Purpose of research. The purpose of this work is to study the effectiveness of the use of electronic educational resources and their demand for students. The availability of digital technologies and readiness of students and lecturers to study in the electronic educational environment ensure the active development of this form of educational process organization. To assess the effectiveness and demand for electronic educational resources, data on the parameters of operation and user interaction with educational material are required.

Materials and methods. To obtain data on the operating parameters and users’ work in the electronic educational environment, it is proposed to use a multi-level automated system for training, monitoring and analysis of theoretical knowledge – the Fire Test program, which is designed to organize and implement training in higher education programs of the specialty 20.05.01 – Fire Protection, 40.05.03 – Forensic Examination, the direction of training 20.03.01 – Technosphere Safety and the educational program of secondary vocational education 20.02.04 – Fire Protection. The Fire Test program is available on the Internet and allows you to conduct independent testing on specialties, disciplines, subjects of disciplines, as well as to carry out self-monitoring and knowledge control by lecturers online. As a tool for evaluating the effectiveness and relevance of the Fire Test program, it is proposed to use the web analytics service – Yandex.Metrica. To monitor the Fire Test program, we have selected key parameters that characterize the number of users and their activity in the electronic educational environment, which include demographic parameters, parameters of activity and loyalty of trainees, and technology parameters.

Results. Based on the results of monitoring demographic parameters, which included the age of the audience during the study period of 1 month, the Fire Test program received an average of 27 visits from lecturers and 15 visits from trainees. Visitors from the number of students were 87%, from the number of Faculty Members – 13%. Monitoring user activity by time spent in the Fire Test program showed that students spent an average of 8 minutes 57 seconds on the site, and lecturers – 10 minutes 32 seconds. The largest number of visits of trainees was made during classes from 8-00 to 14-00 (55%), during the period outside of training sessions and self-training from 17-00 to 22-00 (23%), there was a uniform appeal of trainees to the Fire Test program. According to the monitoring of the loyalty parameter, during the study period, 12% of users accessed the site only 1 time, the largest number of users (48%) worked in the Fire Test program from 16 to 127 times, and more than 128 times 13% of users accessed the site. Monitoring of the technology parameter showed that smartphones are used as the main device for working in the Fire Test program, the share of which is 88.2%. The main operating systems used on smartphones are iOS (51%) and Google Android (37%), while the most popular browsers are Mobile Safari (44%).

Conclusion. The results of the study allow us to conclude about the effectiveness and relevance of the electronic educational environment implemented by the Fire Test program among the trainees of Ivanovo Fire and Rescue Academy of the State Fire Service of the Ministry of Emergency Situations of Russia, as evidenced by their loyalty and activity in remote operation with the educational material.

Purpose of research. The paper provides an overview of international and state standards in the field of web resources accessibility for persons with disabilities in order to create guidance for using existing standards in the development of industry regulations, including the area of e-learning technologies.

Results of recent studies indicate low accessibility of Russian-language mass open online courses for people with disabilities. Studying the content and implementing mechanisms of existing web accessibility standards can be useful for finding effective solutions that will help to provide an access to educational online services for students with special needs.

Material and methods. The list of accessibility policies available on the official website of the Web Accessibility Initiative (WAI) was used as a basis for the review. Original versions of international and state standards pertaining to the web-accessibility policies have been studied. The study found relevant updates and additional documents, which were also included into the review. The materials of the Rosstandart (Federal Agency on Technical Regulating and Metrology) and Tekhekspert resources were used for the analysis of the Russian Federation standards.

Results. The provisions of the international standard in the field of web accessibility – the Web Content Accessibility Guidelines (WCAG) – have been studied. It was found that almost all the foreign national standards are identical to one of the latest versions of the WCAG or are an adapted version of WCAG. It justified the need to follow the WCAG guidelines for developing new policies and accessibility standards. A comparative analysis of the national state standard GOST R 52872-2019 and WCAG 2.1 revealed the identity of the requirements. At the same time, GOST R 52872-2019 extends its requirements on any information presented in the electronic digital form that is utilizing web technologies or similar technologies. The web accessibility requirements governing the accessibility of educational resources for individuals with disabilities were not found in the existing Russian Federation standards in the field of e-learning.

Conclusion. It is necessary to rely on the current international accessibility standard WCAG 2.1 in the development of industry standards in the field of information and communication technologies. The national state standard GOST R 52872-2019 can be recommended as a basis for modification industry standards of the Russian Federation, in particular, in the field of e-learning in terms of web accessibility.

The objectives of this research are: 1) an analysis of possible pedagogical strategies in relation to two age categories of Russian students (primary schoolchildren; older teenagers and youth) related to the new digital generation; 2) testing an experimental methodology for assessing the degree of influence of digitalization on the activities of older adolescents and youth on a relatively wide range of educational institutions (regular school, two different lyceums, institute) and for a relatively long period (two academic years).

Materials and research methods are based on a number of foreign works in the field of pedagogy, psychology, neurophysiology, conducted in the USA, Great Britain, Singapore and a number of other countries, starting from the 2000s, as well as studies from the mid-2010s on the digital generation of Russia. The authors used the methodology for assessing the degree of influence of digitalization on students’ activities, previously published in the journal “Open Education” (No. 1/2019).

Results of a study conducted during 2018 and 2019 in several schools of various types and a higher educational institution of one of the largest Russian regions allowed us to make an assumption about the noticeable significance of one of the two key indicators of the author’s methodology – “Significant Impact of Digitalization in the Activities of Students”. According to the author, it may indicate a lower or higher motivation of students in relation to educational and cognitive activities, including those resulting from the positive or negative impact of digitalization.

Conclusion. The article describes two pedagogical strategies in relation to different age categories of students, aimed at increasing the motivation for using digital devices for educational and cognitive purposes. The first strategy is aimed at primary schoolchildren and was clearly demonstrated in the early 2000s at the Singapore Institute of Education. The second strategy, aimed at older adolescents and young people, requires the presence of certain social conditions and the consideration of a number of individual factors (average daily time of using digital devices; share of time using digital devices for educational and cognitive purposes; high-quality control of students’ parents or high self-control of students). Testing of the indicated experimental technique allowed the author to identify the boundary numerical values of these factors. At the same time, it is noted that the achievement of a slight negative impact of digital devices on the educational and cognitive activities of students does not require the complete fulfillment of absolutely all three of these factors.

The purpose of the article is to present the results of a study on the development of a genetic algorithm to solve the problems of career guidance for graduates of secondary educational institutions and to verify the possibility of its implementation in a computer system. The issue of career guidance for graduates is still relevant, problematic and not fully resolved. According to the authors, the introduction of artificial intelligence technologies in career guidance systems is a promising area that should be paid attention to. Genetic algorithms are widely used to solve search and optimization problems in various subject areas. The authors propose to automate the process of identifying the tendency of secondary school graduates to a particular type of activity by building a vocational guidance system based on a genetic algorithm.

Materials and methods. To identify an individual’s predisposition to a specific type of activity, it is necessary to have a list of requirements and contraindications to the profession. Among the ways of describing the norms and requirements for the applicant-specialist are professiograms, lists of necessary competencies and others. To determine the characteristics of the individual that affect the choice of profession, it is possible to use special tests, activating questionnaires, grades in school subjects. The authors carry out the comparison of personality characteristics and requirements through a genetic algorithm. Genetic algorithms belong to the group of evolutionary methods and are based on the evolutionary theory. Among their advantages are conceptual simplicity and wide applicability, resistance to dynamic environmental changes and the ability to self-organize.

Results. The genetic algorithm has been developed, in which as a source of information for creating a new population individual certificate evaluations are accepted. Based on these estimates, an initial population of professions is formed. As a result of crossing a pair of individuals from the parent population, a descendant is obtained whose chromosome consists of the genes of both parents. The selection of surviving specimens is based on the percentage of success in the development of each of the professions in the list and the fitness function. The developed algorithm was implemented in a software system. As experiments showed, the genetic algorithm successfully copes with the task of finding the optimal list of professions according to a given criterion.

Conclusion. The results of the study show that the use of genetic algorithms provides convenient mechanisms for introducing artificial intelligence methods into the field of career guidance, which improves the quality of recommendations for choosing a profession.

The purpose of the work is the investigation of the modern approaches to augmented reality usage in mathematics and physics learning and the development of mobile application with graphical tips in the augmented reality mode for solving the dynamics typical problems.

Materials and methods. The review of the modern articles on the augmented reality usage for mathematics and physics learning is provided; the iOS applications usage in mathematics learning such as GeoGebraAR for second order surfaces learning; the game MultiplicationAR for the multiplication table studying in an fascinating way; VectorAR application for vectors, cross and dot products, Cartesian and skew coordinate systems learning and iOS apps for physics learning such as Physics-Lab for conducting of the experiments with electrical circuits connections in the augmented reality, astrophysics and electromagnetism learning; Galileo application for accompanying of the theoretical material in physics with experiments to demonstrate paradoxes in mechanics, gravitational slingshot etc.; Arious application for students’ acquaintance with famous physicists and their discoveries in the augmented reality are considered. The analysis of tools for lecturers that can be used for the augmented reality content creation, such as HP Reveal and web-application Augment is performed. It should be noted the high personal interests of lecturers for the augmented reality technology implementation.

Results. In the course of the work, the difficulties encountered by students in the study of mathematics and physics and possibilities of the augmented reality usage to overcome these difficulties are studied. A mobile application with the ability to receive graphical tips for solving dynamics problems that aimed at students with difficulties of forces and their projections understanding is developed. The methods for the mobile application are developed based on the basic classes of ARKit framework such as SCNNode, SCNBox, SCNPlane, SCNText, SCNGeometry, SCNGeometryElement, SCNShape, SCNMaterial etc. To conduct the experiments a pilot group of 14 random students is created, 9 of which experienced difficulties in solving some types of dynamic problems. The results of the experiment show a positive attitude of students to use of the augmented reality. 7 of 9 students who had difficulties got the skills to solve typical dynamic problems.

Conclusion. Based on results of the research, we can conclude about the effectiveness of the augmented reality usage for studying of the abstract concepts in mathematics and physics. The developed mobile application with graphical tips in the augmented reality mode has improved the students’ performance in the pilot group. The lecturers play an important role in the implementation of AR-technology in the educational process. They help to maintain the student’s interest to AR-technology throughout the lesson. The disadvantages of the augmented reality applications include their narrow focus on studying of specific process, phenomenon or concept. The results of research can be applied in the educational process for mathematics and physics learning in order to increase the motivation and interest of students.

Purpose of the study. Currently, the issues of informatization of education and the use of information technologies in the educational process are receiving new development. At the same time, high-quality training of future lecturers is possible only if innovative methods are used in the process of their training, reflecting modern, activity-based approaches to the organization of the educational process, forms of educational work, and also assessment methods. In this connection, the aim of the study was to find one of the solutions to the organization of independent work of students of a pedagogical institute using active and interactive learning technologies within the educational information environment of the university, as well as testing the identified innovative methods using distance learning technologies.

Materials and methods. To resolve this problem, the authors of the article carried out the analysis of pedagogical literature, practical experience in organizing student learning, as well as self-analysis of the use of distance learning technologies in the process of teaching bachelors in the direction of preparation “Pedagogical Education”, followed by a generalization and systematization of the identified features. The study made it possible to distinguish three areas of educational and informational interaction within the framework of organizing and supporting students' independent work, namely, cloud technologies, social networks and distance learning technologies, as well as identify the strengths and weaknesses of each of the areas. At the same time, it is determined that the use of distance educational technologies has the greatest number of advantages. A questionnaire of 216 first-to-fifth year students of the Stavropol State Pedagogical Institute made it possible to establish the attitude and readiness of students to use distance learning technologies, to identify specific methods (namely, the project method and case method), which were later tested by us in the process of preparing bachelors using the distance learning system of the University, implemented on the basis of LMS Moodle.

Results. The implementation of the project method based on the use of distance educational technologies allowed us to organize a comprehensive process of students' project work, which contributes to the manifestation of their independence in the planning, organization and control of their educational and cognitive activities. To implement the project method, the capabilities of such LMS Moodle elements were used and described as: “Hot Question”, “Checklist”, “Forum” or “Chat”, “Groupself-selection”, “Seminar”. It is concluded that the tools of the Moodle system are enough to ensure full-fledged extracurricular work of students on the project and evaluate the effectiveness of such work. LMS Moodle is also a convenient tool for organizing students to complete case studies. As a tool containing case materials and implementing an automatic or semi-automatic check of its solution, such Moodle elements as: “Task”, “Lecture”, “Questionnaire”, “Forum” were revealed and tested.

Conclusion. Each of the presented directions for the implementation of active and interactive teaching methods using distance educational technologies has its own didactic and methodological advantages. The choice of this or that method or their integration depends on the goals and objectives facing a particular lecturer.

The purpose of research. The goal of this study is to analyze different domestic software packages intended for modeling of business processes involving queues and time parameters. The main analysis criteria are: the possibility of graphical development or conversion of the business process block diagram to the model; automatic generation of simulation model; quick and convenient construction of domain-specific application; the variety of result analysis tools. The relevance of the problems to choose the optimal modeling tool is determined by the need to use only domestic software for business process investigation in the military and some scientific organizations, and by the lack of information about existing software products. In this paper, the subject of study is the Russian simulation modeling environment GPSS Studio.

Materials and methods. In this article, the analysis of the possibility of effective usage of GPSS Studio environment during business processes analysis and synthesis is performed. The study was performed on the available examples of different applications of this tool, and by the creation of the model analyzing business processes that are typical for any HR department.

Results. Taking into account the performed analysis of functionality and practical applications of the GPSS Studio environment, the good prospects of its application for modeling of business processes involving queues and time parameters are shown. The further system improvements intended for effective business process modeling are proposed.

Conclusion. As a result of the performed study, we can do the following conclusions and recommendations:

– The GPSS Studio graphical editor can be successfully used for the graphical description of the business processes when it is required to analyze: queues, the load of resources, and the time characteristics of the processing,
– The simulation model is automatically generated from the graphical description. The produced model can be finally debugged and verified with the GPSS Studio,
– The standalone simulation application working in terms of the subject domain can be built from the simulation model using the simulation environment,
– Using this application, it is possible to perform complex business process simulation modeling by means of varying system parameters and performing of singular experiments, a series of dedicated experiments, and optimizing experiments,
– Since the GPSS Studio concepts include the possibility to create domain-specific libraries of standard blocks, it is possible to create a library of standard elements similar to IDEF, BPMN, DFD block charts to facilitate faster description and modeling of business processes. After the creation of such a library, there would be no need to manually write GPSS code, since the business process model could be built by a simple connection of standard blocks.

The aim of the study is to increase the efficiency of the incident management process in an enterprise information system. The article analyzes the work on improving the incident management process. The expediency of applying a number of key metrics is substantiated, which makes it possible to assess the degree to which the process indicators achieved their target values, that is, assess the quality of the incident management: the speed of solving the incident, the degree of satisfaction of service users and the availability of channels for processing user requests. A comparative analysis of the existing model of the incidents’ management process and the proposed model is performed. The proposed model, which includes an additional support line, can significantly improve key indicators of incident handling and resolution process. The scientific novelty of the developed proposals lies in the integrated use of a combination of process, technological and service metrics, which provides the construction of a more effective model of incident management.

Materials and methods. The theoretical basis of the study is the analysis of recommendations for the use of metrics in accordance with: the management methodology of the COBIT information technology, recommendations for building an incident management process based on the ITIL library of information technology infrastructure, as well as the results of scientific research by Russian and foreign scientists and publications of leading organizations in the field of management incidents in enterprise information systems. The analysis of incident management process metrics is carried out. The mathematical methods of quantitative measurement of key metrics are used. The analysis of statistical data received by the technical support service for incident management processes was carried out.

Results. The use of key metrics is justified, with the help of which the task of promptly responding to incidents, their subsequent processing and resolution is solved in conditions of ensuring guaranteed access to channels for processing calls. A three-tier incidents’ management model was developed, which made it possible to more effectively solve the problem of managing their processing based on the integrated use of key metrics.

Conclusion. The study revealed the shortcomings of the existing model of the incident management process. The analysis of metrics used in existing models of the incident management process is carried out. The choice of a set of relevant metrics is substantiated, the complex application of which allowed us to develop a more effective incident management model that meets both the requirements of service consumers and the requirements for the operation of an information system. The developed model provides improved quality of incident processing (speed, completeness, reliability).
A distinctive feature of the developed model is the use of objective quantitative characteristics obtained on the basis of relevant metrics of the incident management process, which made it possible to substantiate proposals for improving the existing incident management model in the enterprise information system.