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Ambrosenko Nickolai Dmitrievich, Skuratova Olga Nickolaevna, Shmeleva Zhanna Nickolaevna PRELIMINARY RESULTS OF THE UNIVERSITY PARTICIPATION IN THE PROJECT ..
pedagogical sciences
УДК 37:004.75
DOI: 10.26140/anip-2019-0801-0002
ПРЕДВАРИТЕЛЬНЫЕ ИТОГИ УЧАСТИЯ УНИВЕРСИТЕТА В РЕАЛИЗАЦИИ ПРОЕКТА «СОВРЕМЕННАЯ ЦИФРОВАЯ ОБРАЗОВАТЕЛЬНАЯ СРЕДА»
© 2019
Амбросенко Николай Дмитриевич, кандидат технических наук, доцент, доцент кафедры «Информационные технологии и математическое обеспечение информационных систем» Скуратова Ольга Николаевна, инженер-программист Шмелева Жанна Николаевна, кандидат философских наук, доцент, доцент кафедры «Иностранный язык» ЦМСиБ Красноярский государственный аграрный университет (660049, Россия, Красноярск, пр. Мира,90, e-mail: [email protected])
Аннотация. Статья посвящена анализу полученных результатов реализации первого этапа проекта «Современная цифровая образовательная среда в Российской Федерации», обобщению полученного опыта использования онлайн-курсов и составления плана мероприятий по дальнейшему развитию онлайн-обучения на региональном уровне. Основу исследования образуют общетеоретические и эмпирические методы исследования, такие как анализ и синтез теоретического опыта, имеющегося в литературе, а также результаты онлайн-обучения группы студентов по курсам: русский язык, философия и физическая культура на платформе открытого образования. Приведен обзор выполнения ключевых индикаторов реализации первого этапа приоритетного проекта «Современная цифровая образовательная среда в Российской Федерации». Рассмотрены мероприятия и их аннотации проекта программы участия Университета в развитии регионального центра компетенций онлайн-обучения. Результаты исследования могут представлять интерес для преподавателей, участвующих в процессе создания и использования массовых открытых онлайн-курсов.
Ключевые слова: электронная информационная образовательная среда, онлайн-обучение, региональный центр компетенций онлайн-обучения, приоритетный проект «Современная цифровая образовательная среда в Российской Федерации».
PRELIMINARY RESULTS OF THE UNIVERSITY PARTICIPATION IN THE PROJECT "MODERN DIGITAL EDUCATIONAL ENVIRONMENT"
© 2019
Ambrosenko Nickolai Dmitrievich, candidate of technical sciences, associate professor, docent of the department "Information technology and mathematical support of information systems" Skuratova Olga Nickolaevna, engineer-programmer Shmeleva Zhanna Nickolaevna, candidate of philosophical sciences, associate professor, docent of the department of "Foreign Language" Krasnoyarsk State Agrarian University (660049, Russia, Krasnoyarsk, pr. Mira 90, e-mail: [email protected])
Abstract. The article gives the analysis of the results on the first stage of the "Modern digital educational environment in the Russian Federation" project, generalizes the experience of using online courses and develops the action plan for the further development of online learning at the regional level. The research is based on general theoretical and empirical research methods, such as analysis and synthesis of theoretical experience available in the literature, as well as the results of online training of a group of students in the following courses: Russian language, philosophy and physical education on the platform of open education. The review of key indicators implementation on the first stage of the priority project "Modern digital educational environment in the Russian Federation" is given. The project activities and their annotations of the University participation program in the development of the regional center of online learning competencies are considered. The results of the study may be of interest to teachers involved in the process of creating and using mass open online courses.
Keywords: electronic information educational environment; online learning; regional center of online learning competencies; priority project "Modern digital educational environment in the Russian Federation".
Statement of the problem in general and its connection with important scientific and practical tasks. One of the strategically important activities of any university nowadays is to increase the educational resources and information potential of the educational institution. It is no coincidence that information and methodological support of the educational process, including the use of electronic educational platform LMS Moodle, is an indicator of the state accreditation by "Rosobrnadzor" and recognition of the educational institution effectiveness of. The project in the field of education "Modern digital educational environment in the Russian Federation" was approved as a priority direction on October 25, 2016 at the governmental meeting on strategic development of the Russian Federation. The main objective of it is to ensure availability, relevance and quality of education for all categories of the population of the Russian Federation on the basis of online learning technologies. In 2017, the Ministry of education and science held a competition in six areas of the project. As a result of the competition, the winners of the project were determined. 16 leading universities that have won grants from the Ministry of education and science of the Russian Federation are now taking part in the implementation of the priority project "Modern digital educational environment in the Russian Federation". The resource providing access to online courses on the principle of "one window"
been created and is being tested as part of the project. After registration, the user gets access to online courses contained in the register of the portal.
The project stipulates the training of educational institution employees in order to improve their competence in the field of creation and use of online training courses. The increase in the number of available online courses, the growth of the online training efficiency, the expansion of opportunities for the online courses development in the formal education system will allow to train 11 million people with the help of online courses by 2025.
The purpose of the authors is to analyze the achieved results on the first stage of "Modern digital educational environment in the Russian Federation" project. The process of developing a quality assessment system for online courses and online platforms is being actively carried out. During the first phase, the system created by Ural Federal University was implemented on three online platforms, including the "one window" resource. As of the end of 2017, more than 300 online courses passed the quality assessment, and about 200 were under examination. For the moment, the number of online courses that have passed the quality assessment exceeds 470 units. Higher School of Economics has developed the methodology and tools for psychometric analysis of online courses developed to improve the effectiveness of online
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Azimuth of Scientific Research: Pedagogy and Psychology. 2019. Т. 8. № 1(26)
педагогические науки
Амбросенко Николай Дмитриевич, Скуратова Ольга Николаевна, Шмелева Жанна Николаевна ПРЕДВАРИТЕЛЬНЫЕ ИТОГИ УЧАСТИЯ УНИВЕРСИТЕТА В РЕАЛИЗАЦИИ ПРОЕКТА ...
courses. Testing of methods and tools was conducted for 50 online courses at 15 universities. In 2018, the automated service that will allow the analysis of online courses installed on the "one window" resource will be created on the basis of psychometric analysis tools.
By this time the experts have done a great job on the creation of online courses and simulators, providing the formation of teachers' competencies in the field of online learning. The project team of Russian Presidential Academy of National Economy and Public Administration has developed seven online courses, where 300 experts-content developers, heads of educational institutions, IT-specialists and methodologists were trained during the first stage. Ural Federal University faculty members developed eight training programmes in the use of online courses, which were attended by 350 teachers. Moscow Institute of Physics and Technology elaborated 12 individual course modules dedicated to the skills of creation and implementation of massive open online courses. The number of teachers who received training and obtained the document confirming successful completion of training amounted to 152 people.
Analysis of recent studies and publications where aspects of the problem are shown. Having analyzed the literature on the distant learning, we can say that by nowadays, the issues of transition to distance learning and opportunities for the development of online courses is covered in the works of scientists in terms of the choice of distance learning system and its levels (Astakhova T. A., Bashmakova I. S., Karacharova T.A., Krasovskaya A.V., Kushcheva N.B.) [1,2,3,4,5], in terms of process optimization (Gorozhanov A. I., Devterova Z. R., Makhieva M. E., Furda A. B.) [6,7,8,9]. Scientists consider the possibility of the replacement of the traditional universities by online courses (Voronin E. V., Redko N.I.) [10], investigate the attitude of people to online training (Avdonina D. S., Bochkareva, Yu.V., Golubeva O. V.) [11] and its influence on the personality self-development (Krechetnikov K.G.) [12], as well as experience in the use of the Moodle platform in the educational environment of the university with the purpose of competences formation (Khudoley N. V., Olentsova J. A., Kapsargina S. A., Chernotalova K. L., Goncharenko E. E. Bragina Z. V., Krylova N. G., Timonin A. Yu.) [13-16]. The Federal Law "On education in the Russian Federation № 273" [17] and other regulatory acts define the legal framework governing the use of e-learning (EL), distance learning technologies (DLT) in the implementation of basic educational programs. The target indicators of the priority project "Modern digital educational environment in the Russian Federation" are given in the project passport [18]. The first results of the project were announced by the Ministry of education and science [19]. Functioning in an educational institution of modern electronic information and educational environment [20] that meets the requirements of the Federal state educational standard of higher education is a prerequisite for the implementation of EL and DLT. On the basis of the conducted survey of the participants of the training course "The use of Mass open online courses (MOOC) in the educational process", Siberian regional center of online education competence of Siberian Federal University defined the main activities of the project in 2019.
The purpose of the article is to show and analyze the preliminary results of the university participation in the project "Modern digital educational environment" and show its effectiveness.
Presentation of the main research material with full justification of the scientific results. As a result of the implementation of the first stage of the priority project "Modern digital educational environment in Russia", ten regional centers of competence in the field of online learning have been created on the basis of leading universities. By the end of 2017, more than three and a half thousand teachers from forty-eight regions have learned to create and use digital tools in their work. The main goal of the Siberian regional center of online education competence is not only to conduct professional training of teachers, but also to create and develop
of a comprehensive infrastructure of online education in the regions of Russia.
In 2017, FSBEI of HE "Krasnoyarsk state agrarian university" concluded an agreement with Siberian Federal University (one of the winners of the competition) on cooperation in the framework of the project to create a regional Competence center in the field of online learning (priority project "Modern digital educational environment in the Russian Federation"). As part of the agreement, 106 students took online courses: Russian language (developed by Tomsk Polytechnic University), philosophy and physical education (developed St. Petersburg Polytechnic University named after by Peter the Great), on the platform of open education https://courses.openedu.ru. Within the framework of the project agreement, 25 teachers and staff of the university took refresher courses in Siberian Federal University.
Relatively little experience in the use of online courses revealed a number of risks associated with their practical application in the educational process by categories of the educational process participants. For students the risks are connected with: the lack of face-to-face communication with the teacher; getting low-quality education; the lack of motivation. For teachers: the unclaimed teaching staff; the possibility of substitution of the student's personality; the lack of timely face-to-face contact with students. For the university: the loss of relevance of the university as a place to gain knowledge; the competition of universities; the reduced education quality. For parents: the low-quality education; the financial alertness; the lack of control. For the employer: non-compliance of labor competencies; the need to verify the results of training; the lack of practical skills.
Let's analyze the existing models of integration of Mass open online courses (MOOC) in the educational process in the disciplines of the curriculum of the educational program:
Model 1 "The application of mass open online course (MOOC) as additional material"
- MOOC - additional teaching material (additional material for individualization of training);
- The use of MOOC does not require financial costs;
- The use of MOOC does not change the workload of the teacher (material for active learning in the classroom);
- The use of MOOC is not mandatory for the student.
Model 2 "Blended learning with the use of the MOOC
for the development of the discipline/module" (the model of "flipped classroom")
- The training process uses only part of the online course in the public domain (transfer of individual MOOC topics);
- The use of MOOC does not require the conclusion of agreements with the organization-developer (replacement of the classroom lectures);
- The use of MOOC involves organizational and methodological support of training (replacement of the classroom or practical seminars).
Model 3 "Blended learning based on MOOC with the current and intermediate control
- MOOC development is based on the agreement on network interaction between the two educational institutions;
- The use of MOOC involves the transfer of learning outcomes;
- The use of MOOC involves organizational and methodological support of training by the teacher.
Model 4 "E-learning model using online course and fulltime organizational and technical tutor support"
- The use of MOOC involves tutor technical support;
- When using MOOC the discipline of the Educational program is not implemented in the face-to-face format;
- The use of MOOC involves reducing the workload of the teacher;
- In order to use MOOC, it is necessary to conclude an agreement on the network form of the Educational program implementation.
Table 1 presents a comparative analysis of the models of the use of Mass open online courses in the educational process.
Ambrosenko Nickolai Dmitrievich, Skuratova Olga Nickolaevna, Shmeleva Zhanna Nickolaevna PRELIMINARY RESULTS OF THE UNIVERSITY PARTICIPATION IN THE PROJECT ..
pedagogical sciences
Table 1 - Analysis of MOOC models
Models of MOOC use
Model 1
"MOOC-
support"
Model 2
"Discipline
MOOC"
Model 3
"MOOC+
Discipline"
Model 4 "Exclusively
Allows the teacher and the student to test MOOC training material in practice, to replenish the content of the discipline for the student's self-work. The use of MOOC doe snot require the financial costs from the educational institution. The model does not require the conclusion of agreements with the educational organization, the developer ofthe used
Replacement ofthe intermediate attestation ofthe course. The transfer ofthe educational process fully in Electronic information and educational environment (EEEE). Raising additional funds in the case of developing your MOOC.
Building individual learning paths. Development of students' information and communication skills.
Experience exchange of teachers from various universities. The use ofthe best pedagogical practices in the educational
The use of MOOC is not mandatory for the student. The complexity ofthe teacher's control on the implementation of student's self-work. The teacher will need a certain amount of time to pick up online courses.
It provides for the integration into the educational process only of an online
publicly available on the portal and does not re quire the identification ofthe student.
In the implementation of this model, the educational organization pays for the training of its students at another university, if it is not its own MOOC.
High requirements for the reliability of the university Electronic information and educational environment (EIEE). Selection and training of tutors.
Risks of this Model use
Insuffi ci ent m oriv an on of students to self-study of e du cati onal material.
Risks associated with the integration of MOOC into the Work program ofthe discipline.
Reducing ofthe workload of university teachers. Additional costs for development of own MOOCs
MOOC assumes tutor technical support and reduction ofthe faculty members' workload. Hence, there is a risk of non-compliance with the faculty members/support staff ratio.
Or the risk of failure to comply with the mandatory requirements of the Federal educational standard to the functioning of the Electronic information and educational environment (EIEE) ofthe educational institution in the case of insufficiently qualified technical personnel.
Key criteria for MOOC selection
Correspondence of MOOC to the direction of training and results of training on full-time di s ciplin e. 'modul e.
Correspondence of MOOC to the direction of training and results of training on full-time di s ciplin e. module.
Appropriate organizational and methodological support of training by the teacher.
The presence ofthe regulatory framework forthe use of E-learning and MOOC. The ability to trans fer the re suits ofthe development ofMOOCsinthe disciplines of Educational program. The degree of students' readiness to work in an online environment and their focus on
On the basis of the analysis of models on the example of one discipline according to the work plan we made the choice of the MOOC model, on the platform: single window aggregator (https://mooped.net/local/coursemanage/course-info.php?id=99). The online course was selected, the rationale for the choice of MOOC model was made and the criteria for the selection of the online course were given (Table 2).
Table 2 - Choice of MOOC
Justification of
the choice of
model and
Brief description ofthe The model for Description of Selected MOOC MOOC on the
discipline MOOC use MOOC use basis of selection criteria specified inparti of the task
Results ofleaming: Model 1 1 .Itis plannedtouse Name:Informatics. Part I: Model 1 is
To know: "Application as students' self-work Theoretical sections chosen for the
□ basic concepts of of mass open on Module 2 ofthe Platform: single window purpose of
information online course discipline, a 5 aggregator a ccumulation o f
technologies; (MOOC) as a dditional mat erial Link: experience of use
□ concepts of additional for in-depth study of http s:.'.'mo opednet'lo cal' cours of MOOC by the
automation of material". the discipline emanage c ourseinfo .php ?id=9 teacher and
information pro cesses 2.To use the 9 students, the
in management; Module 2 of following MOOC Learning outcome: conclusion ofthe
□ tasks ofinfoimation the discipline: topics: 1) the differencebetweenthe contract on use of
technology "Computer "...Topic 2.Techiucal information from the data and MOOC is not
managemert; networks" means of information any messages, required {primary
□ content, stages of processes 2) learning how to evaluate registration is
development and implementation the quantitative characteristics required). Itis
results of design stages 2.6.Computer of information in different plannedtouse as
of automated network types of data (text, sound, students' self-
information systems 2.7. The basics of images) and le am how to work on module
(AIS): information make y our message as 2 of discipline.
□ the role ofthe end security.. informative aspossible; additional
user in the AIS design 3 .For intermediate 3) leam that the number of material for in-
process; control of knowledge "trillion" in different depth study of
Work content: 144 to use test tasks countries, there are huge the module of
hours/4 credit units differences; discipline
Terms of 4) learning that even the most l.MOOC
implementation: € complex calculations in digital corresponds to
semester devices are organized on the the direction of
Direction oftraining: basis of only two logical training 38.03.03.
38.03.03 "Personnel operations; "Personnel
Management" 5) you will be guided in the choice of programs and equipment for specific tasks; 6) understanding of the organization ofthe Internet and what is important in setting up yournetwork to work effectively in it; Laborinput: 14 weeks. Implementation p erio d: starting date ofthe course: Monday, 10 September 2018 Direction oftraining: 38.03.03 managemert" 2. The topics of lectures and the Bank oftest tasks partially coincide. There are videos and presentations of lectures 2.The complexity ofthe discipline is about the same
Name of the discipline that you plan to implement
using MOOC: "Information technologies in personnel management", training direction 38.03.03 "Personnel Management»
In 2018, a regional network of the competence center was created; it included the leading universities of the Krasnoyarsk territory, the republics of Tuva and Khakassia: Norilsk State Industrial Institute; Krasnoyarsk State Pedagogical University named after V.P. Astafiev; Siberian State University of Science and Technology named after academician M. F. Reshetnev; Krasnoyarsk State Agrarian University; Siberian Federal University; Siberian Law Institute of MIA of the Russian Federation; Krasnoyarsk State Medical University named after V.F. Voyno-Yasenetsky; Khakass State University named after N. F. Katanov; Tuvinian State University; the Organization of Secondary Professional Education in the Krasnoyarsk territory.
Activities for the development of online training at the regional level: creation of online courses, including within the framework of cooperation: full-cycle online training courses, courses on the mixed model, etc.
1. Branch specialization of online training, targeted (personalized) support of teachers.
2. Development of network training programs (cooperation with universities and big business).
3. Regional online learning platform (including for the corporate sector).
4. Training programs for advanced training of teachers, developed by the methods of creation and use of online courses in the implementation of basic educational programs of full-time and part-time training (since 2017): conducting training using existing online courses on the basis of the center of additional professional education of the Krasnoyarsk state agrarian university by specialists of Siberian regional center of online education competence of Siberian Federal University; development of a series of courses for further step-by-step professional development of employees on the use of online training by educational institutions of higher education and secondary vocational education located in the Krasnoyarsk territory, the republics of Tuva and Khakassia; accumulation and storage of data of students on online courses and received a certificate.
5. Creation of standard solutions to ensure the webcasts, open classes, conferences, seminars, meetings. Active consulting and development of measures to increase the interest and motivation of employees who have been trained in advanced training programs to create high-quality online courses in the disciplines of basic educational programs for all forms of training: determining the optimal hardware and software, bandwidth of data channels; effective use of the created online courses in the framework of; assistance in the development of technological possibilities of the equipment, Siberian regional center of online education competence of Siberian Federal University and access points; the competition of developments in the field of e-learning and distance education technologies; conducting of the conference among the creators of online courses by discussing the possibilities of online learning, replication of best practices.
6. Development of the information space of the educational environment: development and continuous introduction into the educational process of competitive e-learning courses for the development of online learning; accounting and creation of a register of online courses of educational organizations of the Krasnoyarsk territory, the Republics of Khakassia and Tuva.
7. Examination of the content and design of e-learning courses: checking of all courses for compliance with the developed requirements within the existing indicators in the university of an effective contract.
8. Integration of information systems 1C: University of PROF, LMS Moodle with GIS "Contingent" and resource "One window": development of regulations on the interaction of the online learning system with the system of
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Azimuth of Scientific Research: Pedagogy and Psychology. 2019. T 8. № 1(26)
педагогические науки
Амбросенко Николай Дмитриевич, Скуратова Ольга Николаевна, Шмелева Жанна Николаевна ПРЕДВАРИТЕЛЬНЫЕ ИТОГИ УЧАСТИЯ УНИВЕРСИТЕТА В РЕАЛИЗАЦИИ ПРОЕКТА ...
automation of the educational process, which determines the requirements for software and information components of systems, exchange protocols, the necessary hardware, database requirements, characteristics of components and interfaces, the allocation of centralized services.
9. Organization of online training and user support in the system that provides the use of online courses on the principle of "one window", the definition of individual educational trajectories of students: mass involvement of students, graduate students and teaching staff in innovation and entrepreneurship.
10. Dissemination of experience in organizing online training in the region and beyond: transfer of experience through scientific and methodological activities of different types.
11. Creation of a technological environment for the functioning of the online learning system, administration of software and hardware, ensuring the efficiency of telecommunications infrastructure, creating conditions for information security: the creation of a single technological unit of information storage and electronic document management.
12. Information support of students on the formation of training skills with the use of online courses with placement on the main website of the University instructions and video lessons: creation on the official website of the University www.kgau.ru Siberian regional center of online education competence section on online learning and its development.
13. Generalization of the results of participation of teachers and students in the creation of the use of online courses on "one window" principle: Systematization and analysis of documents reflecting the results of participation.
In conclusion, it should be said that the effectiveness of the creation of online courses at the initial stage is confirmed by the number of enrolled students on the National platform of open education: 14 online courses involved 79 534 students. In March 2018, the Higher school of Economics jointly with the Ural Federal University commissioned by the Ministry of education and science to implement the project "Research of new forms of organization of the educational process using open online courses". In the framework of the project the first pilot study on the effectiveness of Mass open online courses as an alternative to traditional University courses was conducted.
Students of three regional universities studying in the direction of "Mechanical engineering" and "Construction" were invited to learn two mandatory courses in different formats: the first group of students was trained in the traditional format, the second watched lectures online and came to face-to-face seminars, the third group mastered the entire course online, communicating with teachers only at the forum. After completing the course, students from all three groups took the same exam. The results showed that the format of training does not affect the level of development of the discipline, and there are no differences in the subjective assessment of students of their knowledge of the course, depending on the method of development of the material.
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Статья поступила в редакцию 29.01.2019 Статья принята к публикации 27.02.2019
