EDUCATIONAL RESOURCES
Purpose of research. The purpose of the paper is to describe the features of the “inverted” educational resources intended for the implementation of additional subject training of schoolchildren in a distance mode, which are created on the basis of the concepts of the problem-solving approach and micro-learning.
Distance learning technologies, widely introduced into educational practice, require a high level of self-organization and internal motivation from the student to work independently, which necessitates the search for new approaches to the development of educational resources that would help maintain the interest and attention of students until the end of training. Features of the generation of modern schoolchildren, such as a low level of concentration, the prevalence of “clip way of thinking” and the visual channel of information perception, the search for the most comfortable conditions for the implementation of educational activities necessitate a revision of the form and content of educational information, taking into account the possibilities of its development along an individual trajectory.
Materials and methods. Based on a theoretical analysis of psychological, pedagogical, methodological literature on the topic of research and modern statistical data demonstrating the level of readiness and motivation of students for independent distance learning, the paper describes the features of the structure and content of “inverted” educational resources, built taking into account the cognitive and psychosocial characteristics of modern “digital” generation. The necessity of compressing and structuring educational material and presentation in a question-and-task, visualized format is substantiated.
Results. As the results of the research, the paper describes the concept and features of “inverted” educational resources. An inverted learning resource is understood as a complex digital learning tool, the content of which is presented in the form of a hierarchical tree or a semantic network of questions, each of which is supplied with brief visualized theoretical information and explanatory practical examples that implement inductive-deductive connections (concretization-generalization). The main idea behind the development of such tools is that the “inverted” learning resources, on the one hand, implement a non-linear approach to the implementation of learning activities in accordance with the individual characteristics of a particular student (the current level of training, knowledge gaps, specific interests and difficulties), with the other - they create conditions for the initial systematization and complex internalization of the acquired knowledge and methods of action, contain a “cognitive challenge” aimed at increasing educational motivation through the implementation of mechanisms of formative self-control at the initial stage. Based on these features, the authors see a special effect of using such resources in the field of additional training. Having already a certain baggage of knowledge and experience in the subject area being mastered, the student can begin the study by identifying deficiencies and possible difficulties, their reflection, and only then proceed to a more conscious formation of new knowledge and specific methods of action.
Conclusion. In conclusion, the paper summarizes the features of “inverted” resources for distance learning of schoolchildren, provides further plans for the development of the project, and also identifies the possible areas to use the results.
The materials of the article may be of interest to developers of digital learning resources, researchers of educational learning models, teachers wishing to use digital cognitive and mental learning technologies.EDUCATIONAL ENVIRONMENT
The purpose of the article is to present the results of a study on the possibility of using a deductive approach in the study of programming languages (from the theory of formal languages to specific programming languages) and the development of a training system for implementing this approach. The issue of training specialists in the field of information technology is still relevant, and the variety of programming languages is so great that it is not always possible to guess which of them will be in demand in professional activities. According to the authors, the application of this approach will allow you to see common elements and find syntactic differences in programming languages, and therefore simplify and speed up their development. The article analyzes the methods of teaching programming, substantiates the relevance of learning formal languages by future IT specialists, formulates the requirements for a software tool to support learning formal languages, describes its implementation.
Materials and methods. Theory of formal languages, syntax and semantics of programming languages, lexical analysis, analysis of various sources of information on the subject under study, systematization of the collected data, technologies for designing, implementing and testing software products, experimental research.
Results. A methodology for learning programming languages through formal languages is proposed. A software training system has been created that allows you to link the theory of formal languages with high-level languages through appropriate examples. The algorithm of checking the correctness of the task execution by means of syntactic analysis of the program entered by the student and imitation of its execution is developed and implemented in the specified system. Experiments have shown the feasibility of the approach and the performance of the software product. Currently, the developed system is used at Vologda State University when teaching the disciplines “Theory of programming languages and translation methods” and “Theory of automata and formal languages”.
Conclusion. The results of the study show the acceptability of the proposed approach and the expediency of using the developed program when learning programming languages.The aim of the study. The fourth industrial revolution demands highly qualified personnel as important factor of economic growth, which imposes serious requirements on the formation of key and subject competencies among graduates of higher educational institutions. A particularly important role is assigned to the mathematical competence which is required to solve complex and science-intensive problems. Given the growing share of e-learning and distance learning at the university, it is necessary to intensively develop the methodology for mathematical competence formation in the electronic environment, and create effective teaching tools on its basis. The current level of digitalization of education already allows organizing independent work of students in the electronic environment at a sufficiently high level. In the literature we can find various methods and tools, aimed at the formation of the cognitive component of competencies. However, the issue of skills’ development in the electronic environment is still underrepresented. The purpose of this study is to develop a methodology for creating electronic training problems, which aims at forming a practical component of mathematical competence – the competency of solving mathematical problems.
Materials and methods. In the study we performed a comparative analysis of scientific and methodological literature, regulatory and methodological documents, as well as professional and federal educational standards of higher education. The development of a model of electronic training problems was carried out using methods of structural modeling. The developed methodology was implemented in the educational process, and the confirmation of its effectiveness was obtained by statistical analysis of the results of the pedagogical experiment.
Results. We proposed a methodology for electronic training problems development aimed at formation of mathematical problems solving competency. The methodology is based on existing approaches to problem solving formalization. In the presented structural model of an electronic training problem, the aspects of problem solving discovered earlier by other authors, are supplemented by the contextual aspect. This aspect is intended for linking the regarded problem with the material, studied at the moment and, if possible, with future professional activity of a student. The proposed methodology for organizing feedback in an electronic training problem contributes to the formation of metacognitive skills among students through the elements of tutoring.
Conclusion. On the basis of the proposed methodology, 8 electronic training problems were developed for the course “Probability and Mathematical Statistics” and tested in the educational process of the Siberian Federal University. The effectiveness of the electronic training problems for the development of mathematical problems solving competency was assessed in the course of a pedagogical experiment. The purpose of the experiment was to study the impact of the electronic training problems in the competency formation for particular topics of the course. Using student’s test for independent samples and the Mann-Whitney test we confirmed that the designed electronic training problems positively affect the formation of mathematical problems solving competency. In the future, the proposed methodology can be included in the teaching toolkit for the formation of mathematical competence in an electronic environment.
PROBLEMS OF INFORMATIZATION OF ECONOMICS AND MANAGEMENT
The article considers a new section of the modern theory of business processes dedicated to their parallel processing. The relevance of the work is due to the need to reorganize business processes in order to improve a number of their key indicators, such as speed, cost, etc.
It should be noted that the well-known models and methods of the modern theory of business processes practically do not address the issues of parallelism in them, although this direction occupies a significant place in the general theory of processes and, in addition to the actual methods of description, analysis and verification of parallel structures, also includes methods of parallelization of sequential structures.
The paper proposes a classification of parallel business processes based on the types of parallel computing systems and completely covering the subject area under consideration. Examples of parallel business processes of each type are given. For each of the selected classes of business processes, a brief overview of the current state of affairs in terms of parallelism is given; the directions of relevant work are identified and analyzed. Brief descriptions of models and methods of pipelined and synchronous parallelism are given.
In terms of asynchronous parallelism, a model and language tools for organizing parallel independent branches (processes) are proposed. A mixed graph containing nodes and branches of various types is used as the corresponding model. The scenario of executing a parallel business process is formalized. To estimate the execution time of a parallel business process, the basic theorems of the theory of computational processes are adapted in order to focus them on business processes, recommendations are given on the rules for building parallel business processes. The requirements for the language tools for describing asynchronous parallel business processes are formulated.
Next, the methods of parallelization of business processes related to its linear sections and cycles are considered. The definitions of the linear section and the cycle in the business process are introduced. For their parallelization, the key task is to identify information dependencies between the functions of the business process. Attention is drawn to the sequence of definitions/uses of information objects, manifested through incoming and outgoing information flows for functional objects of the corresponding visual modeling language. In terms of the above-mentioned business process graph, the concepts of information dependence of various types are formalized.
The proposed work is one of the first attempts to build a formal basis for the organization of parallelism in business processes, which plays an important role in improving the key indicators of business processes in the tasks of their reorganization.The purpose of the study is to improve the incident management process. The article considers the process approach to incident management in case of technical failures and its main stages: detection, response, investigation, elimination, resolution. At the stages of response and investigation of the incident, as well as its elimination, there is an urgent problem, which is the violation of the deadlines adopted in the Service Level Agreement (SLA).A comparative analysis of the indicators before and after the application of the proposed use case approach is carried out. The proposed algorithm, applying the base of use cases, allows reducing the number of incidents that are returned for revision, as well as reduce the number of incidents, the resolution period of which exceeds the limits accepted according to the SLA.
The scientific novelty lies in the use of the case analysis device for incident processing in the technical support service.
Materials and methods. To solve the above problem related to the violation of the deadlines for processing incidents accepted in the SLA, the article considers an approach to improving the incident management process based on the use case analysis of incidents. The use of the case analysis device is a cycle of reasoning based on use cases. By the value of the degree of similarity to the incident, a specific use case and the associated decision-making scenario are selected. The method of plausible reasoning allows us to solve the problem of multiple escalations as an integrated automation tool and, as a result, reduce the number of violations of the deadlines for resolving incidents. This approach allows you to increase the efficiency of finding similar scenarios for responding to incidents. The nearest neighbor method is used to compare and extract use cases. This method does not require large computational costs and provides the required degree of reliability (error) of the decision. The application of the nearest neighbor method is based on calculating the degree of proximity of the current situation to the use cases stored in the base of use cases.
Results. The proposed approach allowed us to develop a new algorithm for classifying incidents in the information system based on the use case and statistical analysis, which reduces the response time and eliminates incidents. The analysis of statistical data is carried out; the efficiency is estimated as a result of the application of the algorithm based on the use case analysis. The assessment showed a significant reduction in unnecessary escalations of incidents to the second support line, so the application of the base of use cases in resolving incidents allowed for improving the incident management process.
Conclusion. In the course of the study, the main problem in the incident management process was identified - violation of the deadlines adopted in the SLA. The basic incident management algorithm is analyzed. The application of the method of plausible reasoning and the nearest neighbor method is justified. The cycle of updating the base of use cases and the conceptual model of the incident management process are considered. Within the framework of the developed conceptual model, the base of use cases includes decisions made by experts, which use the knowledge of previous experience to get out of a particular situation. An algorithm for finding a solution in the base of use cases is implemented. A distinctive feature of the developed algorithm is the application of a use case recognition algorithm and the search for similar images contained in the base of use cases using the nearest neighbor method.ISSN 2079-5939 (Online)