The article deals with the problem of pre-professional training of students in General education institutions in the conditions of direct distance learning, the importance of which is particularly relevant in the current epidemiological situation. The aim of the work is to study the attitude of students to distance learning, as well as to reveal the advantages and disadvantages of working with Zoom and Mirapolis Virtual Room applications in the context of distance learning for students.
The article reveals the role and place of augmented and virtual reality technologies in classroom and extracurricular activities. Despite the fact that, as educational practice shows, these technologies have a number of advantages over traditional teaching methods, there are a number of problems of their effective implementation in the educational process. In particular, many teachers experience difficulties in using AR technologies in their professional activities, associated with determining their place and role in the specific circumstances of the educational process. The aim of the work is to study the possibilities of using augmented and virtual reality technologies as an innovative technology for organizing the educational process in real school practice. The text discusses various approaches to the implementation of these technologies in the educational space of the school, technological and methodological features of their development within the school informatics course, gives a comparative description of programs and applications for creating augmented reality, presents the development of some elements of augmented reality and reveals the methodological features of their use in lessons and extracurricular activities. As a result of the study, it became possible to consider AR/VR-technologies as an integral part of school educational tools.
The article discusses the main approaches to the development and use of the task system for the first All-Russian Olympiad in artificial intelligence for schoolchildren. The first Olympiad in artificial intelligence for schoolchildren, held by the Ministry of Education of the Russian Federation, had distinctive features in the procedure of the competition and in competition tasks. These features can be used for comparative analysis and expert evaluation of intellectual competitions for schoolchildren held in Russia. The subjects of the Olympiad tasks are Natural Language Processing, Computer Vision, and Data Science.The Python programming language was used. The tasks were focused on the formation of an individual path for the student to prepare for the final stage of the Olympiad in artificial intelligence, i. e. thematic continuity was observed at all stages and the practical orientation of tasks using data sets was observed in the second and third rounds. For the assessment, a rating assessment was used (as in the professional community Kaggle.com) of the individual abilities of schoolchildren in the complex application of mathematical and digital skills in solving artificial intelligence tasks.The article may be useful for informatics teachers who include the topic in an advanced informatics course and teachers of additional education who prepare schoolchildren for Olympiads in programming.
The article is dedicated to current issues of digitization of the education sector. Along with the consideration of trends in the field of introducing digital technology in educational and research activity, a special attention was paid to modeling of a digital university. Some aspects of the digital university strategy are considered. The author states that the transition to the rules of the digital age is certainly an extremely difficult task. However, universities that are developing the right business strategy which provides for the effective introduction of digital technology, can use a large range of new opportunities which lie in the area of work organization with both internal resources: students, TS, administrative and managerial staff, and external stakeholders in their implementation activity. At the same time, the article stresses the fact that there is no universal solution that will help to achieve concrete results through the use of digital technology. But by listening to the opinion of the end users, it is possible to get valuable information and use it as a basis for further action. It was possible to form a conceptual model of a digital university based on foreign experience and domestic developments in the field of informatization of education in the study and come to the conclusion that the real transformation of universities is impossible without developing and implementing a conscious digitalization strategy that would take into account the characteristics and specifics of the university activity.
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