Information Educational Environment Research Articles

Organization of Practical Classes in Physics at a Technical University Using the Technology of “Flipped Learning”

Modern conditions for the availability of various kinds of electronic devices, free and unlimited access to information educational resources, as well as a high level of mastering ICT technologies among today’s youth create conditions for the use of educational technologies of blended learning in the educational process of the university (with a reduction in hours for studying disciplines) in particular, the technology of “flipped” learning. The article deals with the issues of introducing the technology under consideration into the educational process of a technical university during practical classes in physics. The peculiarity of this technology is associated with the “coup” of the educational process, when classroom and extracurricular learning activities change places. For students, an action program is created, according to which they perform a number of steps to study the topic, and tasks corresponding to a low level of cognitive activity are mastered independently in extracurricular time, and more complex ones – in the classroom together with the teacher. As a result, there is a gradual formation of a number of competencies. The educational activity of students outside the classroom takes place in the information educational environment of the university; all types of educational activities are evaluated using a point-rating system of control. On the example of studying the module “Calculation of electrical circuits. Kirchhoff’s Laws” the authors demonstrate the use of “flipped” learning technology in teaching problem solving. A program of educational activities has been created for students to form subject competencies in teaching problem solving, which consists of a number of steps that must be completed, the effectiveness of each stage is evaluated either in the information educational environment (tasks in extracurricular time) or by the teacher (for tasks performed in classroom time). As a result of the phased implementation of a given program, students master the module being studied, and the corresponding subject competencies are formed. An experimental verification of the application of the technology of “flipped” learning was carried out on the basis of the Physics department of the East Siberian University of Technology and Management when teaching students of the Faculty of Electrical Engineering by the method of control and experimental groups.

Readiness of young university teachers for professional activities in the digital educational space

The dynamic development of digital technologies leads to a continuously increasing use of information products and services in all areas of modern society, incl. and in education. Technologies, platforms and services appear here that provide unlimited opportunities for obtaining information, mastering various training courses and programmes in a distance format, online and offline learning. Young teachers are at the centre of these changes. They are required not only to be ready to accept the ongoing transformations, quickly master new opportunities, adapt them to teaching of disciplines, but also continuously improve the educational process, taking into account the experience gained and its problematic aspects that are identified. The article presents the results of a study of the readiness of young university teachers to work in a dynamically developing information educational environment, to develop and create electronic educational courses and enhance the use of ICT in the educational process. The paper provides a comparative analysis of the results of surveys conducted in 2020 and 2021 аt Tsiolkovsky Kaluga State University. The authors conclude the necessity of creating a system of work at the university to support young teachers, in terms of both professional and personal development.

Axiological component in digitalization of health care and medicine

The basis of the modern industrial revolution is digitalization and artificial intelligence due to the influence of the digitalization process on all aspects of the economy, public life, including healthcare and education. The creation of a modernized healthcare system that would meet world standards implies an increase in both the quality and accessibility of medical care, which requires new technological solutions. The development of any new technology relies on digitalization, which has led to the creation of the Internet, robots, and artificial intelligence. Digital health is a new format for the medical industry to improve the efficiency and quality of medical care. The training of modern specialists provides for a significant change in teaching methods. The dependence of the quality of medical education on the multicomponent and increasingly digital nature of social reality is obvious. Additional special training of doctors for remote work is needed, the development of curricula taking into account the digitalization of healthcare. The relevance of the problem of digitalization of higher medical education involves an analysis of the state of modernization processes in medical universities, regulations on the electronic information educational environment of the university, including electronic information and educational resources, a set of information, telecommunication technologies and technological tools. The necessity of systematizing the social effects of the digitalization of higher education and conducting appropriate prolonged studies is substantiated.

THE FORMATION OF FUTURE TEACHERS PROFESSIONAL READYNESS TO INNOVATION ACTIVITY BY MEANS OF DIGITAL TECHNOLOGIES


 The training of future specialists for innovation activity is a leading trend of modern higher pedagogical education, which is due to the integration of Ukraine into the European educational space. The article actualizes the problem of future teachers’ professional readiness formation for innovation activity using digital technologies. General science, synthesis, comparison, analysis, generalization and systematization of studies of domestic and foreign scientists are employed. Based on the results, the essence of the concept “professional preparedness of future teachers for innovation” has been revealed. It has been found that the professional readiness of future teachers for innovation is the outcome of integrative personal education, and professional training, featured via a blend of cognitive (knowledge regarding the concept of the innovation and profession), motivational (incentives for interests and innovation), reflexive (capability of analyzing results), innovative activity and praxeological (innovation competence actualization) elements that permit conducting professional tasks of innovative nature. It has been concluded that a modern teacher can’t conduct educational actions with no utilizing advanced digital technologies, and the education informatization comprises enhancing the future teachers’ training in the information educational environment of higher education institutions.

Developing a Modern Educational Environment in the Digital Space at the Institution of Professional (Vocational-Technical) Education

The purpose of this article is to substantiate and analyze the digital space of the information development and educational environment of IP(VT)E and identify current issues. The current state of the digitalization process in institutions of professional (vocational-technical) education [IP(VT)E] and its impact on the development of information and educational environment are studied. Teachers and students are faced with problems in training and production processes, including distance learning, brought about by quarantine restrictions during the Covid-19 pandemic. These issues were determined and an analysis of the activities of IP(VT)E in Ukrainian regions made with respect to the creation and development of an information and educational environment. This was achieved by developing models and implementing individual components of the digitalization process, and the development of electronic educational literature and introduction of 3D modeling technologies. The example is presented of an information and educational environment created by the Educational and Practical Center of Electrical Technologies in Kryvyi Rih and based on an electronic educational platform.

ТЕОРЕТИЧНІ АСПЕКТИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ КОМП’ЮТЕРНОГО ПРОФІЛЮ У ГАЛУЗІ БЕЗПЕКИ ІНФОРМАЦІЙНИХ СИСТЕМ

The article examines the different approaches of scientists to determine the essence of professional competence of future engineers-teachers of computer science in the field of information systems security, reveals the main approaches to the process of its formation. It is noted that the professional competence of future computer engineers in the field of information systems security should be understood as an integrated characteristic that determines their real ability to identify potential threats to the information educational environment of vocational education institutions and students, prevent unauthorized access to information. information flows, identify risk factors and potential threats, choose effective means of information protection in vocational and industrial institutions, independently solve typical and atypical professional problems and situations related to identifying potential threats to educational and industrial information environment and students. Much attention is paid to the formation of professional competence of future computer engineers in the field of information systems security, which is considered a component of their training, a complex process aimed at mastering sustainable practical skills based on motives, values, professionally important qualities personality, professional knowledge in the field of information systems security, which is manifested in effective professional activities and due to specific circumstances and situations. It is emphasized that professional competence in the field of information systems security should be related to the ability of future computer engineers to identify potential threats to the information educational environment of vocational education institutions and students, prevent unauthorized access to information, navigate information flows, identify risk factors and potential threats, choose effective means of information protection (moral and ethical, administrative and organizational, physical, technical, etc.), etc. Key words: information systems security, pedagogical engineer, professional training, professional competence, professional competence of computer engineers in the field of information systems security, formation of professional competence of computer engineers in the field of information systems security.

Задача формирования цифровых компетенций в условиях университетского образования

The issues of the formation of digital competencies of specialists in the conditions of university education are considered. The legal documents regulating the process of digital transformation of higher education are analyzed. The concept of “digital competencies” is characterized as an integral characteristic relating not only to the professional and activity, but also to the social and personal sphere. The following are considered as the main directions for the formation of digital competencies in the conditions of university education: the introduction of progressive digital technologies into the educational process, organizing individual learning trajectories with the inclusion of self-control systems for the level of mastering knowledge and skills; creation of digital university management systems and organization of retraining and advanced training programs for all participants in the educational process. The characteristics of the main components of the information educational environment are given on the example of the Orenburg State University, the statistics of the development of the university’s own electronic educational resources are considered. It is concluded that the introduction of modern digital educational resources, network technologies, as well as computerized university management systems is a necessary condition for the formation of digital competencies in future specialists and the efficiency of universities.

Effectiveness of Using Animated Videos in an Information Educational Environment

The article deals with the development of an information educational environment for elementary school, building its structure, the use by teachers of the wide possibilities of interesting educational activities in teaching primary school students. The goal is to motivate primary school teachers about the importance of communicating with students in a social space, as well as the need to use multimedia learning materials for better communication and interaction. The animated videos considered in the article, interactive tasks compiled on the basis of short-term and long-term plans, the use of e-learning methods in the lessons contribute to the formation of interest in learning. In our article, we examined part of our scientific research – the effectiveness of using animated videos in an information and educational environment (IEE). Let's define the main components of animated videos used in IEE when teaching primary school students. The study examined the views of teachers teaching the subject «Digital Literacy», as well as the experience of using animated videos in primary classes. The main hypothesis in the study is that if animated interactive videos are implemented by students in an information educational environment with their own ideas and materials, then the lesson will be interesting and exciting. At the end of the article, this hypothesis is confirmed and the main results are proposed, reflecting the effectiveness of the use of animated videos in the conditions of using the information educational environment in the organization of training and educational activities.

Using WAF to protect the university’s internal services in the Zero Trust structure

The article presents the results of a pilot study on the use of a Web Application Firewall (Web Application Firewall or WAF) to protect the internal services of the information educational environment of the university (IEEU). It is shown that this task is extremely important in the context of globalization of education. The use of WAF is performed in the Zero Trust structure. The system was tested in two stages. Firstly, tools were used to automate the search for web vulnerabilities (web vulnerability scanners) IEEU. At the second stage, manual testing of applications for vulnerabilities of SQL injection, cross-site scripting and Path Traversal attacks was carried out. It is shown that the results obtained make it possible to improve the protection of services in the university’s local networks, which is important for achieving the ultimate goal effective protection of end users and IEEU services in the context of globalization of education. It has been established that the use of WAF in systems with zero trust is a fairly common option for protecting services within organizations, including educational ones. It is shown that the use of open WAF solutions in the Zero Trust structure allows you to more flexibly and personally adjust protection to the appropriate needs of university services.

DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS

The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational process.

Distance learning: the view of students and teachers

The purpose of the article is to study the technologies of distance learning and the attitude to this form of education of students and teachers (on the example of VP "MF KNUKiM" and VP " Mykolaiv Faculty of Management and Business of the KUC"). The methodological basis of the study. In the course of the research scientific methods of analysis, synthesis, generalization, method of questionnaires of students and teachers of VP "Mykolaiv branch of KNUKiM", VP "Mykolaiv faculty of management and business of KUC" were applied. Quantitative methods were used to process the results of the survey. The scientific novelty of the work is the generalization of knowledge about the possibility of introducing distance learning in the educational process of training in the field of knowledge "Culture and Art", in particular, the specialty "Information, Library and Archival Affairs"; outlining the main features of distance learning through the prism of the views of students and teachers, their readiness for self-study and self-improvement; a vision of prospects for the development of distance learning, etc. Conclusions. It has been proven that distance learning technologies create conditions for fruitful interaction between teachers and students as subjects of the information environment and promote the development of their competencies, including the ability to self-development and analytical thinking. The survey found that more than half of students have a positive attitude towards distance learning and the use of modern information technology to obtain information. The most popular were practical and lecture classes using multimedia technologies. Among the prospects of distance learning by students on the ranked list are selected manufacturability, flexibility, and modularity. The results of the survey proved that distance learning technologies, based on the principles of open learning, create a modern information educational environment that is attractive to student youth. Based on the study, it was determined that distance learning can be actively used in the system of blended learning for students of the information sphere, and in times of crisis - as an independent element of modern education. Key words: information and communication technologies, distance education, distance learning, students, teachers.

Using Information Technologies to Train Today Teachers in the Educational Environment

The article studies the characteristics of teacher training for primary school teachers in the information educational environment in higher education institutions (HEIs). It shows that Ukraine’s integration into European and world educational space as a prerequisite for determining effective areas in its development is a strong motive to study the systems of teacher training for primary school teachers, reflect on their positive experience, clarify trends and prospects of their development and discover ways to solve the existing issues in teacher education. The article considers the current state of teacher training for primary school teachers in view of applying information technologies in HEIs. Considering teacher training for primary school teachers as the large-scale nationwide objective, the article analyzes this aspect in those Ukrainian HEIs whose activities are related to this particular area. IT is also essential and necessary to study the experience of individual scholars and practitioners implementing the achievements of informatization in their activities. The detailed study of teacher training for primary school teachers has made it possible to reveal significant shortcomings in this process. The findings prove that HEIs do not create favourable organizational conditions for future primary schools teachers to develop their innovative professional and personal qualities. These include the following: competitiveness; motivation towards lifelong learning and continuing professional development; knowledge about appropriate ways of personal development; creative and IT skills.

FORMATION OF DIGITAL COMPETENCE OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS

The rapid development of society in recent years has forced higher education institutions to change the requirements for the training of future teachers. Digital technologies continue to be a challenge to the education system and are key to training future teachers in higher education.One of the main components of the professional competence of future teachers is digital competence. The formation and evolution of this type of competence relate to the tasks of each discipline studied in the curriculum of higher education institutions. The article identifies the main factors in the formation of digital competence of future teachers. Different approaches to the definition of digital competence of future professionals, the terminology used in the modern scientific literature to define the concept of digital competence are identified. One of the tasks of higher education is to achieve the level of awareness, the formation of a digital environment of information activity space, which ensures the implementation of educational programs, education of information culture and literacy in future teachers. The integration and globalization of social, economic and cultural processes taking place in the world, the prospects for the development of the Ukrainian state for the next two decades require a deep renewal of the education system and determine the advanced nature. Digital competence, which provides the formation of professional competence, is one of the main components of the model of a graduate of a pedagogical university.
 Keywords: digital competence; digital literacy; future teachers; information; information culture; information educational online environment; professional growth; applicants for higher education.

Methods and forms of digital learning with distance education technologies: Opinions and preferences of students at the institutes of culture

The author continues to review the attitude of students in the speciality “Library information activities” toward methods and formats of digital learning through distance education technologies. The students of educational institutions of the RF Ministry of Culture were surveyed. Three hundred and eighty three (383) bachelor-program students and 65 masters-to-be participated in the survey. The respondents specified the methods and format of digital learning introduced during the restriction pandemic period. It is demonstrated that after these emasures had been introduced, the intensity of utilization of digital learning methods and forms increased, as well as the ratio of the so-called external methods and forms, i. e. messengers and videoconference systems. It is established that the learners prefer the systems and/or services that they know and are used to. At the same time, the dynamics of moving toward solutions integrated into digital information education environment is demonstrated. The author argues that almost every digital information education environment features some kinds of external methods and forms of digital learning with distance education technologies. The results of their application can be preserved and replicated. To make their digital learning with distance education technologies more efficient, educational institutions have to minimize external systems and look into possibility of introducing mass open online courses.

Online Broadcasting and Video Recording of Classes as An Effective Tool for Organizing E-Learning

Relevance. Online broadcasting and video recording of classes as a method of organizing e-learning and transferring knowledge using distance learning technologies today are of increasing interest to students and lecturers. However, most researchers distinguish the high labor intensity and the presence of additional skills on the part of the lecturer as a prerequisite for the implementation of a successful video lecture. At the same time, lecturers continue to conduct traditional classes in the “pre-pandemic” mode and the placement of additional material in the electronic information-educational environment (EIEE) for students on an individual schedule continues. Often, for remote participants in the educational process, an individual educational trajectory of learning is developed and the load on the lecturer increases, who is forced to use different methods and forms of education to ensure equal educational opportunities for all students. As an alternative for optimization, the authors propose the introduction of online broadcasting of classes as the most effective method and form of online learning.The purpose of the study is to develop a balanced model for the use of online broadcasting and video recording of classes in the organization of e-learning with the possibility of fixing the progress of the educational process and controlling knowledge.Materials and methods. Using a keyword search in the Russian Science Citation Index (RSCI) system, the authors found that researchers do not use the concept of “Online broadcasting of classes”. However, the analysis of publication activity in the RSCI system for 2017-2021 showed a positive trend in the use of the terms “Online lesson”, “Synchronous learning”, which are the closest in meaning to the concept of “Online broadcast of classes”. The publication proposes criteria for evaluating the effectiveness of the use of online broadcasting of classes in the organization of training at a university. As an example of the implementation of a solution for organizing online broadcasting, recording classes, the system “Information Resource Center” used in the Volga State University of Physical Culture, Sports and Tourism was described and compared with the proposed performance criteria.Results. As a result of the analysis, it was found that this type of systems (online broadcast systems) do not provide for the possibility of fixing the assimilation of the material and do not allow to fully fix the progress of the educational process and control knowledge when organizing e-learning.Conclusions. The authors propose the integration of online broadcast systems with the e-learning system as a working model for the use of online broadcast and video recording of classes in the organization of e-learning, which will satisfy all the criteria established in the study. The model designed in the course of the study is universal and can be used applying any methodological techniques, including the use of the “flipped class” model, when material for preliminary acquaintance is placed in advance of the lesson, and it is analyzed during the lesson itself.

Automation of educational business processes at the Siberian State University of Geosystems and Technologies

The article presents a conceptual approach to the development of the educational information environment and resources of a higher academic institution on the example of Siberian State University of Geosystems and Technologies. The article presents a SWOT analysis of the University’s information and educational resources, which resulted in the development of ways to improve the integrated automation of the University’s business processes.

Formation of readiness of future teachers to use digital educational resources in the conditions of digitalization of education

       Today, preparing future teachers for the use of digital educational resources is the most pressing issue of Higher Education. They contribute to the effective organization of the educational process in accordance with the requirements of the modern information society, but also become a universal tool for the harmonious adaptation of students to a rapidly changing information society, training the personality of a competent specialist capable of professional self-realization. First of all, digital educational resources are ready-made interactive multimedia products aimed at achieving a didactic goal or solving certain educational tasks. Currently, the effectiveness of their use is not only to generate interest in the information educational environment, but also to ensure the degree of access to information and improve the quality of Education. Using digital educational resources, the authors independently develop the intellectual potential of students and increase the knowledge base.Using them creatively, we tried to find out whether it is possible to present the educational process in an interesting and informative way. The article provides a comprehensive analysis of the theoretical and methodological literature, clarifies the following concepts and offers a definition: "digital educational resources ", " readiness of a future teacher to use digital educational resources". In addition, during the practical experiment, a course program "digital educational resources-a tool for professional self - development" was developed, aimed at forming the assimilation of digital educational resources by future specialists as a tool for professional self-development. The research uses theoretical, Emeric methods, the questionnaire "knowledge of digital educational resources" (in author's processing), N. P. Fetiskin "diagnostics of the implementation of needs for professional self-development", N. R. Molochnikov "assessment of opportunities for self-development". 82 students of Atyrau University took part in the experimental work Keywords: digitalization of education, digital educational resources, computer, multimedia, interactivity, accessibility.

Актуальные проблемы педагогического образования в эпоху цифровой трансформации: теоретический обзор

The review paper aims to identify the most significant issues in the field of digital transformation of teacher education, which are studied by modern scientists - teachers, psychologists, sociologists. The paper determines the relevant topics and traces the dynamics of changes in the content of teacher education caused by digital transformation processes, according to the analysis of Russian and foreign academic pedagogical publications over the past 5 years (2017-2021). An increase in Russian researchers’ publication activities in the field of the digital transformation of teacher education is noted. The work presents a theoretical and methodological review of authors’ positions and interpretations in solving basic issues and matters related to changes in teachers’ role and functions in the digital information educational environment. The advantages and potential risks of the process of global digitalisation of education are assessed. It is the first time that the consequences of the digital transformation of the teacher education system are being considered in the context of an interdisciplinary approach as a global modernisation process covering all areas of training and educational activities. The research is novel in that carrying out a contextual analysis of a target sample containing texts of psychological and pedagogical nature that shed light on the impact of digitalisation on various aspects of future teachers’ professional training, it identifies the key changes in the forms, methods and organisation of the educational process in undergraduate and graduate teacher training programmes that meet the global challenges of the information society. Those changes include actively introducing digital educational technologies aimed at stimulating students’ creative mental actions and cognitive abilities; updating teacher education management on a digital basis; developing principles of digital didactics; reassessing professional pedagogical values. As a result, clusters of significant practice-oriented topics, keywords, as well as the most cited publications on the topics under consideration have been formed; possible prospects for the reconstruction of teacher education taking into account modern digital realities have been described.

What is Needed for Education and Educational Information Environment that Fosters Individual Optimization and Creativity

What is Needed for Education and Educational Information Environment that Fosters Individual Optimization and Creativity

Direction of future specialists to innovative activities in the information educational environment

This article notes the qualitative changes in education and the high efficiency of promising innovations in the field, which is an innovative process, and, given the dynamic development of society, the need to prepare future specialists for professional activities, solving the problem of preparing for innovative activities is discussed.