The chapter discusses the process of digital transformation of the educational unit of a distributed trading and manufacturing company in order to create a continuous training system for employees based on data
This article presents generalized model of collaborative actions, during which participants create, modify, and estimate digital objects. Such activities can be observed in numerous network communities. A prominent example is the repository of lesson scenarios of Moscow Electronic School (MES). The combination of methods of agent-based modeling and network analysis is used in the work. Using NetLogo environment in the frames of the model, an artificial community has been developed, where teachers-agents interact with scenarios-agents. Teacher-agent determines whether there are potential scenarios in his environment to be contacted with. If such scenarios are available, then the agent selects the nearest one and makes a step towards it. If the scenario has been opened by one of the teachers, then this is already an author’s scenario and the teacher-agent takes an action to reuse it. Variants of the reuse can be preset so that to correspond to the actions allowable in the environment of MES repository for learning scenarios: review, addition to bookmarks, running the scenario, downloading, using in home assignments. All these actions of teachers regarding scenarios are logged, then the log records are transformed into bipartite graph. The experiments demonstrate that while the area of participant scenarios is expanded, not only the general number of links among participants increases but also large networks of participants are subdivided into smaller and densely interconnected groups. One of the control trends of participant activities is in the use of multiagent-based modeling as a tool of collective reflection of teachers cooperating on the basis of MES.
The analytical review is dedicated to the smart education
Evolving digital technologies are infiltrating schools. This taking place by stages are viewed as the schools' digital renewal process (SDRP). The SDRP is complex (multidimensional) one. It includes changes in the educational environment (physical and virtual), the educational process, and the way school operates. The use of innovative IT-supported teaching (IITST) can be considered as one of the key indicators of a school’ digital renewal process. During the monitoring the digital transformation of Russian general education in 2021 data on IITST ware collected. More than 500 schools from all regions of Russia participated in the study. The collected data show schools in different regions of the country are unevenly progress along the path of digital renewal. The report presents the results obtained during the monitoring and discusses the reasons for the uneven movement of schools along the path of digital renewal in Russia.
Network analysis methods are actively used to research the behavior of digital repository users who utilize and create digital objects. At the same time, the research into the collective behavior of a group of participants who are members of the same school is much less common. The library of the Moscow Electronic School is a rather complicated system with multiple roles offered to users. The actors of the repository are teachers, students, parents, and publishers – anyone performing any actions with the objects. In this study, the school is seen as an actor performing actions with objects – lesson scenarios within the Moscow Electronic School repository of digital objects. Within the study, the authors compare the sociograms of schools that unite teachers and the scenarios created by the teachers and divide schools into factions based on network indicators in sociograms. The main method of presenting and analyzing data is network analysis and sociogram creation. The authors identify two types of networks: the network of single participant’s relationships and the network of relationships of teachers from a single school. The authors not only describe the data structure in the Moscow Electronic School system that records the digital trace of every individual and collective user but also create a digital map that reflects the dynamics of actions in the Moscow Electronic School system and identify the indicators that characterize the common activity of key participants. Moreover, the authors identify graph factions for schools that characterize the degree of interaction between teachers: disconnected groups, sparse graphs, crystallization centers, dense graphs.
In the article, agent-based modeling is examined as an instrument of computational pedagogics. The author pays special attention to data cultivation in the environments of agent-based modeling and further analysis of this data in the environments for the purpose of statistical processing of the data. Using the generative approach allows teachers and students to work with data created by the performing agents fulfilling the instructions of the students and be in the position of scientists planning experiments and analyzing the data of their own experiments.
The article examines projects of joint activities in different online educational communities that correspond to the goals of the UN General Assembly resolution in the field of education for sustainable development. There were identified the goals from the 17 goals of the UN General Assembly Resolution No. 70/1 of 25.09.2015 of education for sustainable development, which are achieved with the successful implementation of joint activities network educational projects. The concepts of constructive and destructive individual and team participant’s activities were defined in network joint activity educational projects that negatively affect in joint projects the achievement of the identified goals of the UN General Assembly resolution of education for sustainable development. The article develops criterias for the selection of projects for the analysis of joint activitie's strategies of participant's team behavior. There were analyzed 3 selected internet platforms: «Moscow Electronic School: the electronic library of the MESH», «Strong ideas for the new Time of the ASI» and the crowdsourcing educational platform of the Moscow State Pedagogical University «PreObrazovanie» regarding the degree of the goals achievement of the UN General Assembly resolution of education for sustainable development and the tools used in this process. There were identified projects with non-standard participant's actions that observed aimed at achieving goals that are not related to the goals of the UN General Assembly resolution of education for sustainable development. According to them, the signs and main types of participant’s teamwork classifications were identified in joint activities in network educational communities. At the end of the article were empirically developed 5 types of team participant’s destructive behavior strategies in Internet joint activity projects. Signs, tactics and criterias for evaluating each type of strategy have been developed in order to identify them in subsequent implemented network educational joint activity projects and transform their destructive nature into a constructive channel to maximize the likelihood of achieving the identified goals of the UN General Assembly resolution of education for sustainable development.
The paper discusses various data sources that can be used in teaching school subjects and developing statistical, quantitative, computational and research literacy. The focus of our research is data farming in multi-agent environments and its further statistical analysis. As a successful example of binding environments, cases of data farming in Netlogo and statistical analysis in R are reviewed. The use of generative approach allows students to manipulate with data, produced by agents, operated by them, and assume the position of a researcher who plans his own experiments and analyses their results.
The paper analyzes the tendency to organize learning activities based on data generated on the web. This approach involves the use of simulation models, in which data is produced and generated in the course of experiments, the conditions of which are set by the students. Generation and analysis of data does not involve downloading programs and registering on the server. Examples include combining StarLogo Nova and NetLogo Web data growth environments with CODAP and RAWGraphs data analysis environments.
The analysis of approaches to the explanation of 的 in attributive-substantive combinations based on the works of Russian and Chinese scholars has been carried out; two main approaches have been derived: parts of speech and quantitativesyllabic. The peculiarities of the verb and noun functioning in the combinations with 的 and without 的 with the nouns acting in the syntactic position of definition are considered. In conclusion the authors give recommendations for teachers of the Chinese language
The article presents the methodology for assessing the use of innovative ICT- supported teaching and learning in school education. The methodology combines the survey's data collected from the educational process participants (descriptive tools) and the interpretation of education changes provided by the prescriptive models. The methodology has grown from an attempt to assess the use of innovative ICT-supported teaching/learning in schools during the pilot SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) project in the academic year 2017/18. The methodology is appropriate for a meaningful interpretation of the surveys' data on the innovative use of ICT in educational organizations.
Educational systems are in serious need of personalized platforms, that could help to build students’ multidisciplinary skills. A recommendation system focused on multidisciplinary learning objects could be a solution to the issue. Moscow electronic school repository is analyzed and patterns of its users’ behaviors are described. Those patterns are observed based on the character and structure of actions available to the users, such as creating, copying, using, accessing, and viewing learning objects. The platform users constitute a network community, using similar objects and showing similar interests and thus building network relationships. These networks can be analyzed both at the macro and micro levels, thus visualizing a personal profile of a user in the system. Data analysis showed 7 clusters of users, most of who are not very active, while a moderate number of them exhibit so-called lurking behavior. They look through the learning resources, sometimes use them, but seldom create their own content. Our research found that a trend to create multidisciplinary objects is observed among active users, while lurkers are likely to create mostly monodisciplinary objects. The ratio of multidisciplinary objects can be increased by supporting delurking behaviors among users. Our findings can be useful both for educators and developers of platform learning solutions.
This work is aimed at assessment of content quality of lesson scenarios in Moscow e-school, comparison of expert data with the features of application of these scenarios in order to reveal strong points and deficiencies in content of lesson scenarios. The considered lesson scenarios are characterized by high quality of material component of educational content. The lesson scenarios substantiate forms and types of control of educational results. Methodological support of the lessons, differentiation and individualization of the content, existence of nonstandard situations stimulating personal participation of students, instructions for a student have been manifested least in the lesson scenarios. High expert quality appraisals of lesson scenarios mostly do not coincide with the popularity of lesson scenarios among the users.