CC BY
46
ПЕДАГОГИКА
УДК 378.1
V. S. Mkrttchian, O. Graumann, О. N. Ponomariova
TRIPLE H-AVATAR CLOUD PLATFORM BASED PLUG-ONTOLOGY AS A GATEWAY TO IMPROVEMENT OF FEEDBACK CONTROL
Abstract.
Background. Since September 2010 the Internet University of management and information-communication technology (HHH University, Sydney, Australia) is developing a multi-instrumental Technology Platform (MITP) for creation and management of a distributed cloud computing environment TRIPLE H-AVATAR. The MITP is a complex of distributed computing software designed for: creation, execution and management of application services and composite applications based on them in a cloud computing environment, management of computing, information, and software resources of a distributed computing environments within the cloud computing model. The purpose of this article is to show the possibility of using the platform model ontology as a portal to improve the feedback control in the sliding mode.
Materials and methods. When controlling dynamic systems, which include the process of learning, one often seeks to achieve the optimum in some sense or another. The optimality criterion can be a minimum of transition from one state to another. It is is a natural requirement of continuity and smoothness of the transition. Requirement of the minimum of time and smoothness of the transition process is a significant constraint in development of stable algorithms. For the purpose of learning management the authors a management algorithm using the sliding mode.
The management method using the slide mode is simple and highly reliable because it involves forcing management to cause the process to flow in a definite path, defined by the developer.
Results. The authors described the process of teacher-student interaction in a virtual environment. A structure of elements in the environment is associated with the process of learning. The technology of implementation of the learning process is developed. The structure of the studied subjects is given. The logical relationships in the process of learning and the training algorithm are described. Th article also describes the features of the student in the environment where thesliding mode management is deliberately introduced. The structure of input elements on the cloud platform in the sliding mode is substantiated.
Conclusions. To improve the feedback control of the Internet community the authors suggested to use the cloud platform in the sliding modes with avatars created by the well-known “hhh” technology education and HHH University Cloud Serviced Bus as a gateway to the cloud platform. The semantic center of the HHH University Cloud Serviced Bus is a cloud-based platform and the environment for distant learning.
Key word: Information and Communication Technology Processes; Virtual Learning Space; Virtual Learning Environment; Information Knowledge Management System; Ontology; Sliding Mode; Cloud Education Technology.
В. С. Мкртчян, О. Грауманн, О. Н. Пономарёва
ОБЛАЧНАЯ ПЛАТФОРМА TRIPLE H-AVATAR, ОСНОВАННАЯ НА МОДЕЛИ ОНТОЛОГИИ В КАЧЕСТВЕ ПОРТАЛА ДЛЯ УЛУЧШЕНИЯ ОБРАТНОЙ СВЯЗИ УПРАВЛЕНИЯ
Аннотация.
Актуальность и цели. Начиная с сентября 2010 г. в Интернет-университете управления и информационно-коммуникационных технологи (HHH University, Сидней, Австралия) ведётся разработка многопрофильной инструментальнотехнологической платформы (МИТП) создания и управления распределённой средой облачных вычислений TRIPLE H-AVATAR. МИТП представляет собой комплекс программного обеспечения распределённых вычислений, предназначенный: для создания, исполнения и управления прикладными сервисами и композитными приложениями на их основе в среде облачных вычислений; для управления вычислительными, информационными и программными ресурсами распределённой вычислительной среды в рамках модели облачных вычислений. Цель статьи - показать возможности платформы, используя модели онтологии в качестве портала для улучшения обратной связи управления в скользящем режиме.
Материалы и методы. При управлении динамическими системами, к которым по праву следует отнести процесс обучения, часто ставится задача достижения оптимума в том или ином смысле. Критерием оптимальности может выступать минимум переходного процесса из одного состояния в другое. Естественным является требование непрерывности и гладкости такого перехода. Требование минимальности времени переходного процесса и гладкости является существенным ограничением при разработке устойчивых алгоритмов. Для целей управления траекторией обучения предложен алгоритм управления с использованием скользящего режима. Способ управления с использованием скольжения отличается простотой и высокой надёжностью, поскольку он предполагает вынуждающее управление, заставляющее процесс протекать по определённой траектории, заданной разработчиком.
Результаты. Описан процесс взаимодействия «обучающийся - преподаватель» в виртуальной среде. Создана структура элементов в этой среде, связанных с процессом обучения. Разработана технология реализации процесса обучения. Дана структура изучаемой дисциплины. Описаны логические связи в процессе обучения. Дано описание обучающего алгоритма. Представлено действие студента в среде, где преднамеренно введён скользящий режим управления. Обоснована структура вводимых элементов на облачной платформе в скользящем режиме.
Выводы. Для улучшения управления с обратной связью интернет-сообщества в качестве шлюза для облачной платформы предлагается использовать облачную платформу TRIPLE H-AVATAR на скользящих режимах с аватарами, созданными по технология обучения «hhh». Смысловым центром HHH университета являются облачная платформа и среда дистанционного обучения.
Ключевые слова: информационные и коммуникационные технологии, виртуальное образование, виртуальная обучающая среда, информационные системы управления знаниями, онтология, скользящий режим, облачные технологии обучения.
INTRODUCTION
Under the information and communication technology processes (ICT processes) refers to business processes manage and control all the activities in the
field of ICT, including life-cycle processes integrated circuits (ICS), the processes of quality management, change management processes, processes of learning and obtaining knowledge and etc. Process approach allows considering IT management with unified methodological positions and in the same time offers a series of practical tools applicable for a wide range of management tasks. Wide distribution of the process approach to management of ICT led to a number of process-oriented interrelated methods and standards, components now holistic body of knowledge, familiarity with which needed as managers in the field of ICT and ICT specialists. The article material can be regarded as an introductory and does not require any preliminary special knowledge. All the forms of modern education occur within the paradigm of interaction between the student-teacher. This paradigm defines a set of technologies, both the process of learning and interaction [1, 2].
The word «technology» comes from Greek and means a science, a set of methods and techniques of processing of raw materials, semi-finished products, products and converting them into commodities. Modern understanding of the word and includes the application of scientific and engineering knowledge in solving practical problems.
BACKGROUND
The primary means of ICT for informational environment of any education system is a personal computer, which is determined by the installed software. The main categories of software are system software, application software and tools for software development. To system programs, primarily include operating systems that provide interoperability with all other programs with the equipment and the interaction of the user's personal computer with software. In this category also include overhead or service programs. The applications include software which is the tools of information technologies - technologies of work with text, graphics, tables etc.
In modern systems of education, widespread universal office applications and ICT tools: word processors, spreadsheets, training, presentations, database management systems, organizers, graphical and mathematical software packages, etc.
In the Internet there are other ICT tools, which include e-mail, mailing lists, newsgroups, chat, specialized websites and portals. Special programs have been developed for communication in real time, allowing after establishing a connection to transmit the text input from the keyboard and sound, image and any files. These programs allow you to organize joint work with remote users with the program that is running on the local computer. With the help of special equipment and software via the Internet you can conduct audio and video conferencing.
To ensure effective information search in telecommunication networks are automated search tools, which aim to collect data on information resources of the global computer network and provide users with a service quick search. Using search engines can search for documents of the World Wide Web, multimedia files and software, address information on organizations and people.
With the help of a network of ICT tools is possible a wide access to educational-methodological and scientific information, the organization of operational advice, modeling and research activities, and organization of virtual training sessions (seminars, lectures) in the real-time mode.
MAIN FOCUS IN THE PAPER Issues, Controversies, Problems
Currently educational activity is impossible without application of information technologies by:
1. The Internet allows each participant of the educational process to receive the necessary information at any time and from various places of residence.
2. Information space links educational technology and all participants in the educational process (teacher-student).
3. The possibility of using a managed information educational resources to enable the student to actively participate in the learning process and the teacher to control the learning process and its control.
The traditional scheme of education, currently varies, new technologies and paradigms in educational activities. New forms of education include interactivity and cooperation in the process of training the student and the teacher. This is possible due to the possibility of:
- Technical (kind of used computer equipment and means of communication);
- Program-technical (software tools support the implemented technologies of training);
- Organizational-methodical (organization of educational process and the relevant information material).
A characteristic feature of a modern educational environment is the possibility of students and teachers access to teaching materials, educational multimedia complexes, and library and Internet resources all over the world at any time and in any point of space. Training material is available.
However, there is no adequate provision of contact of a student with a teacher in online or offline mode. Contacts are more online, face-to-face student-teacher. Such contacts is limited time resources a teacher. This imposes significant imprint on the possibility of development of the student.
Modern paradigms require consideration of student-oriented teaching methods, which includes:
1. Flexibility - the student is free to independently plan the time, place and duration of training.
2. Modularity - learning materials are available in the form of modules, which allows the trainee to generate the trajectory of his training that suits your needs and capabilities.
3. Availability is independent of the geographical and temporal position of the student and the educational institution cannot limit the educational needs of the population of the country.
4. Profitability and economic efficiency is manifested by reducing the cost of areas of educational institutions, economy of resources, time, and material (printing, copying materials and other).
5. Mobility - effective implementation of the feedback between teacher and learner is one of the main requirements and the reasons of the success of the process UP.
6. Coverage - simultaneous appeal to many sources of educational information (electronic libraries, data banks, knowledge bases and other) of a large number of students.
7. Manufacturability of - use in the educational process of the latest information and telecommunication technologies.
8. Social equality - equal educational opportunities regardless of place of residence, state of health, elitism and material security of the learner.
9. Internationality - export and import of world achievements in the market of educational services.
Modern information technologies allow us to go from reproductive approach to training (transfer of knowledge from one head to another, from teacher to students), to the creative model (application of their knowledge, revealing their creative abilities, analysis, and making independent decisions of tasks).
Development of educational information technology is directly connected with the training efficiency. Determination of the efficiency of the method, technology training includes the measurement of the achieved results, costs, resources and time on his achievement. Evaluation of the effectiveness of teaching methods with the application of information technologies
In our opinion, the development of education is;
- With the implementation of the virtual educational environment;
- With the integration of information technologies in education, supporting processes of learning, research, and organizational management;
- With the construction of the information space linking the student and the teacher.
This would solve many problems facing the modern education due to the change of status information environment education, presenting new opportunities for the development of student's personality and growth of efficiency of training.
One of the ways to improve the system of higher education is the development and use of new learning technologies. New technology may be an approach based on the use of virtual learning spaces. Virtual space will be managed by the corresponding virtual teams (avatars teachers and students). In virtual space, the formation of the skills and the skills of the work of students is at any time and regardless of their remoteness from each other. Accordingly, there appears a necessity of creation of the concept of learning in this virtual space, staff training, creation of appropriate e-learning, test and control materials, supervision of virtual interaction of students in the framework of students teams. The creation of virtual teams is connected with the development of «intelligent teams, the members of which are in contact among themselves and with the teacher via a computer (a computer with a digital camera and computer networks.
We assume that the work and training in such a team is characterized by flexible redistribution of roles and responsibilities between its members (unlike the clear standardize joint activity in real collectives, such as time, when all at the same time, despite the possibilities, should come to pass the exam or test).
Prerequisites for the creation of virtual learning teams already created due to certain standards of the Internet and relevant hardware and software.
The distinction of the concepts of «team» and «collective» is a task more complex due to their mutual facilities to small groups, as well as the availability of a number of matching characteristics, which include: the interrelatedness and interdependence of its members, self-discipline, and the interest of each participant in the joint activity, clear distribution of functions, rights and duties.
Some steps in this direction have been already made major world universities, which have switched to so-called open forms of training through the Internet.
These include: a system of open courses Massachusetts Institute of Technology (MIT Open Course Ware [http://ocw.mit.edu/index.htm], a system of open video and audio courses at the University of California at Berkeley, UC Berkeley [http:// webcast.berkeley.edu/] open online courses Yale [http://oyc.yale.edu/].
Solutions and Recommendations
Technology for learning in a virtual learning space consists of a series of cycles, the passage of which provides a gradual process of acquiring knowledge each team member. Each cycle consists of three stages: 1) preparatory phase; 2) the stage of application of the material studied in practice, and 3) the stage of the estimation results.
During the preparatory stage of the cycle, before the students the task of reading the content component of the training course (all the necessary materials should be prepared in advance and be on the server). In certain time intervals, teacher (in the form of an avatar) collects students in a virtual learning space, giving information about the course assignments and tests.
Bo The primary control of individual readiness of each student is required to assess the readiness to move to the next stage, the stage of application of the material they have learned in practice. In the virtual learning space (VLS) each of the students has the ability to perform a test translation as much time as you need to perform. Thus, each student has its own trajectory for loops. During the passage of students learning cycles, the teacher has the opportunity to conduct a first preliminary assessment, comparing and commenting on the interim work of each member of the team, then the final one. In ops opportunity of training for each student an individual approach to education (additional lectures, test and control the job).
The basic tasks to the implementation of such technologies come to:
1) Need to reorganize the existing training courses;
2) High requirements to the software and technical support to ensure maximum interactivity of the process of formation of virtual teams and training;
3) Theoretical and practical elaboration of technologies of formation of virtual teams and individual support team members;
4) Training of their teaching staff to perform the role of virtual teachers;
5) Assessment and preparation of training materials covering heterogeneous material studied courses taking into account the different levels of knowledge and skills of students, components team.
We have developed the concept of interaction pupil-teacher in the framework of the VLS. As a student (ST) and teacher (TE) have the possibility of communication in the VLS directly or through their own avatars. Communication ST and TE take place within the limits specified by the standard deviation (system control of communication - SCC). SCC provides feedback between VLS and STP (System of tasks preparation). STP regulates the learning process (stages: lectures, tests, control). STP builds a process of education on the recommendations KTS (Knowledge testing system). Knowledge testing system evaluates the condition (level) knowledge of the ST and the compliance of the knowledge of the number and level of competences. The role of TE in this process is controlling. STP chooses plan (trajectory) training TE and issues the appropriate materials stored in KB (knowledge base). Administration of knowledge Base and STP be taught by a teacher (technical administration, we do not consider). All issued by the job, the results of ST and TE, activity ST are recorded in the database (the database).
Model of teaching students in a virtual environment based on the use of knowledge management systems (the ontological approach) requires the organization of the architecture of the educational system in three interacting levels:
1. The parse (object) level - organization of storage of heterogeneous sources of knowledge: text, data, Meta description sources in the knowledge base.
2. Semantic (conceptual) level - definition categorization of knowledge, a total for all sources of knowledge in this direction of the study (development of the ontology of knowledge, which means the separation of the main categories of knowledge and rules of interpretation of semantics).
3. Pragmatic level (application tier) to define the information needs of users and profiles of their knowledge (defines the context for processing, analysis and decision-making).
The main intellectual tasks, which are solved by the system of knowledge management in virtual education include:
1. Search of educational material in the virtual educational space.
2. Generation and automated checking of control tests.
3. Generation of e-learning courses.
4. Consultation, collective learning and development projects.
Technology training in a virtual environment involves the use of strategies
and methods derived from anthologies of knowledge to solving the learning task. This process includes the following sub-processes:
1. Situation analysis, objectives, characteristics of the trainees and received restrictions.
2. Selection of the application of learning strategies.
3. Selection of the application of educational material.
4. Evaluation of the effectiveness of the process and the result.
Knowledge model is used for the compilation of descriptions of objects in
the information knowledge management system (HMIS) and building search queries students taking into account the meaning of the concepts helps to Orient in the subject area of training. As a rule, in any space of knowledge, you can highlight a few areas. Each of the areas of knowledge can be developed own ontology. The narrowing of the scale models of knowledge framework specific area leads to simplification of the ontology and allows to attract to the development of the ontology of experts narrow specialization, and thus to build a more effective ontology.
Implementation of this direction makes raise technologies engineering knowledge. There are two basic models for representation of knowledge - the Resource Description Framework (RDF) and Web Ontology Language (OWL). RDF model is analogous to the semantic web. A basic concept of RDF is that of resources, relationships between resources, also called predicates and the properties and approval, representing a triad of «resource - subject - related - resource-object». OWL is a model based on the RDF in the form of a set of selected terms, basic concepts which are class, property and class instance, which in terms of knowledge engineering is generally called frames. OWL allows you to enter the required domain classes (concepts), specify their properties and relationships, and describe them (classes, properties, relationships) characteristics.
Languages RDF and OWL is now better positioned as languages for describing web pages for their search engines and other programs.
Ontology building is a complex and time consuming process. To facilitate have begun to create the software environment for the process of developing onto-
logies. They provide interfaces that allow carrying out the conceptualization, implementation, checking consistency and documentation.
The life cycle of anthologies can be divided into cycles:
1. The process of developing ontologies.
2. Techniques and methodologies for building ontologies.
3. Support ontologies, modification, maintenance and support.
The formation of a virtual learning environment (VLE) suggests together the expertise of the teaching staff of educational institutions, science and business. This substantially increases the role of the processes of formation and knowledge management. Management calls for the formation of knowledge (required material for the study of discipline), system of submission of this information to the consumer in accordance with prescribed rules, systems of the control of knowledge and competences obtained, as well as the feedback between these systems. Feedback should let go from the rigid system of information during training to adaptable system which allows taking into account individual customer's possibilities. Knowledge management in such a system (VLE) is not only important but also very complicated technological problem. The traditional way the curriculum is based on compliance with a set of specified qualifying characteristics of specialties. Collection of academic disciplines corresponding to the qualification is General curriculum of a particular occupation. At the level of curriculum entire volume of concepts and terms in specific disciplines cannot be fully unify the frame of the University, if the course is distributed in different specialties. This leads to the creation of educational-methodic complexes, which are difficult to adapt to standard conditions and individual needs of students. From the point of view of the object paradigm of learning, every subject (object) is a complete semantic element common knowledge that has independent value. Of particular disciplines are prepared specific training sequences that are appropriate to the students taking into account the different, often sectoral, training needs. This allows you to go from slightly modified disciplines to a multitude of possible reusable learning objects. One of the distinguishing features of this approach is the opportunity to lead the development and modernization of discipline by different authors.
Knowledge base VLE contain formalized set of training materials (texts, illustrations, video and other), of which, in accordance with the request of the user (student or training), formed electronic kits knowledge (EKK) on various subjects.
Module organization of educational process is linked to the creation EKK, module testing the knowledge and the feedback.
Creation module the development of learning content provides the tools for automated creation of elements EKK (textbooks, books of problems, tests, control and self-control).
Module knowledge test is intended for realization current, mid-term and final control of knowledge through testing of trainees.
Feedback module provides the ability to correct the educational process of the student depending on his tempo, a response rate and acquired knowledge.
The learner starts studying a new discipline through work with VLE. He reads a lecture material, assignments, testing and control.
Element of knowledge are the concepts. Mastering the system of ideas takes place in any educational technology. Semantically related concepts that define the studied object form the education system knowledge of the discipline. A system of
concepts can be represented as a graph whose vertices are concepts and arc-relationship between them. Hierarchically structured variety of terms to describe the study of the subject area is ontology. The ontology can be used for filling the knowledge base in the VLE.
When describing the structure of the discipline, there are no restrictions on the nesting of the blocks. Typical structure is a three level hierarchy within one lecture - Topic Section, Para. Any block of lectures can be associated with the database of the test or control of knowledge. Materials tests depend on the contents of educational materials.
On the way to study the discipline in East must build the ontological chain options of obtaining knowledge.
The transition to evaluate the quality of education through competence spawned a series of problems. Probably, the most important of them is the absence of the method of assessment of competencies. No methods, no system.
To eliminate this problem, is proposed to solve the following tasks:
1. To develop a method of evaluation of the degree of competence.
2. Create a simple feedback mechanism for analysis and competence of graduates and students.
Solving these problems is proposed in the framework of the developed model of a specialist. This model gives the opportunity to include graduate to a certain type of specialists.
When building a model of a specialist was used adapted indicator method of evaluation of the competences [3]. The main idea of this method: the level of competence manifests itself through some of the indicators. Defining by testing the indicator values, you can calculate the amount of each competency and then averaged values of competencies in each selected block. Indicators are the questions formulated in such a way that they gave contribution (manifested in different competencies. For the composition of questions used MMPI test. The original of this test contains 566 issues with two variants of answer type Yes/no, and this work used only part of the issues of this test, several converted taking into account the age of the respondents. Each variant is a combination of the average unit values of competencies («competence portrait»), reflecting a definite correlation between the degrees of maturity of different competencies, and characterizes the level of professional preparation of graduate, and his tendency to perform work of a specific type.
To get an idea of all the team as a whole in the work of the cluster analysis was used, which gives the opportunity to break all set of studied objects on a small number of classes, using as criterion for attributing graduates (objects) in one class, the closeness of the mean values of block of competences. This allows you to analyze not every person and the whole groups.
Virtual learning environment (VLE) allows you to enter a new format of teaching and learning due to the transfer of real interaction of the student teacher in the digital plane. In this case the role of a teacher and a student perform avatars that interact with each other. The learning outcomes and interaction in this format is possible to assess in digital form. This fact allows the introduction of digital methods of controlling the format of obtaining knowledge [4].
When control of dynamic systems which include the training process, often aim to achieve optimum in one way or another. The optimality criterion may protrude at least the transition process from one state to another. Natural is the re-
quirement of continuity and smoothness of the transition. The requirement of minimalism of the transient time and smoothness is a major constraint on the development of sustainable algorithms.
You know quite a lot of digital methods of management of different objects. We offer for management purposes, the trajectory of learning to use a control algorithm using sliding mode. Control method using slip differ simplicity and high reliability, as he provides compels management, forcing the process to proceed along a certain path defined by the developer.
When learning system status this level, the quality and pace of the obtained knowledge to students. In various situations, when training the necessity to adjust the learning process, that occurs during fast or slow digestion, increase or reduction of the complexity of the tasks and other.
The dynamic characteristics of the system can be well described by the phase plane, where a variable is responsible for the deviation of the measured value from the set, and the other for speed deviation. In this plane we can distinguish two trajectories: acceleration and braking. The effect of sliding occurs when changing environmental conditions occur a need for transfer from one trajectory to another. It is clear that it is impossible to instantly make this transition and due to some delays occur in the transition process. The angle of the transition trajectory must be of equal or lesser inclination angle of the tangent to the trajectory which the transition occurs. These components of the sliding mode and determine the relevance of this approach in practice and including selecting it for use in the task changes the trajectory of education in the VLE.
Student when interacting with VLE generates some events in the environment (registration, choice of the trajectory of education, the subject of methodical materials, tasks, and other). These events are classified by the Interpreter and passed on to the execution of a specific event handlers, action scripts or scenes. Handlers using the feedback system associated with the generators of certain actions, scripting, or scenes. Events can control as administrator VLE and teacher, disabling the opportunities for Sliding Mode Feedback and choosing certain actions, scripts, or scene according to certain rules.
In modern society the use of various information and cloud services is becoming an integral part of the required tasks. The use of different technologies for learning and following the trend of individualization always attracted teachers, as made it a tool automation of processes related to the definition and taking into account the personal characteristics of students. One of the variants of individualization is the need to build individual learning paths, where is possible to account not only the level of knowledge, but also the level of motivation, development specifics of memory formation of various mental operations etc.
Currently the phrase «cloud computing» is the popular one. In scientific and technical articles uses terms such as «cloud applications», «cloud services», «clouds». However, these concepts in scientific and scientific pedagogical literature are very rare.
As a result of analysis of different approaches to the definition of «cloud computing technologies, services and applications» managed to get the following wording of these concepts for use in the organization of educational activities. In the basis of «cloud computing» lie «cloud services» functions that are provided
by the vendor of cloud technologies for users. Include «cloud applications», «cloud services» and «cloud-based data storage».
Under the «cloud services» mean functionally complete set of services, provided by the vendor of cloud technologies, has its own interface and possibility of improvements in the operation without interrupting users.
Speaking of «cloud applications», we mean a complete program that runs on servers in the cloud provider, runs in its own sandbox and available for work of the user.
The number of cloud-based services is growing every day. Change their visual design, technical and software requirements, functionality etc.
In modern educational institutions widely uses information technology, based on the services provided through the Internet. And using cloud technologies in education, in particular at creation of same universities, who as a rule have a distributed infrastructure, entails rethinking the concepts of learning and teaching, the technological base of the research and management of educational institutions.
Consider the essence and main characteristics of cloud computing. There are many definitions of cloud computing:
1. This is a new paradigm, implying distributed and remote data storage and processing. It's not that other, as a large data center.
2. This is the technology of distributed data processing, in which computing resources and facilities are available to the user as an Internet service.
Based on the analysis of definitions, you can highlight the following key characteristics of cloud technologies: remote centers; united resources; scalability; pay per use; self-service.
In cloud technologies there are several approaches and models of service delivery, among them are:
- IaaS - infrastructure as a service (free provision storage resources mail functions and systems of joint work).
- PaaS - platform as a service is an integrated platform for the development, test, deploy, and maintain web applications.
- SaaS - is software as a service.
SaaS represents the greatest interest for educational institutions. In the cloud is stored not only data, but also the associated applications, and user requiring only a web browser (Google Apps for Education, Microsoft Live@edu).
The main characteristics of the SaaS model:
- Application is intended for remote use;
- One application can use multiple clients;
- Upgrade of the application can be carried out by the servicing personnel smoothly and transparently to clients.
For the client the main advantage of the SaaS model is the absence of costs associated with the installation, upgrade and maintenance of the equipment and the software running on it.
For software developers SaaS model allows you to deal effectively with using unlicensed software.
Based on our analysis, we formulate the possibilities of cloud technologies to facilitate their implementation of education:
- the organization of joint work by a large team of teachers and students from different educational institutions for the creation of information products;
- fast inclusion of the created products in the educational process due to the lack of territorial binding of the service user to the place of its provision;
- the organization of interactive lessons and collective teaching;
- execution of independent work of students, including collective projects, in the absence of restrictions on the size of the audience,» and «time schedule»;
- interaction and joint work in the circle of peers, regardless of their location (using the tools of Web 2.0, such as YouTube, wikis, blogs for remote communication);
- receiving of education by people lacking the usual features (the elderly, the disabled and others);
- creation of web - oriented laboratories in specific subject areas (mechanisms to add new resources; interactive access to the modeling tools; information resources; support for other users);
- moving to the cloud used by institutions of learning management systems (LMS, for example, Moodle);
- No new possibilities for researchers for the organization of access, development and dissemination of applied models.
When discussing the application of information technology in education the main attention is usually paid to the automation of business and educational activities, as well as, but to a lesser degree, distance learning. But such solutions are subsidiary, in relation to the formation of character. Users of such systems are in the vast majority of universities, and teachers and students use only a very small part of the functionality.
Other IT solutions are used in the walls of the universities mainly in research activity, performance of works commissioned by commercial companies, but not in the learning process. Funds allows us to change the approach to learning in the same degree to which information technologies give a possibility to upgrade the economic activities of production and business processes, organizations and enterprises, very few.
What is an IT solutions can be used to improve the quality of education? Specifically, could be helpful in training is probably one of the most discussed in the present approaches in the IT cloud services? Of course, by itself, this approach is not applied solution. However, the application of its capabilities will enable to create, apply and disseminate educational environments such application services that will become part of the curriculum and contribute to the teaching of some disciplines of significant improvements.
Education as a kind of activity places to information technology specific requirements, which is the reason for the relatively small, compared with the automation of administrative and economic activities, the depth of penetration of IT in the educational process. Developers and consumers of it solutions for the educational process can only be teachers of specific subjects. But for the wide use of such solutions require creation of the convenient interface, the preparation of clear documentation and user training. Provide IT at a sufficient scale can only specialized companies financing. Therefore, the successful development of it solutions in the learning process is possible only when you merge on common ground and centralization of development with all interested communities across the country.
You can also note the current trend of consolidation of universities, centralization and standardization of education in certain areas within schools (faculties)
within universities. Creation of Federal universities Association requires not only the managerial processes, but also teaching methods and the content of individual courses. And it is in the context of this centralization of cloud computing is becoming an approach which can ensure the realization and the wide availability of IT solutions in the composition of the curriculum.
In addition to these organizational factors in recent years in the universities, there is an accumulation of computing, purchased at the expense of budgetary funds, emitted on development of educational and research activities. In many universities were installed and commissioned computing clusters, some of them at the time of launch even included in the international rating of the TOP500 list. Download of these computing facilities within the educational process can also be solved using cloud technology.
Consider the characteristics of cloud technologies that will accelerate the onset of widespread use of IT in teaching. First of all we note such “internal” property clouds as the possibility of organizing joint work. She will participate in both the design and development of solutions for a large number of teachers and developers in separate directions from different universities. Another significant feature is the absence of a territorial binding of the service user to the place of its provision that will allow you to quickly switch solutions created in the educational process. Also, when using cloud services are missing a fundamental limitation on the size of the “audience” and the “lessons” that contributes to their use for the implementation of student independent work, including collective.
What are the specific applications services in the cloud computing environment can be applied in the part of the training courses? If to consider a wide range of disciplines, not limited to only those that include the study of the existing industrial application (for example, information technology, and other technical professions), we can distinguish two classes of solutions - simulation modeling and remote access to laboratory base.
Their implementations require a unified environment that allows and the design of appropriate services, and control its execution with the use of distributed computing resources. Such environment with user-friendly and intuitive interface allows you to quickly create, develop and use the modeling tools in different directions - from technical to social.
If we talk about the laboratory base, it is important to ensure the access of students to the contemporary scientific equipment, which held real research to the study of discipline and issues. This will allow students if not participate in the experiments, at least, observe them, and also will allow the teachers to participate in a “real” scientific life according to its disciplines. There is no necessity to each higher school buy the expensive scientific equipment. It is sufficient to provide the opportunity to participate and/or to conduct an experiment remotely and even in real time.
It is also important to establish communities of developers of services on thematic areas, and is possible, and users, which may be sold within this environment.
Starting September 2010 in Astrakhan State University and HHH University by the order of “IT” is developing a multidisciplinary instrumental-technological platform (MITP) create and manage a distributed environment cloud computing. MITP represents a complex of software distributed computing, intended for:
1. The design, implementation and management of applications services and composite applications based on them in the cloud;
2. Management of computing, information and software resources of the distributed computing environment in the framework of the cloud computing model.
Of course, MITP is designed not only to be used exclusively for educational purposes, but such use of the platform fully corresponds to its purpose and characteristics. Furthermore, created for educational purposes application services can be adapted and used in the framework of various research and development.
When creating MITP applied qualitatively new approach to building distributed computing platforms based on the technology of dynamic management of the complex program-information resources accessible through a cloud computing environment. Process control includes procedures of the building composite applications to provide solutions for complex computing tasks; initiate and control of the computing process in the framework of this application; analysis and evaluation of the result. As a consequence, MITP will have mechanisms to
- semantic description of composite applications in a distributed environment on the basis of Workflow, providing starting, running, stopping, and resuming the quest chain in manual and automatic modes, as well as the intellectual search and selection of application services for their implementation;
- dynamic control (monitoring of the state, starting applications, data transfer, load distribution) in the automatic mode set of distributed resources available in the distributed environments of different levels (from the corporate LAN to distributed networks, GRID);
- automatic optimization (on temporary and/or other characteristics) the execution process of composite applications by manipulating the choice of available computing resources and application services;
- Providing opportunities for the provision of composite applications as a cloud products in the Internet environment, including the mechanisms of the quota, billing and accounting, and interpret the results obtained (including on the basis of imaging technologies).
These mechanisms form a systematic approach to developing line of solutions, which allow building technological platform of cloud computing on existing or advanced distributed computing infrastructure same positions to ensure the entire process of software as a service (service) for a wide range of scientific and educational organizations, industry, business and the social sphere.
Even touch upon such an important moment, as sources of funding. This question, of course, is multifaceted and, if we turn to the international experience, in the first place, should be targeted grants and subsidies for training of specialists and conducting scientific research on the topics. Also it means in the form of government grants received for the implementation of specific topics, or derived from the commercialization of their own scientific and research developments in the real sector of the economy.
In conclusion, the cloud (cloud) and specialized platform for them is not a “cure-all problems”, as sometimes try to present it. But if you apply them thoughtfully, then this is a very effective tool for addressing the challenges of education.
Multidisciplinary instrumental-technological platform (MITP) create and manage a distributed environment cloud computing CLAVIRE (Cloud Applications Virtual Environment) is intended to create, execute and deliver services
access to the object-oriented high-performance composite applications running in the cloud of heterogeneous computing resources at the corporate level, the level of competence centers, data centers, emergency infrastructures computing and distributed data stores. A key component of this process was the formation of a cloud-based unified information service space of university (UISSU).
Creating a virtual platform with the ability to access from anywhere, with any device to a variety of educational services is determined HHH University is not just a desire to be at the forefront of information technology, that is also present, but also a vital necessity associated with a number of features of operation and development of the University.
All of these demands were pushed to the establishment of a centralized virtual environment with guests universal remote access, sufficient potential for scaling and adaptable to support a wide variety of educational resources and means of educational process management in the online mode. In fact task was to build a private cloud University.
The semantic center of the HHH University Cloud Serviced Bus is a cloud-based platform and environment of distance learning for the implementation of the cloud approach are used for the Xeon hypervisor and IaaS cloud platform Eucalyptus, providing load sharing capabilities between virtual machines, and add the output of cluster resources of use and other Cloud infrastructure wraps educational environment “hhh” Education technology that provides tools to create and deploy a variety of services for online learning that can be seen as a cloud-based educational platform as a service (PaaS), creating educational platforms, need to consider the peculiarities of the student audience and, as a rule, limited opportunities for IT professionals, universities, maximum ease of access and use of the solution, and administration, expansion and maintenance.
To access environment “hhh” Education technology on the target device requires only a browser, meaning users do not need to acquire special skills to work with system administrators to monitor only the centralized cloud part of the solution, since no software updates to client workplace is not required.
The platform is supports the work with personalized curriculum, the creation of interactive manuals in various formats, including support for audio and video, implementation of laboratory works, testing, and launch various applications.
The system also includes special modules for Dean and rector, allowing obtaining the statistics of different level of detail on the use of the various courses, forming schedules and performing tests. Such a view of the system «bird's eye», which provides an opportunity to dig into the data up to the individual teacher or student, allow the management of the University, on the one hand, to analyze the performance of faculty and students, and on the other, to evaluate the effectiveness of the application of the platform in the educational process.
The platform provides tools for creating new educational services; SaaS included five Russian Software Patents from Astrakhan State University and HHH University license:
1. Russian Patent # 2011613106 "Adaptive test module for distance education Moodle";
2. Russian Patent # 2011614922 "Module Virtual University for distance education Moodle";
3. Russian Patent # 2011614923 "Electronic payment module for distance education Moodle";
4. Russian Patent # 2012619459 "Program for online cloud laboratory in applied science worked in sliding mode";
5. Russian Patent # 2013614793 "System optimization of the course and its adaptation to the user”.
Workstation supports various possibilities of forming a new learning content, from simple making online access presentations or PDF files to their arrangement in the interactive training courses, creation of test tasks, etc. All of this work, according to Professor Vardan Mkrttchian, can be mastered by any teacher, so HHH University, received at the first stage of the project a specific set of educational services is an opportunity to expand the ENPI in accordance with their needs, not resorting to the help of external consultants. The more difficult task is to deploy cloud applications, but it is in most cases can be resolved by IT-specialists [5-7].
CONCLUSION
To improve the feedback control the Internet community as a gateway to the cloud platform offered on sliding modes with avatars created by the well-known “hhh” technology education and HHH University Cloud Serviced Bus. The semantic center of the HHH University Cloud Serviced Bus is a cloud-based platform and environment of distance learning for the implementation of the cloud approach are used for the Xeon hypervisor and IaaS cloud platform Eucalyptus, providing load sharing capabilities between virtual machines, and add the output of cluster resources of use and other Cloud infrastructure wraps educational environment “hhh” Education technology that provides tools to create and deploy a variety of services for online learning that can be seen as a cloud-based educational platform as a service (PaaS), creating educational platforms, need to consider the peculiarities of the student audience and, as a rule, limited opportunities for IT professionals, universities, maximum ease of access and use of the solution, and administration, expansion and maintenance.
References
1. Misra, P. Technology supported assessment in distance education: Promises, Pitfalls and Prospects / P. Misra // Meta-communication for reflective online conversations: Models for distance education / eds. U. Demiray, G. Kurubacak, T. Vokan Yuzer. -Hershey, PA : IGI Global, 2012. - P. 223-248.
2. Andy C. Yang. Prediction of Regulatory Gene Pairs Using Dynamic Time Warping and Gene Ontology / Andy C. Yang, Hui-Huang Hsu, Ming-Da Lu, Vincent S. Tseng, Timothy K. Shih // International Journal of Data Mining and Bioinformatics. - 2011. -P. 43-56.
3. Kataev, S. G. Indicator is method of assessment of competencies / S. G. Kataev, Yu. O. Loboda, A. A. Homyakova // Tomsk state pedagogical University Bulletin. -2009. - P. 70-73.
4. Mkrttchian, V. Training of Avatar Moderator in Sliding Mode Control / V. Mkrttchian, G. Stephanova // Project Management Approaches for Online Learning Design / eds. G. Kurubacak, T. Vokan Yuzer. - Hershey, PA : IGI Global, 2013. - P. 175-203.
5. Mkrttchian, V. Design of Sliding Mode Indicator / V. Mkrttchian, I. Boiko // In proceeding of American Control Conference. - New York : IEEE Press, 2007. - Vol. 1 of 13. - P. 4536-4539.
6. New Pedagogy Trends for Distance Education in “hhh” Virtual Learning Environment for Avatar’s in Sliding Mode I V. Mkrttchian, M. Kataev, P. Mirsa, W. Hwang II In proceeding of Fundamental and Applied Problems New Materials: Study Innovation and Technology. - Roman Sorokin Publisher, 20i3. - P. 222-228.
7. Main Results and Some Open Problems of Avatar Sliding Mode “hhh” Education Cloud Platform / V. Mkrttchian, M. Kataev, S. Bedi, T. Shih // In proceeding of Science and Education: Prospects of Development. - Poltava University Publishing, 20i3. -P. 146-151.
8. Mkrttchian, V. Use ‘hhh” technology in transformative models of online education I V. Mkrttchian // Handbook of research on transformative online education and liberation: Models for social equality / eds. G. Kurubacak, T. Vokan Yuzer. - Hershey, PA : IGI Global, 20ii. - P. 340-35i.
9. Mkrttchian, V. Avatar manager and student reflective conversations as the base for describing meta-communication model / V. Mkrttchian // Meta-communication for reflective online conversations: Models for distance education / eds. U. Demiray, G. Kurubacak, T. Vokan Yuzer. - Hershey, PA : IGI Global, 20i2. - P. 75-i0i.
References
1. Misra P. Meta-communication for reflective online conversations: Models for distance education. Eds. U. Demiray, G. Kurubacak, T. Vokan Yuzer. Hershey, PA: IGI Global, 20i2, pp. 223-248.
2. Andy C. Yang., Hui-Huang Hsu, Ming-Da Lu, Vincent S. Tseng, Timothy K. Shih
International Journal of Data Mining and Bioinformatics. 20ii, pp. 43-56.
3. Kataev S. G., Loboda Yu. O., Homyakova A. A. Tomsk state pedagogical University Bulletin. 2009, pp. 70-73.
4. Mkrttchian V., Stephanova G. Project Management Approaches for Online Learning Design. Eds. G. Kurubacak, T. Vokan Yuzer. Hershey, PA: IGI Global, 20i3, pp. i75-203.
5. Mkrttchian V., Boiko I. In proceeding of American Control Conference. New York: IEEE Press, 2007, vol. i of i3, pp. 4536-4539.
6. Mkrttchian V., Kataev M., Mirsa P., Hwang W. In proceeding of Fundamental and Applied Problems New Materials: Study Innovation and Technology. Roman Sorokin Publisher, 20i3, pp. 222-228.
7. Mkrttchian V., Kataev M., Bedi S., Shih T. In proceeding of Science and Education: Prospects of Development. Poltava University Publishing, 20i3, pp. 146-151.
8. Mkrttchian V. Handbook of research on transformative online education and liberation: Models for social equality. Eds. G. Kurubacak, T. Vokan Yuzer. Hershey, PA: IGI Global, 20ii, pp. 340-35i.
9. Mkrttchian V. Meta-communication for reflective online conversations: Models for distance education. Eds. U. Demiray, G. Kurubacak, T. Vokan Yuzer. Hershey, PA: IGI Global, 20i2, pp. 75-i0i.
Мкртчян Вардан Суренович доктор технических наук, профессор, ректор, Интернет-Университет управления и информационнокоммуникационных технологий (P. O. Box 759, Lane Cove, NSW,
1595, Sydney, Australia)
Mkrttchian Vardan Surenovich Doctor of engineering sciences, professor, rector, Internet-University of Management and Information-Communication Technologies
(P. O. Box 759, Lane Cove, NSW,
1595, Sydney, Australia)
E-mail: hhhuniversity@hotmail.com
Грауманн Ольга
доктор наук, профессор, комиссар по международным проектам и сотрудничеству, Университет Хильдесхейм (Germany, Hildesheim,
Marienburger Platz, 22)
E-mail: jaugrau@uni-hildesheim.de
Пономарёва Ольга Николаевна доктор педагогических наук, профессор, заведующая кафедрой естественноматематического образования,
Институт регионального развития
Пензенской области
(Россия, г. Пенза, ул. Попова, 40)
E-mail: olga-viktoria2010@yandex.ru
Graumann Olga
Doctor of sciences, professor, commissioner for international projects and cooperation, University of Hildesheim (22 Marienburger Platz,
Hildesheim, Germany)
Ponomariova Ol'ga Nikolaevna Doctor of pedagogical sciences, professor, head of sub-department of natural-mathematical education, Institute of regional development of Penza region
(40 Popova street, Penza, Russia)
УДК 378.i Mkrttchian, V. S.
TRIPLE H-AVATAR cloud platform based plug-ontology as a gateway to improvement of freedback control / V. S. Mkrttchian, O. Graumann, О. N. Ponomariova // Известия высших учебных заведений. Поволжский регион. Гуманитарные науки. - 20i4. - № 2 (ЗО). - С. 178-195.
