Modular Program Research Articles

IEngage: A digital health education program designed to enhance physical activity in young adolescents.

iEngage is a modular health education and behavioural change program designed to help adolescents increase moderate to vigorous physical activity (MVPA). The program is delivered through the iEngage app which integrates activity trackers data (Misfit Ray©) within 10 interactive learning modules. Key features include guidance to set goals, self-monitor and assess achievements, and experiential learning via the connected activity trackers which allows for continuous steps recording during the program. iEngage was implemented in two schools over 5 weeks with 10–12 years old adolescents (n = 57) and PA outcomes compared to control group (n = 26). Results show that adolescents successfully set goals and self-assessed achievements during the program, progressing toward higher physical activity (PA) levels as shown by the 30% increase in daily steps through the program (+ 2647 steps/day, P < .001) with boys increasing goals and achievements faster than girls. The consistency in days totalling at least 11,000 steps/day increased from 35% at the start to 48% at the end of the program. The increase in PA is confirmed through the assessment of MVPA during schooldays pre- and post- program via research grade wrist accelerometers in both iEngage and control participants. Contrasting with the control group, MVPA was increased in the week following the program (~+5 min/day, P = .023) in short bouts, particularly during lunch time, recess and after school. This study shows that a digital program integrating activity trackers data, health education, goals setting and self-monitoring of PA, helped young adolescents enhance PA goals, improve achievements and increase MVPA.

Design and implementation of agent-based robotic system for agile manufacturing: A case study of ARIAC 2021

We share our experience and lessons learned from participating in the Agile Robotics for Industrial Automation Competition (ARIAC), 2021. We won 1st place in the finals and benefited from an agent-based architecture, task assignment strategy, and modular software programming design method based on the Unified Modeling Language . • An agent-based architecture is proposed to implement an agile industrial robotics system. • Instant task assignment strategy for scheduling in proposed to handle the unknown disturbances. • The development takes loosely-coupled software modules to reduce the design effort.

Teacher Training for the Formation and Evaluation of Functional Literacy of Students in the Process of Individualized Professional Development

Education today faces many challenges caused not only by the high rates of technology development, but also by the rapid changes in the political and socio-economic situation in the world. A graduate of a modern school should be able to use his constantly updated knowledge and skills to solve a wide range of life tasks, i. e. he should have a sufficiently high level of functional literacy. However, international comparative studies record an insufficient level of functional literacy among Russian schoolchildren. The formation of functional literacy of students is becoming one of the main tasks of a modern school. The problem of individualized teacher training for the formation and evaluation of functional literacy in the process of professional development has not been raised and has not been solved. The purpose of this article is to reveal a variant of individualized teacher training for the formation and evaluation of functional literacy of students through the description of the content of an additional professional program designed on the basis of the modular principle. The methodological basis of this study is the acmeological approach, since it allows us to study the patterns of professional development of teachers in the process of professional development, as well as the principles of andragogy formulated by domestic and foreign scientists. The article describes a variant of the implementation of a modular additional professional program, the content of invariant and variable modules aimed at the formation of psychological, theoretical and practical readiness of teachers for the formation and evaluation of functional literacy of students. The described variant of individualized teacher training for the formation and evaluation of functional literacy of students can be used to design additional professional programs in various areas of development of Russian education, and will also be useful to researchers engaged in the search for effective options for preparing teachers for any direction of professional activity in the process of professional development.

ESCP President's report.

ESCP President's report.

Multiparty GV: functional multiparty session types with certified deadlock freedom

Session types have recently been integrated with functional languages, bringing message-passing concurrency to functional programming. Channel endpoints then become first-class and can be stored in data structures, captured in closures, and sent along channels. Representatives of the GV (Wadler's "Good Variation") session type family are of particular appeal because they not only assert session fidelity but also deadlock freedom, inspired by a Curry-Howard correspondence to linear logic. A restriction of current versions of GV, however, is the focus on binary sessions, limiting concurrent interactions within a session to two participants. This paper introduces Multiparty GV (MPGV), a functional language with multiparty session types, allowing concurrent interactions among several participants. MPGV upholds the strong guarantees of its ancestor GV, including deadlock freedom, despite session interleaving and delegation. MPGV has a novel redirecting construct for modular programming with first-class endpoints, thanks to which we give a type-preserving translation from binary session types to MPGV to show that MPGV is strictly more general than binary GV. All results in this paper have been mechanized using the Coq proof assistant.

Mathematics Engagement Clinic Grounded on Brain Dominance: Its Effect on Critical and Problem-Solving Skills, and Mathematics Achievement

Contextualization, localization, and indigenization have touched the ground of the dominant cultural character of learners. The teaching and learning process in the K to 12 curricula has integrated its essence. However, in recent ages, the border-crossing of digital culture among learners was prevalent in their attitudes and learning preferences. Cognitive preferences such as the students’ brain dominance must be considered in the lesson planning as an additional option. With a transformative worldview through an action research design, the study evoked the effects of Mathematics Engagement Clinic (MEC) grounded on brain dominance or the whole brain theory to critical thinking and problem-solving skills, and mathematics achievement. MEC has different effects on the left and right brain dominant participants in terms of their thinking processes such as critical thinking and problem-solving skills. In particular, left brain dominant participants have a distinct behavioral cognition which the researcher called affirmation behavioral learning. The implication of affirmation behavioral learning to the whole brain theory was a notion that brain dominance groups might have specific behavioral cognition. As for this study, affirmation behavioral learning was evident and observed among left-brain dominant participants. As affirmed by the quantitative result, the enhancement program Mathematics Engagement Clinic (MEC) grounded on the whole brain theory or brain dominance can hone thinking processes such as critical thinking and problem-solving skills, and thereby, improve mathematics achievement. Despite the abnormality distribution of participants in the study MEC has managed to cater to the participants’ preferences. With the positive effect of the enhancement program, MEC grounded on brain dominance on the thinking processes and mathematics achievement of the participants, the researcher has constructed a modular mathematics enhancement program framework as a guide to researchers, and other interested parties in the planning, designing, redesigning and implementing modular mathematics enhancement programs grounded on brain dominance to hone and enhance thinking processes such as critical thinking and problem-solving skills, and thereby, improve mathematics achievement.

A parallel data-structure for modular programming of triangulated computing media.

A parallel data-structure for modular programming of triangulated computing media.

DESIGN SKILLS WORKSHOPS AND EXAMPLES OF GOOD PRACTICE

Developed countries in the world are introducing new reforms, especially in education, integrated with the 21st-century skills that many organizations have announced. In line with these goals, one of the targets set by the Ministry of National Education in our country with the 2023 Vision Document is design skill workshops. The aim of this study is to determine the criteria for establishing the Design and Skill Workshops targeted with the 2023 Vision Document in primary and secondary schools and to present a scientific study on how to create them in schools with application examples. The first stage of the study is the type of descriptive analysis. The criteria of the two workshops determined in the first stage were determined by expert opinions and the workshops were tried to be established in the school determined within the framework of these criteria. In order to achieve these aims of the research, quantitative and qualitative data were collected and analyzed. The qualitative data obtained in the research were used to explain the quantitative data and to ensure internal consistency. For this reason, "exploratory sequential design", one of the mixed research methods, was used in the research. For this reason, after the establishment of two sample workshops in Stage 2, the knowledge and skills of the students who received training from this workshop were analyzed with post-application self-evaluation forms, and the letters containing their feelings and thoughts about the workshops were analyzed with the Maxqda 2020 program. Thus, the results about the effectiveness of the workshop establishment criteria in gaining skills were revealed and evaluated. According to the findings obtained in the workshop studies; It has been seen that the students enjoy the workshops, improve their self-confidence, and contribute to the development of psychomotor, cognitive, affective and language skills. It has been seen that design and skill workshops have important contributions to students' acquisition of targeted 21st-century skills. It has been seen that the targeted gains in the modular programs developed in the workshops are gained by the students and reveal their existing skills of the students. The criteria of the workshop, which is planned to be opened according to the possibilities, should be determined by considering the interests, wishes and abilities of the students in schools, and workshops should be established in parallel with this criterion and carried out by teachers who are experts in their fields.

Automation of Negative Infrastructural Externalities Assessment Methods to Determine the Cost of Land Resources Based on the Development of a “Thin Client” Model

This article discusses the need to transform real estate valuation methods. It is associated with the problems of obtaining unreliable results affecting the subsequent adoption of management decisions. As an important element of land plots assessment, the authors define the Negative Infrastructural Externalities arising from the presence of infrastructure and other regime-forming facilities. These externalities represent the loss of title holders due to the encumbrances arising from the use of land plots. The world community (and the authors as part of it) sees one of the transformation methods in the automation of the evaluation process. Therefore, the purpose of this study is to develop a mechanism of automating the Negative Infrastructural Externalities assessment process in the conditions of a non-existent and weak market activity of land relations. Modern trends dictate the saving of hardware, labor and money resources; in this connection, the methods of Negative Infrastructural Externalities assessment are implemented on the basis of the “thin client” technology. The research is based on the following methods: the analytical method is used to perform a critical analysis of the problem area and to substantiate the research topic’s relevance; methods of object-oriented programming and methods of modular programming (Cowan’s axiom of modularity) are used as tools for developing the web application logic, as well as the interaction of its individual elements; the attribute-driven design approach is used in the creation of software architectures. The result of the study is the developed and substantiated architecture of a web application for assessing negative infrastructural external factors in determining the land value, the implemented modular structure of the specified web application and the developed conceptual model of the database. The practical implementation of the listed proposals is made by means of the Python programming language. The advantage of the created automated system is the possibility of multi-disciplinary use of the expert assessment approach when changing the settings.

SimELIT: A Novel GUI-Based Comprehensive Ion Trajectory Simulation Software for Mass Spectrometry.

Ion trajectory simulation in mass spectrometry systems from injection to detection is technically challenging but very important for better understanding the ion dynamics in instrument development. Here, we present SimELIT (Simulator of Eulerian and Lagrangian Ion Trajectories), a novel ion trajectory simulation platform. SimELIT is built upon a suite of multiphysics solvers compiled into OpenFOAM (an open-source numerical solver library particularly used for computational mechanics), with a simple web-based graphical user interface (GUI) allowing users to define the details of OpenFOAM cases and run simulations. SimELIT is a modular program and can provide extensions of physics (e.g., gas flows, electrodynamic fields) and thus enable ion trajectory simulations from the ion source to detector. The current version (SimELIT) provides two numerical solvers for ion trajectory simulations─(1) a Lagrangian particle tracker in vacuum and (2) a Eulerian ion density solver in background gas in the presence of electric fields. Here, we describe the architecture of SimELIT, including its use of Docker and the React Framework, and demonstrate the computation of ion trajectories of multiple m/z values in a static/linear voltage drop in vacuum (across a 1 m long flight tube). Further, the drift motion of ions under 1 Torr pressure conditions in a static background (N2) gas through a 20 V/cm static electric field is shown. The results produced from SimELIT were compared with SIMION and theoretical estimates. In addition, we report the computation of ion trajectories in electrodynamic fields within a planar FAIMS device operating at atmospheric pressure.

Investigating the feasibility and effectiveness of a modular treatment program for children and adolescents with depression and interpersonal problems: study protocol of a quasi-experimental pilot feasibility trial (CBASP@YoungAge)

BackgroundDepression is a serious disorder in childhood and adolescence. Affected children and adolescents show significant impairments in various aspects of life. Studies on the effectiveness or efficacy of psychotherapy in depressed children and adolescents are qualitatively very heterogeneous and reveal small effect sizes. There is thus a need to better tailor psychotherapy approaches to these age groups to improve outcomes like parent-child relationship, symptomatology, or quality of life.To address this gap, we designed a modular, individualized treatment program for children and adolescents based on the Cognitive Behavioral Analysis System of Psychotherapy (CBASP) including caregiver involvement.MethodThis quasi-experimental pilot feasibility trial is a phase 1 to phase 2 study investigating the feasibility and effectiveness of CBASP@YoungAge by including an intervention group (CBASP@YoungAge) and a treatment-as-usual control group. The treatment of depressive symptoms as well as interpersonal problems with primary caregivers are the main targets of CBASP@YoungAge. Personalization is ensured concerning the treatment course, caregivers’ involvement, and the patient’s age. The primary outcome relates to two areas: the feasibility of the CBASP@YoungAge treatment program in an outpatient context and a change in patients' depressive symptomatology from before to after treatment. We conduct a brief process evaluation after each session in the intervention group to closely monitor the treatment process and examine feasibility from the therapists' and patients' perspectives and mechanisms of symptom change. In addition, we consider interpersonal behavior between children and caregivers, parenting behavior, and monitor the global-health-index in children and parents as secondary outcomes. Pre-, post-, and follow-up data are evaluated.DiscussionThis is the first study of a modular-based intervention program for children and adolescents with depression and a clear focus on the interpersonal problems between the depressed young patient and her/his caregiver. It will provide important knowledge on the feasibility and effectiveness of the program and potential benefits of including caregivers in psychotherapy. Based on this study’s results, we plan a multicenter, randomized, controlled trial whose long-term aim is to improve the psychotherapeutic care of young patients with depression while preventing persistent courses of depressive disorders.Trial registrationGerman Clinical Trials Register, DRKS (identifier DRKS00023281). Registered 17 November 2020–Retrospectively registered

Use of educational module cartoon «I create the world» as a new form of organization for the development of speech of children of older pre-school age in the conditions of an educational organization

The purpose of the article is to present the experience of pedagogical work on the use of new forms of organization of children of senior preschool age, in particular the organization of a cartoon studio in kindergarten, in order to develop speech. The development of speech in children is a very important condition for the development of thinking and other mental processes, the formation of the child’s personality and further schooling. The informatization of our lives has influenced the interests of preschoolers; since childhood, they have been drawn to computers, smartphones and other information media. Therefore, in order to maintain children’s interest in learning, kindergarten teachers need to search for new forms and means of developing children in accordance with the requirements of the federal state standard for preschool education. The use of the educational module of the multi-studio “I create the world”, which is part of the partial modular program “STEM-education of children of preschool and primary school age” (authors: T. V. Volosovets, V. A. Markova, S. A. Averin), in pedagogical process of the kindergarten, from our point of view, is such a new form of organization of children.

Developing a Support Program for Adult Children of Parents with Mental Illness: A Delphi Study

Parental mental illness can have long-lasting impacts on a child’s life. Although programs exist in supporting the needs of young children, there remains a paucity in programs that address the needs of adult children. A two-round Delphi study with adult children, academics and clinicians who have experience with parental mental illness was employed. A total of 45 and 24 participants participated in rounds one and two respectively. Open-ended questions in round one around program design and content were thematically analysed, and subsequently rated in round two. Adult children specifically identified four topics of need: (i) managing multiple roles, (ii) emotional regulation, (iii) setting relational boundaries and (iv) transition to parenthood. Current results provide the foundation for the development of modular programs that could be pilot tested with adult children who grew up with parents with mental illness.

Development and evaluation of a patient education programme for children, adolescents, and young adults with differences of sex development (DSD) and their parents: study protocol of Empower-DSD

BackgroundDifferences in sexual development (DSD) are rare diseases, which affect the chromosomal, anatomical or gonadal sex differentiation. Although patient education is recommended as essential in a holistic care approach, standardised programmes are still lacking. The present protocol describes the aims, study design and methods of the Empower-DSD project, which developed an age-adapted multidisciplinary education programme to improve the diagnosis-specific knowledge, skills and empowerment of patients and their parents.MethodsThe new patient education programme was developed for children, adolescents and young adults with congenital adrenal hyperplasia, Turner syndrome, Klinefelter syndrome or XX-/or XY-DSD and their parents. The quantitative and qualitative evaluation methods include standardised questionnaires, semi-structured interviews, and participatory observation. The main outcomes (assessed three and six months after the end of the programme) are health-related quality of life, disease burden, coping, and diagnosis-specific knowledge. The qualitative evaluation examines individual expectations and perceptions of the programme. The results of the quantitative and qualitative evaluation will be triangulated.DiscussionThe study Empower-DSD was designed to reduce knowledge gaps regarding the feasibility, acceptance and effects of standardised patient education programmes for children and youth with DSD and their parents. A modular structured patient education programme with four generic and three diagnosis-specific modules based on the ModuS concept previously established for other chronic diseases was developed. The topics, learning objectives and recommended teaching methods are summarised in the structured curricula, one for each diagnosis and age group. At five study centres, 56 trainers were qualified for the implementation of the training programmes. A total of 336 subjects have been already enrolled in the study. The recruitment will go on until August 2022, the last follow-up survey is scheduled for February 2023. The results will help improve multidisciplinary and integrated care for children and youth with DSD and their families.Trial registrationGerman Clinical Trials Register, DRKS00023096. Registered 8 October 2020 – Retrospectively registered.

‘I can succeed at this’: engagement in service learning in schools enhances university students’ self-efficacy

ABSTRACT Engaging in service learning has been linked to multiple positive outcomes in students, such as an increase in self-efficacy. Effects have been found on both general and domain-specific self-efficacy. Research on service learning has indicated that feedback and gender had an impact on the increase in self-efficacy, though findings are mixed. The present study aimed to determine how service learning experiences at a university can be optimally designed to boost college students’ self-efficacy, while examining the effects of feedback and gender on general and teaching self-efficacy. Over 2 years, 267 bachelor’s students in psychology (M age = 23.08 years, SD = 3.61; 80.5% female) conducted modularized prevention programs in the context of mental health at primary and secondary schools. Students rated their general and teaching self-efficacy before (T1), during (T2), and after (T3) conducting the program. The results indicate a positive effect of engaging in service learning on students’ general (d = 0.30) and teaching (d = 0.68) self-efficacy from T1 to T3 with significant increases only in female students, and after receiving feedback. Engaging in service learning reduced gender-specific differences in self-efficacy. Feedback increased general and teaching self-efficacy. Female students seemed to benefit more than male students.

Remote Consulting in Primary Health Care in Low- and Middle-Income Countries: Feasibility Study of an Online Training Program to Support Care Delivery During the COVID-19 Pandemic.

BackgroundDespite acceleration of remote consulting throughout the COVID-19 pandemic, many health care professionals are practicing without training to offer teleconsultation to their patients. This is especially challenging in resource-poor countries, where the telephone has not previously been widely used for health care.ObjectiveAs the COVID-19 pandemic dawned, we designed a modular online training program for REmote Consulting in primary Health care (REaCH). To optimize upscaling of knowledge and skills, we employed a train-the-trainer approach, training health workers (tier 1) to cascade the training to others (tier 2) in their locality. We aimed to determine whether REaCH training was acceptable and feasible to health workers in rural Tanzania to support their health care delivery during the pandemic.MethodsWe developed and pretested the REaCH training program in July 2020 and created 8 key modules. The program was then taught remotely via Moodle and WhatsApp (Meta Platforms) to 12 tier 1 trainees and cascaded to 63 tier 2 trainees working in Tanzania’s rural Ulanga District (August-September 2020). We evaluated the program using a survey (informed by Kirkpatrick's model of evaluation) to capture trainee satisfaction with REaCH, the knowledge gained, and perceived behavior change; qualitative interviews to explore training experiences and views of remote consulting; and documentary analysis of emails, WhatsApp texts, and training reports generated through the program. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed thematically. Findings were triangulated and integrated during interpretation.ResultsOf the 12 tier 1 trainees enrolled in the program, all completed the training; however, 2 (17%) encountered internet difficulties and failed to complete the evaluation. In addition, 1 (8%) opted out of the cascading process. Of the 63 tier 2 trainees, 61 (97%) completed the cascaded training. Of the 10 (83%) tier 1 trainees who completed the survey, 9 (90%) would recommend the program to others, reported receiving relevant skills and applying their learning to their daily work, demonstrating satisfaction, learning, and perceived behavior change. In qualitative interviews, tier 1 and 2 trainees identified several barriers to implementation of remote consulting, including lacking digital infrastructure, few resources, inflexible billing and record-keeping systems, and limited community awareness. The costs of data or airtime emerged as the greatest immediate barrier to supporting both the upscaling of REaCH training and subsequently the delivery of safe and trustworthy remote health care.ConclusionsThe REaCH training program is feasible, acceptable, and effective in changing trainees’ behavior. However, government and organizational support is required to facilitate the expansion of the program and remote consulting in Tanzania and other low-resource settings.

Development of an interdisciplinary module of the educational program of the field “Pedagogical Sciences” at the Master’s level (Module on the effective communication and conflict management)

Abstract Socio-economic, political, cultural transformations in Kazakhstan place great demands on each person, his knowledge, personal qualities, social skills. In this sense, what we want to highlight is the fact that the role and value of the modern educational system is growing, in which human capital becomes important as it is a criterion for the level of social development, also measuring the standard of living of society. Therefore, in such conditions, the essence of the concept of educational leadership proves its effectiveness. In this regard, the relevance of the above concept is emphasized by the practical value of the accumulated experience of highly developed foreign countries in ensuring high-quality education, focused primarily on the development of leadership qualities of students / teachers / managers, the introduction of innovative ideas into educational practice. The paper is aimed at developing and modernizing curricula for professional development and teacher training in Mongolia, Kazakhstan in order to expand the competencies of target groups in the field of leadership. The results of the project include an interdisciplinary modular program for the master's degree level, which combines pedagogical, sociological, psychological, legal, economic and managerial elements, and a professional development program “Teachers-leaders”.

Design of Cigarette QR Code Decoding System Based on STM32

This paper mainly studies the design method of the hardware and software of the cigarette strip QR code decoding based on STM32 microprocessor. This paper expounds the principle of hardware circuit design with STM32F407 microprocessor as the core, analyzes the steps of analyzing the QR code decoding algorithm based on the modular programming idea of C language, and analyzes the result of cigarette-bar QR code decoding. The results of field application show that the system can meet the design requirements of cigarette QR code decoding and improve the recognition rate of two-dimensional code, which has high application value.

Effect of modular cardiac rehabilitation on quality of life, exercise tolerance and psychological status in patients with myocardial infarction and COVID-19 infection

Abstract Funding Acknowledgements Type of funding sources: None. Introduction COVID-19 worsens the prognosis in patients with cardiovascular diseases, including myocardial infarction (MI). In connection with this, cardiac rehabilitation (CR) programs must be adapted for this category of post-infarction patients. Little is known on effect of CR on quality of life and anxiety and depression in patients with MI and COVID-19. Objective The aim of the study was to evaluate the use of a modular CR program on quality of life, excercise tolerance, anxiety and depression in post-infarction patients recovered from COVID-19 infection during a pandemic. Methods Overall, 86 patients with previous COVID-19 infection were included in this prospective longitudinal study. We evaluated the parameters of quality of life according to the Seattle questionnaire, exercise tolerance according to the six-minute walk test, and the depression and anxiety rating scale (HADS) before and after applying the modular CR program. Results According to the computed tomography (CT) classification, the severity class of lung lesions was: grade CT1 -23%, CT2-48%, CT3-23% and CT4-6%. When assessing the quality of life before the start of the modular CR -74% complained of episodic attacks of angina pectoris, while at the end of the CR, only 5% of had chest pain (p&amp;lt;0.05). Tolerance to physical activity according to the 6-minute walk test improved significantly from 245 ± 3.6 meters before CR to 355 ± 5.1 meters in dynamics (p=0.012). The depression and anxiety reduced significantly (p=0.0023) after CR: before the onset of modular CR 55% of patients were depressed in and 69% exhibited anxiety; after CR, depression in 10.4% of patients had depression and 7% - anxiety. Conclusions The use of a modular CR program in postinfarction patients with COVID-19 improves the quality of life, exercise tolearnce and psychological status.

Psychological and Pedagogical Conditions of Professional Education of Managers

The research addresses the practical problems of a corporate university to effectively establish the psychological competence of managers. Training has the following requirements related with 1) the formation of a complex personal education — psychological competence, 2) the forms and teaching methods that ensure effective training for adults. The purpose of the study is to create psychological and pedagogical conditions for the effective formation of psychological competence (including the specifics of energy enterprises). As a result of the analysis of the requirements of psychological competence and its key aspects (cognitive, behavioral, motivational, value-semantic, regulatory) in the framework of the competence-based approach, as well as teaching methods in the context of the modular approach, we established learning principles, including structural, content and technological flexibility of learning modules. Among the types of training that provide technological flexibility we have chosen non-imitation and simulation methods of active learning partially implemented through e-learning technologies. The designed training program consists of 6 main modules and covers 497 middle managers of energy enterprises of Irkutsk region. The training program was individually created based on the career plans as a part of an expert assessment of the level of development of psychological competence. Individual modular training program contributed to the development of those components of competence that were determined as insufficiently developed. We employed D. Kirpatrick model to evaluate the effectiveness of the program. The model includes three parameters: evaluation of learning based on the results of feedback, tests of knowledge and skills, self-assessment of the level of development of psychological competence. The study showed a positive dynamics of all parameters explained by the use of important conditions that ensure the effectiveness of learning. They are the following: student's active participation in the learning process, continuous reinforcement of student’s actions using self-control, individual approach to educational and cognitive activities; application of the indicative basis of activity; flexible management of students’ activities that turn into self-government; reflective approach and principle of problematic learning.