The building of effective systems of training and development for mining engineers with the basis of digital technologies
The complexity of modern technology and the increase in the number of functions performed by the required equipment in the processing of large amounts of data, puts, especially given the conditions of import substitution, the problem of ensuring the quality and efficiency of engineering works in various directions. In addition, among other industries in the mining industry, the quality of computer technology depends not only on indirect statistical quantitative analysis, but also on the management of safety systems and, hence, people’s lives. The concept of the main directions of the state policy in the sphere of education for 2016-2020, based on the world standards of training of CDIO engineers, creates a favorable environment for the organization of training of competent competitive specialists of a certain engineering profile for the growth of competitiveness of the mining and mining industry of the Russian Federation in the world market, obtaining key economic results and achievements. The improvement of educational methods and tools for training and advanced training of mining engineers in the current period is based on the active implementation of the Standard of global engineering education, which forms a complex environment where trained engineers must be able to “Think-Design-Implement” and “Manage” systems in a team interaction for maximum synergetic effect. On the basis of a number of national universities of the 5-100 program, an open space of engineering education is being created, which involves the formation of an innovative environment and infrastructure based on modern technology (including super-computers), engineering and digital components in the framework of educational and research processes of training in-demand specialists. The implementation of the digital approach and design principles in specialized engineering education is aimed at the formation of key research skills, conducting virtual experiments in cooperation and collaboration with colleagues and experts. Accordingly, the development of new geographic information methods of spatial data analysis in digital project engineering training is an important task in view of the current challenges of the information society and the economy.
The article describes the use of a number of alternative blended learning models based on a mixture of traditional face-to-face classes with some elements of e-learning in the course of “English for Academic Purposes” (EAP) and “English for Specific Academic Purposes” (ESAP) taught to junior and senior undergraduate students of computer sciences in the undergraduate program of Business Informatics and Software Engineering over a period of time from 2009 to 2012 at the National Research University Higher School of Economics (NRU HSE), Moscow, Russia
The increasing growth of online learning creates opportunities for language learners to improve their academic proficiency. However, quite often, foreign language educators claim that an online learning environment is not suitable for developing students' oral speaking proficiency. This paper is a case study of teaching academic presentation skills using a blended learning format. It takes a closer look at the existing web-based presentation skills pedagogy, discussing the challenges, perspectives of development, and methods of improving online academic presentation teaching through students' reflective learning practices. It is suggested that reflective learning stages applied to an online course design and proper face-to-face instruction mode foster students' academic oral proficiency and makes online learning highly effective.
Electronic support of higher education is a popular trend in distance education, but classroom studies lack information support and therefore depreciate comparing to MOOC versions, having advantages in real-life workshops and possibility of personal contact with teacher and other students.
This paper describes educational experiment in convergence of educational models conducted at MIEM NRU HSE in 2013 and the factors that made it possible and allow for wide implementation in the universities.
ля сопровождения и обеспечения учебного процесса на всех уровнях образования, а также профессиональной подготовки.
The article discusses the problems and prospects of implementing e-learning in the educational environment of the university. Formulate the main uses of e-learning at the university.
Implementation of e-learning into educational system of is a complex and challenging process. New informational technologies enhance education but there are some issues that slow down their integration in universities. The paper presents the description of the informatization of Russian education from the point of view of the history, e-learning classification, comparison of efficiency of various e-learning means, the problems of their integration into Russian education. The purpose of this paper is to present the results of the research in the field of e-learning. The outcomes of Learning Management System project are given in the article.
Software engineering education (SEE) process simulates the main professional software lifecycle processes such as analysis, design, construction and maintenance (see SWEBoK, ITIL, etc.). The necessity of meeting both educational needs and requirements from industry explains that using Supported Collaborative Learning (CSCL) techniques in software engineering (SE) should be based on professional tools or on similar to them. The main purpose of this work is to fill the gap between the SEE needs and the current trends in CSCL development. We generalize world experience and suggest the framework of using industry approved methods and tools. We compare CSCL tools and the other collaborative services; analyze the teaching experience of several SE courses supported by different collaborative methods and collaborative web-services. Special attention is paid to formative feedback implementation. Following achieved result we suppose that using best practices from SE will enrich CSCL methodology and tools not only for SE field, but also for other areas of knowledge.
Human reasoning uses to distinguish things that do change and things do not. The latter are commonly expressed in the reasoning as objects, which may represent classes or instances, and classes being further divided into concept types and relation types. These became the main issue of knowledge engineering and have been well tractable by computer. The former kind of things, meanwhile, inevitably evokes consideration not only of a ``thing-that-changes'' but also of ``change-of-a-thing'' and thus claims that the change itself be another entity that needs to be comprehended and handled. This special entity, being treated from different perspectives as event, (changeable) state, transformation, process, scenario and the like, remains a controversial philosophical, linguistic and scientific entity and has gained notably less systematic attention by knowledge engineers than non-changing things. In particular, there is no clarity in how to express the change in knowledge engineering -– as some specific concept or relation type, as a statement, or proposition, in which subject is related to predicate(s), or in another way. There seems to be an agreement among the scientists that time has to be related, explicitly or implicitly, to everything we regard as change -– but the way it should be related, and whether this should be exactly the time or some generic property or condition, is also an issue of debate. To bring together the researchers who study representation of change in knowledge engineering both in fundamental and applied aspects, a workshop on Modeling States, Events, Processes and Scenarios (MSEPS 2013) was run on 12 January, 2013, in the framework of the 20th International Conference on Conceptual Structures (ICCS 2013) in Mumbai, India. Seven submissions were selected for presentation that cover major approaches to representation of the change and address such diverse domains of knowledge as biology, geology, oceanography, physics, chemistry and also some multidisciplinary contexts. Concept maps of biological and other transformations were presented by Meena Kharatmal and Nagarjuna Gadiradju. Their approach stems from conceptual graphs of Sowa and represents the vision of change as a particular type of concept or, likely, relation, defined by meaning rather than by formal properties. The work of Prima Gustiene and Remigijus Gustas follows a congenial approach but develops a different notation for representation of the change based on specified actor dependencies in application to business issues concerning privacy-related data. Nataly Zhukova, Oksana Smirnova and Dmitry Ignatov explore the structure of oceanographic data in concern of opportunity of their representation by event ontologies and conceptual graphs. Vladimir Anokhin and Biju Longhinos examine another Earth science, geotectonics, and demonstrate that its long-lasting methodological problems urge application of knowledge engineering methods, primarily engineering of knowledge about events and processes. They suggest a draft of application strategy of knowledge engineering in geotectonics and claim for a joint interdisciplinary effort in this direction. Doji Lokku and Anuradha Alladi introduce a concept of ``purposefulness'' for any human action and suggest a modeling approach based on it in the systems theory context. In this approach, intellectual means for reaching a purpose are regarded either as structure of a system, in which the purpose is achieved, or as a process that takes place in this system. These means are exposed to different concerns of knowledge, which may be either favorable or not to achieving the purpose. The resulting framework perhaps can be described in a conceptual-graph-related way but is also obviously interpretable as a statement-based pattern, more or less resembling the event bush (Pshenichny et al., 2009). This binds all the aforementioned works with the last two contributions, which represent an approach based on understanding of the change as a succession of events (including at least one event), the latter being expressed as a statement with one subject and finite number of predicates. The method of event bush that materializes this approach, previously applied mostly in the geosciences, is demonstrated here in application to physical modeling by Cyril Pshenichny, Roberto Carniel and Paolo Diviacco and to chemical and experimental issues, by Cyril Pshenichny. The reported results and their discussion form an agenda for future meetings, discussions and publications. This agenda includes, though is not limited to, - logical tools for processes modeling, - visual notations for dynamic knowledge representation, - graph languages and graph semantics, - semantic science applications, - event-driven reasoning, - ontological modeling of events and time, - process mining, - modeling of events, states, processes and scenarios in particular domains and interdisciplinary contexts. The workshop has marked the formation of a new sub-discipline in the knowledge engineering, and future effort will be directed to consolidate its conceptual base and transform the existing diversity of approaches to representation of the change into an arsenal of complementary tools sharpened for various spectral regions of tasks in different domains.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.
The paper provides a number of proposed draft operational guidelines for technology measurement and includes a number of tentative technology definitions to be used for statistical purposes, principles for identification and classification of potentially growing technology areas, suggestions on the survey strategies and indicators. These are the key components of an internationally harmonized framework for collecting and interpreting technology data that would need to be further developed through a broader consultation process. A summary of definitions of technology already available in OECD manuals and the stocktaking results are provided in the Annex section.