threats to the information system of the telecommunication enterprise. In addition, acceptable risks were identified, the processing of which is not required due to the fact that the actual cost of minimizing them is greater than the losses from the implementation of threats over them. In conclusion, possible measures were proposed to minimize information security risks, including a backup system, a system for protecting against unauthorized access, an anti-virus protection system, firewalling, and organizational measures and physical protection measures. The proposed method makes it possible to reasonably assess information security risks of an organization in conditions of insufficient initial data, as well as the absence of additional hardware and software for assessing information security risks, which allows applying it to model organizations based only on scaling of the considered system, if there is no state information secret in the processed data. The risk management procedure helps not only to identify and eliminate the analysis of vulnerabilities and innovations in the field of risk assessment, but also to increase the literacy level of staff, involved in the assessment and risk management process.

Goal. The goal of the search is to develop teaching methods of the process approach to enterprise management, which involves the execution of business process instances in a computer environment. The teaching methods are easy to use in any university, since during the course practical studies free software is used. It is available for installation via the Internet, which does not require payment or registration. The use of free software allows teaching the course partially or completely remotely. Students can get practical skills in working with the business process management system, as well as perform tasks outside the computer class by installing software on the home computer. The results of assignments can be uploaded to the campus or sent to the lecturer by an e-mail. Lecturers can also check completed tasks remotely, having installed the needed software to a laptop or a home computer.

Materials and methods. During the development of the theoretical part of the course, a study was made of existing approaches to identify business processes in the enterprise, as well as techniques for automating business processes. The analysis of the concept of the process approach was carried out based on business processes performed in the computer environment of the enterprise, the component parts of the concept were identified and training materials were developed for studying each of the selected parts. The advantages of process automation and the training of the course were analyzed in such a way that during the training it was possible to show these advantages to students. In developing the practical part of the course, the authors’ experience in process automation of enterprises was used. In addition, the materials of the Association of Business Process Management Professionals (ABPMP) were published, as well as those published at various events of the association.

Results. A methodology has been developed for training process management to students of financial and accounting specialties and students studying in the fields of Business Informatics, Applied Informatics (in Economics), and Automated Systems for Processing Information and Management. The methodology contains both theoretical and practical parts, as well as a set of tests and tasks used in tests and exams. The training course is aimed at forming among students three main competencies: developing business logic, setting up automatic generation of documents, organizing interaction with external data. For laboratory work, the free business process management system of RunaWFE is used.

An approach was developed and tested in practice, within the framework of which the final control work of the course becomes part of the final qualifying work of the student. The course has been approved for several years in the National University of Science and Technology MISIS and Moscow State University of Economics, Statistics and Informatics (at present – Plekhanov Russian University of Economics). Classes for specific sections of the course were held in Ufa State Aviation Technical University, Bauman Moscow State Technical University, Financial University, Higher School of Economics (National Research University), Peoples’ Friendship University of Russia and Moscow Institute of Physics and Technology. Decisions that did not show good practical results were not included in the methodology. A text edition, containing theoretical material and laboratory workshop with a description of practical exercises and a set of control questions were published according to the course.

Conclusion. The article demonstrates the experience of teaching students the process approach to enterprise management. This methodology allows training students to create business processes that implement solutions for various situations, arising in the business of enterprise. The gained knowledge will be useful for students who have received training in the follow-up work activity.