The article presents the technological model of training of Masters in Electrical Engineering to electrical installation and commissioning. In the structure of the model of training future electrical engineers, three basic blocks are identified: motivational-target, content-procedural and resultant. The following components act as structural elements of the motivational-target block of the model: social order, technological progress and normative base, purpose, tasks. The content-procedural block of the model includes components of the Master’s readiness to electrical installation and commissioning (motivational, orientation, operational), as well as methods and tools of training. The resultant block contains a system of criteria for the formation of the Master’s readiness to electrical installation and commissioning, control procedure, levels of formation, self-assessment, result, as well as elements of self-correction and correction of content and methods of education. It is noted that the practical implementation of the proposed model involves a special organization of the learning process, application of appropriate methods and learning tools that would ensure the formation of components of readiness for this activity. The obtained results of the experimental study provide an opportunity to assert that the model of training of Masters in Electrical Engineering to electrical installation and commissioning is effective.
The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
Розроблено пiдхiд керованого онтологiєю застосування стилiв в iнженерiї програмного забезпечення. Сутнiсть пiдходу полягає у використаннi онтологiї не тiльки для представлення стилiв, но також для контролю застосування стилiв пiд час створення i супроводження програмного забезпечення. При цьому, для представлення стилю створюється вiдповiдна онтологiя та засоби пiдтримки розробника, а для контролю застосування стилю в робочих продуктах фаз життєвого циклу програмного забезпечення створюються засоби (ризонери) на основi онтологiчної бази знань. За представленням у дескриптивнiй логiкi база знань мiстить двi складовi-термiнологiчну (TBox) та фактичну (ABox). Перша складова створюється заздалегiдь, шляхом виконання доменного аналiзу. Друга складова створюється пiд час аналiзу представлення вiдповiдного робочого продукту. З метою типiзацiї, в контекстi пiдходу, що розроблено, створено шаблони стилю онтологiї ядра iнженерiї програмного забезпечення, шляхом аналiзу поняття стилю в рiзних доменах. Сформульованi основнi характеристики стилю як доменне незалежного поняття, якi представлено в шаблонах. При цьому, для обрання кiлькостi шаблонiв, що необхiднi для представлення стилю, застосовано паттерн Work Product Pattern Application з Unified Foundational Ontology. Паттерн описує дiї, що можуть iснувати вiдносно стилю робочого продукту (Work product). Розглянуто приклад реалiзацiї пiдходу, шляхом дослiдження запропонованого методу, керованого онтологiєю застосування стилю програмування в iнженерiї програмного забезпечення та архiтектури засобу, що його реалiзує. З застосуванням Protege показано побудову онтологiї стиля програмування i асистування програмiсту. Розроблено i реалiзовано архiтектуру засобу контролю застосування стилю в робочому продуктi фази конструювання-текстi програми. Основу архiтектури складає база знань про вiдповiдний стиль. Термiнологiчна складова бази знань мiстить iнформацiю вiдносно мов i стилю програмування i створюється заздалегiдь розробником онтологiї. Фактична складова створюється ризонером для кожного представлення робочого продукту-тексту програми. Засоби, що створено в контекстi запропонованого пiдходу, автоматизують процеси, якi мають мiсце пiд час застосування стилiв в робочих продуктах фаз життєвого циклу програмного забезпечення Ключовi слова: iнженерiя програмного забезпечення, шаблон стиля, онтологiя, дескриптивна логiка, стиль програмування UDC 004.415.2(043.3
The organizational and pedagogical conditions for training higher education applicants by learning tools of a competence-oriented environment are analysed. Such pedagogical conditions include integration of the educational process in the context of the face-to-face training and a competence-oriented computer environment, providing systematic interactive work and performance of rating tasks in a learning environment focused on competence and systematic monitoring and control over the process of training of higher education applicants. In order to study the feasibility of using organizational and pedagogical conditions for the training of higher education applicants by learning tools of a competence-oriented environment, the degree of competence of the expert commission was checked and the indicators of competences of experts were calculated. Experimental work on determining the coefficient of concordance gives the opportunity to state that the opinions of experts on the organizational and pedagogical conditions for the training of higher education applicants by learning tools of a competence-oriented computer environment are consistent. It is noted that the implementation of organizational and pedagogical conditions, in fact, involves the optimization of educational and cognitive activities of higher education applicants, and taking into account certain conditions will lead to renewal, productivity, continuity and integrity of acquisition of the competences.
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