When modeling various physical processes, the problem of the impossibility to predict the result in the changing conditions of the experiment was identified.

The purpose of this work is to describe the methodology of projects with the use of information technology, which allows to “collect” different disciplines in the case and to form the applied profile skills described in the competencies to each of these disciplines. As an intensification of the educational process, the authors of the study see the use of automated computer tools in conjunction with other methodological techniques.

Materials and methods. The basis of the methodological base of the study was the didactics’ materials, which can be attributed to the multidimensional principle (approach) of training, including the characteristics of different technologies, techniques and methods, such as:

– technological principle (V. Bespalko, V. Guzeeva, T. Ilyina, E. Polat, G. Selevko, A. Uman and other scientists);

– system-activity approach (V. Davydov, V. Slastenin, V.Monakhov, A. Kushnir, B. Skinner, S. Gibson, T. Sakamoto, and others);

– procedural approach (M. Choshanov).

During the development and implementation of our project the teaching methods are used: self-produce new knowledge based on existing ones; work in a team and demonstration of communicative skills; extension of educational hypotheses for solving problematic situations; planning the achievement of the goal (result); private methods of educational activity of students (detailing the tasks of the initial conditions and the progress of the experiment); the collection and processing of information, using computer programs.

In fact, the method of projects combines search, research and information technologies, and the presence of an independent component in the process of learning and consolidation of knowledge is presented as a creative process. Methods of data analysis, systematization and visualization of the obtained data are used to understand and publish the results. Because of research, we have developed and tested a method of teaching students applying the knowledge gained in the study of different disciplines in the implementation of one interdisciplinary project.

Results. The applied value of the study is that the described technique will allow future professionals to see the application of theoretical knowledge in practice; to acquire the skill of teamwork based on the strengths of each team member; to master the available software products that automate production and creative processes and to form the professional competence they need in the future.

Conclusion. The described technique can be used both in a separate discipline (for example, “Equations of mathematical physics”) and as an interdisciplinary project that unites students in mastering the skills of not only one discipline, but also different specialties. The first results obtained by the authors in modeling the physical device (ozonizer) [1, p. 75–80], further work has been adjusted to reflect the new requirements of the educational process.

The purpose of the study. The socio-economic development of the country, the current situation in education, actualize the problem of searching for optimal scientific approaches to the solution of the multifaceted problem of adult training that would ensure their development and allow the trainee to be viewed as a subject continuously rising to the “acme” of professional growth. The object of this study is the training of teachers in the system of additional education. The subject is the use of the andragogico-acmeological approach to the training of university lecturers. The goal is to identify areas for improving adult training, which are manifested when considering it in andragogical and acmeological aspects. 

Materials and methods. To achieve this goal, an analysis of the conditions for the expediency of using the andragogico-acmeological approach was made, caused by the following factors: characteristics and features of the organization of the process of training adult learners; a set of goals, objectives and training conditions; specific application of methods, tools and technologies; the choice of criterial apparatus for assessing the success of adult training.

Results. Due to the study, the idea for training of adults that is based on the andragogico-acmeological approach is substantiated. The graphic interpretation of interdisciplinary connections of pedagogy, andragogy and acmeology is presented. The area of intersection of scientific interests for the above-mentioned branches of knowledge is an adult person and the achievement of professionalism in one or another kind of activity. Consequently, the tasks of preparing adults in the system of additional education need to be addressed in a comprehensive manner, taking into account the specifics of pedagogy, andragogy and acmeology. The main function of these sciences corresponds to the meaning inherent in their name - leading an adult person to the top of his development. The general principles, reflecting the adragological and acmeological aspects of their realization, are revealed. These include: the fundamentalization of education; personification; expedient combination of various forms, methods and means of solving pedagogical problems of training adult learners; professional and academic mobility; professional feasibility; reflexive management of the training of adults; facilitation; self-education), development of educational needs and complexity. The process of adult preparation is presented, reflecting its specificity and consisting of three blocks: social and pedagogical conditions, the pedagogical process and the learning process. In describing the process of adult training, a system of mixed adult education is described, the conditions and factors for applying this approach are revealed, and the content of the blocks included in the adult training process is examined.

Conclusion. The following conclusions are made about the expediency of applying the andragogico-acmeological approach in the preparation of adults. The result of adult training is professional growth and social maturity, which are manifested in professional activity and its qualities, adequate to this activity. The application of the andragogico-acmeological approach in the preparation of adults, taking into account its specifics will reveal their intellectual potential, help adults find their place in society (science, art, production), realize their individual abilities and needs, be responsible and competitive in the rapidly changing labor market, to satisfy educational inquiries, to plan the further perfection and ability to live.

Goal. The goal of the work is to develop the improved ontological model of the competency-oriented curricula, allowing constructing individual professional development paths of the students of particular educational profiles. Actuality of the developed model lies in the fact that the competence structure, existing in the framework of competency-oriented curricula, provided by the current Federal state educational standards does not allow differentiating within the same profile of learning the paths of individual professional development of the student, oriented to various career development directions within the general vocational orientation profile.

Materials and methods. Individual educational paths can be differentiated according to the choice of the elective disciplines (as common to all profiles within the educational program, and profile). According to the educational standards, the student during the period of study on the educational program must acquire the entire cultural, professional and profile competences (in case of several profiles, existing in the structure of the educational program), provided in the educational plan. Respectively, the elective disciplines between which the students are allowed to choose can be characterized in the plan by one set of competences. Thus, for the construction of the students’ individual professional paths there is the need to differentiate these disciplines.

To develop the tools for reaching this goal, the ontological model of the competence-oriented curriculum is constructed, and the algorithm of forming the competences, “complementary” to the competences of the curriculum is suggested. Practical application of the tools is illustrated by developing the “complementary” competences of a specific profile of education (“information management”) of the basic educational program (Bachelor in Management) of 2017 admission year in one of the leading Russian universities.

Results. The main methodological result of the work is the suggested algorithm of “complementary” competences formation. The algorithm includes the following steps:

1. Analysis of the existing competences of the curriculum;

2. Figuring out the criteria of decomposition of the existing competences of the plan and sources of formation of the “complementary” competences;

3. Formation of the “complementary” competences, allowing differentiation between the professional and profile elective disciplines;

4. Mapping the formed “complementary” competences with the elective disciplines, allowing constructing the individual professional development paths.

Practical approbation of the developed algorithm shows its applicability for reaching the designated objectives. Based on the formed algorithm the improved ontological model of the competence-oriented curriculum has been developed, including external sources of the “complementary” competences.

Conclusion. The developed tools of differentiating between the elective disciplines of the competence-oriented curriculum have several directions of potential practical applicability. Firstly, students can use these tools for the individual professional development paths’ formation. Secondly, management of the educational programs could use these tools for upgrading the competence-based curricula. Namely, the suggested tools allow increasing logical and systemic self-consistency of the curricula without fundamentally altering their structure; in addition, the tools enable timely correction of curriculum content in accordance with changes in the needs of current and potential employers of the relevant sectors of the economy.

The purpose of this study:

– to describe the current state of affairs and the current state of theory and practice in the field of educational processes that use the “Inverted” learning concept as the basic pedagogical strategy of learning in general, geometry and engineering graphics in particular;

– to discuss the effectiveness of the “Flipped” class model, its advantages and disadvantages in comparison with the traditional method of training.

Materials and methods. In order to test the hypothesis of the study, a set of different methods, complementary to each other was used:

– Theoretical methods: analysis of the teachers’ papers and psychologists on the research problem; analysis of methodological and educational literature; theoretical justification of the possibility of introducing the “Flipped Class”;

– Empirical methods: observation, ascertaining, pedagogical experiment, questioning, testing. The study was conducted on the basis of the Descriptive Geometry and Graphics Department of Saint Petersburg Mining University.

Twenty-five first-year students of the Electromechanical Faculty participated in the experiment.

Results. The study showed that there is a lack of:

– Qualitative research for a deeper understanding of the phenomenon of the “Inverted” training in specific contexts;

– Scientifically based research that examines the various aspects of the tried and tested implementation of the “Inverted” training;

– Working programs and training materials for implementing the “Inverted” training, based on the reasonable theoretical foundations and methods of evaluation;

– Recommendations for researchers, practitioners and policy-makers of the “Inverted” training to develop action plans; Theoretical and practical contribution of the research:

– The analysis of the existing studies on the “Flipped” class of domestic and foreign scientists is conducted;

– The positive and negative aspects of the “Flipped” class model are revealed;

– Based on the analysis of the students’ survey, the issues are considered, related to the segmentation of the field of education, namely, the effectiveness of the application of the “Inverted” learning.

Conclusion. The relevance of this study is determined by the lack of fundamental research in the use of the “Flipped” learning model of pupils of schools and students of higher educational institutions; lack of scientifically based and proven programs, training materials for the “Inverted” training; as well as the need to develop new modern tools to support work in the classroom and forms of the individual student work.

The success of the “Inverted” approach to learning depends on the synergy between the lecturer and the students and requires constant motivation before, during, and after training.

Many scholars believe that this pedagogy can work well in various academic disciplines, a whole range of mathematics, as well as other STEM courses, and is encouraged by the growing national interest in this pedagogy, which will undoubtedly lead to new ideas, strategies and tools.

To create reasonable theoretical principles of pedagogy in the field of the “Inverted” training, as well as evaluation methods, it is necessary to conduct further scientific research, studying various aspects of practical implementation of long-term programs and training materials to teach pupils and students.

The aim of the study is electronic learning systems. They refer to organizational and technical systems and use different approaches and technologies to solve learning problems. In modern conditions, education is becoming one of the main factors for the successful development of countries with the developed economies. Knowledge is beginning to occupy key positions in the life of these countries. Specialists, who have received professional education and want to improve their level of knowledge, are the key resource of the economy. Lifelong education has become a necessary and increasingly dominant element of modern educational systems. Modern distance learning systems are used to solve these problems. The paper deals with electronic distance learning systems and explores the possibility of using cognitive mechanisms for the development of educational technologies.

Materials and methods. Ongoing education requires new approaches and technologies that fit well into distance learning systems. These systems use the following approaches and technologies: service-oriented architectures, cloud technologies and virtualization, intelligent dynamic systems, multi-agent systems, ontologies, evolving knowledge. The authors use machine learning technologies and agent-oriented approach to apply cognitive mechanisms. Integrated methods of knowledge representation are used to describe the reality. Using these approaches and methods, the authors consider the development and construction of modules of intelligent learning systems with the integration of computer paradigm and cognitive mechanisms.

Results. The article presents an example of the development and use of educational resources for learning a foreign language in a technical University. The electronic course is created in the distance learning system Moodle. The result of testing students after studying the definite topic is shown. The article considers the structure of hardware and software modules for the formation of concepts from the sensual images of objects and phenomena of reality. Hardware-software modules are presented, which are necessary for the formation of concepts-representations from a variety of sensory mappings of control actions. A demo example of the formation of the concept scenarios and a fragment of the knowledge base containing the generated concept scenario are given.

Conclusion. The use of distance learning system Moodle allows students to work out the current material of the course. This material can be worked out by students independently and repeatedly, till their full understanding and achievements of skill. Testing after each studied topic allows assessing the level of knowledge and the success of the current training of the definite course units. The considered approaches for the formation of concepts-representations and concepts-scenarios open up opportunities for the use of cognitive mechanisms. These approaches make it possible to use generalized knowledge in intelligent systems for the formation of new solutions for targeted behavior. Such approaches can be used both in training systems for the assimilation of new knowledge and in simulators of advanced systems for the formation of skills. Cognitive technologies can be used in social communities of agents.

Deep knowledge of current English vocabulary is an essential quality of a competent expert in the field of IT. Various technologies of development of lexical competence are based on the indisputable statement  – lexical units (words and phrases) for students to study should be arranged according to their relevance in the daily communication in English. Objective quantitative indicators of relevance of lexical units in everyday life situations are presented in frequency dictionaries; however, their role in the process of professionally oriented foreign language teaching has not been sufficiently studied.

The purpose of the research is to increase the efficiency of the process of development of the English language lexical competence of students in IT fields by supporting and actively using electronic frequency dictionaries as additional means of the vocabulary expansion.

Materials and methods of research include the analysis of the problem of development of the English language lexical competence of students of IT directions, modeling of the process of work with frequency dictionaries in the learning process, the practical implementation of the developed model, the pedagogical experiment and analysis of its results. The vocabulary is rapidly updated in the field of IT, for these reasons, in the process of development of the lexical competence of IT students it was decided to maintain their own frequency dictionaries of actual computer vocabulary, extracted from a wide range of the English language texts in IT sphere. The article presents a structural and functional model of working with frequency dictionaries in the learning process that is a sequence of three important steps to be performed by the lecturer, and the results of each of them. Such steps are the formation of the collections of relevant texts on it, computer processing of these collections to build frequency dictionaries and automatic and manual editing of the dictionaries, intended for the formation of the ordered list of lexical units for students to learn.

The result of the research is the practical implementation of the presented model of work with frequency dictionaries. The most labor-intensive and responsible job is the preparation of the collection of English texts, based on the well-established interdisciplinary interaction. Building a frequency dictionary from the collection is performed by standard means of Microsoft Office. The editing of this dictionary means automatic and manual removal of lexical units that are of no worth for students in terms of their vocabulary expansion. The article also presents the results of a successful pedagogical experiment on the development of students’ lexical competence in the process of their preparation for the World Programming Championship. During the training, the participants with the help of such frequency dictionary quickly improved their knowledge of the vocabulary necessary to understand the conditions of the programming assignments in English.

At present, the model of work with frequency dictionaries presented in the article has proved its usefulness and positive impact on the development of lexical competence. The frequency dictionaries obtained in the course of study are regularly updated and actively used in the learning process as a good supporting tool without replacing well-tested learning technologies proven to be effective, but supplementing this process.

The aim of the research. The determination of the permissible amount of non-original text in the automated verification of scientific documents for plagiarism has become a new, but already common phenomenon in Russia. The experience with the use of threshold values shows that it may have different effects on the final quality of such documents and therefore needs special consideration. The purpose of the article is to study the positive and negative consequences of using the allowable amount of borrowing.

Methods and materials. Studying local normative acts, issued by national higher education institutions and the analysis of the results of anti-plagiarism tests carried out at the Russian State Library for research documents revealed certain peculiarities of application of the “threshold levels”.

The results. The “threshold levels” usage would doubtlessly simplify the treatment of the plagiarism test results. In addition, authors of research works obtain a certain stimulus to more careful and thorough work over their papers, lecturers and academic advisors could detect compilation texts far easier than ever before.

Meanwhile different organizations set different frames for volumes of borrowings when the same type of research work being considered, and there can be found no grounds related to the branches of science.

The introduction of the restrictions on the amount of borrowing does not change the current Copyright legislation of the Russian Federation, nor does it make plagiarism legitimate.  In that respect a matter of a particular importance turns out to explain to students and postgraduates the main principles of scientific ethics and of the specific features of the plagiarism tests.

A significant negative consequence of using the allowable amount of borrowing is that in different organizations the same text can be evaluated quite differently. The diversity of concepts of the admissible amount of borrowings makes it hard to compare the results of the plagiarism tests carried out at different establishments and determining a final level for the text quality.

The admissible amount of borrowings would often correspond to the demand to quote other publications in the volumes justified by the aims of the quotation. The problems emerge when the number of the correct quotations satisfies the demand but their total volume exceeds the set frames. Another possible problem comes when the part of the borrowings fits those frames while the appropriateness of quotations remains questionable.

The data on the borrowed volumes received by the primary computer plagiarism test cannot be considered objective if the volume of text taken by one author from another one’s work is viewed.

To detect the degree of borrowings (either correct or incorrect) the report of the system on each of the documents is to be verified by the specialist. Since the year of 2009, the Russian State Library (RSL) has carried out over 4,000 plagiarism tests with usage of specialized software “Antiplagiat.RSL”. Documents were compared to the texts of the sources of the Digital Dissertation Library of the RSL, and the results of the tests revealed diverse forms of plagiarism.

The aim of this research is to develop a novel method of affecting actions of an intelligent agent that allows changing the group behavior of such agents. The topic is relevant because group control is a complex and important task with considerable practical value. Proper management of a group of workers, schoolchildren or students has a beneficial effect for the participants, increases practical results achieved by them and uniting them. Therefore, the developed method can improve the efficiency of education. From the technical point of view, the relevance of the work is in the contribution to the development of an approach to controlling groups of robots or software agents with elements of social structures. Many management methods for groups of people have been developed in pedagogy, management, psychology, and other humanities. The achieved results are significant; however, many developed methods have important drawbacks. Some of the created approaches are non-formalizable, and their use is more an art than a science. In other cases, known methods may be unsuccessful because of a non-strict formulation of the problem and the multitude of adverse factors and applicability conditions.

It is reasonable to develop a more robust method to influence team behavior. Some methods in artificial intelligence describe how to build a control system for distributed groups of agents: teams, packs or swarms. If these methods can be reformulated to be useful for specific practical tasks, as education or management, then rigor and reliable control of social groups will be possible.

It is possible to formalize control of a team’s behavior as an optimization task. The behavior of an individual team member (agent) is modeled using an objective function, which is considered in the selection of one of the possible actions. Relative priorities of allowed actions are factors of this choice as parameters of the optimization process. An external controller can set these parameters. The world model of the agent is described as a semiotic network that is used to analyze the current state of the agent and plan its activities. The behavior of a single agent with the proposed method is investigated in a foraging task setting using a computer simulation. Different goals’ priorities optimization determines the performance of the agent.

Agent’s freedom of action is limited by the priorities and the need for survival. The agent adapts to the conditions prevailing in the environment with these limiting factors. At the same time it is capable of both maintaining its functioning and achieving goals in accordance with its priorities. Simulation of two different types of agents showed the applicability of the approach and its preservation of the adaptive properties of the agent. The results acquired for a sole agent will be investigated for groups of socially interacting agents in future works.

Research objective. The paper deals with the solution of the problem of regulation of lecturer and student relations using neural networks for bimodal electronic universities. First, the approaches of other authors to this topic are explored.

It is known that in bimodal electronic universities, students are trained both in the traditional order and outside the classroom (in distance form). Studies show that for traditional universities there are different approaches with the use of expert systems, genetic algorithms to solve this

Development of the mechanism of intellectual management of “student-lecturer” relations  in the space of virtual education with the use of neural networks problem. However, the problem is not solved using neural networks, as well as for students who have an off-campus. The relationship between lecturers and students in universities is regulated by the schedule of lessons.

Materials and methods. Schedule of lessons is available in various combinations. The combination of the schedule of lessons is determined once in the beginning of each semester for traditional education, but these combinations are constantly changing in the distance learning environment. These changes are due to the requirement of independence of time and space for distance learning environments. This indicates the relevance of the problem and the compatibility of the use of neural networks to solve the problem. In the presented paper, to solve the problem, the schedule of classes is considered as a matrix. As you know, it is easier to process matrix elements when it is in the form of numbers. To this end, the subjects to be taught in the group are numbered according to the lecturers who will teach them. Then the schedule of lessons is compiled in an arbitrary combination of matrices 3×5 in accordance with the weekly schedule of lessons.

Methods of research. The solution process is implemented in the MATLAB environment. To simplify the solution process, the matched matrix is converted to a single row matrix using the RESHAPE command. Then, all combinations of a single row matrix are obtained by applying the PERMS function. As a result, we obtain 15!×15 – dimensional matrix. This matrix is used as the target matrix of the neural network.

After that, the weekly schedule of each lecturer’s training is also compiled as a matrix of 3×5, called the “lecturer employment matrix” and is marked as M (I) according to the numbers of the lecturers. Elements of “lecturer employment matrices” can get the value “0” or “İ”. The value of the matrix element is “0”, indicates that the lecturer is busy, and “İ” is free. At the next stage, the “employment matrix” for each lecturer turns into a linear matrix 1×15. Then an input matrix is constructed that combines the elements of the “employment matrix” of lecturers with each element of the target matrix. The weight coefficients for neurons are defined as the difference from the target matrix of the input matrix.

Results of the study. Thus, the problem is introduced into a two-dimensional linear equation. Then, the neural network model is selected, tuned and trained in accordance with the conditions of the problem.

Conclusion. In the end, the network is tested with input prices that correspond to the interests of the user. The schedule of lessons according to the received results is represented. At the end of the paper, the method side for the distance learning process is useful.