Імерсивні електронні освітні ресурси: Методи проектування

Proper design is the basis for the success of any application development, regardless of industry and field of application. This fully applies to both software design and learning design. Designing e-learning resources is a hybrid activity that significantly increases risks due to the speed of technological change. The risks are even greater when it comes to technologies of increased attention - immersive. In this regard, it is important to develop design methods for immersive e-learning resources – educational, scientific, informational, reference materials and tools used in an immersive environment, reproduced by immersive technical tools, and necessary for effective organization of the educational process.Правильне проектування є основою успіху розробки будь-якого додатку, незалежно від галузі та сфери застосування. Це повною мірою стосується як дизайну програмного забезпечення, так і дизайну навчання. Проектування електронних навчальних ресурсів - це гібридна діяльність, яка значно підвищує ризики через швидкість технологічних змін. Ризики ще більше зростають, коли мова йде про технології підвищеної уваги - імерсивні. У зв'язку з цим актуальним є розробка методів проектування імерсивних е-навчальних ресурсів - навчальних, наукових, інформаційних, довідкових матеріалів та засобів, що використовуються в імерсивному середовищі, відтворюються імерсивними технічними засобами, та необхідні для ефективної організації навчального процесу

Design methodology for immersive educational resources

Based on the analysis of sources on the problem of research, the article defines types of electronic educational resources (EER), general requirements for them, focuses on didactic and methodological requirements and existing holistic systems of psychological and pedagogical requirements for EER, presents the main types of parameters that can be used to evaluate the quality of EER, analyzes the typical structure of EER and characterizes its components. The analysis of approaches to defining the concepts of ``immersiveness'', ``immersive educational environment'', ``immersive approach in education'', ``immersive educational resources'' (IER) was carried out, on the basis of which the relationship between the virtual environment and immersive learning environment was determined, the pedagogical aspects of learning in immersive environments were considered, the classification of IER was made. The main components of IER design and implementation are analyzed, and the essence of IER design and IER design methodology is determined.In the main part of the proposed general model of the methodology of IOR design and analyzed the goals, subjects of methods, stages, and content of training, forms of organization of the educational process, methods, teaching tools, and predicted results of the methodology.In the conclusion the elements of the methodology of IЕR design are presented, in particular, a complex IЕR in the form of a distance learning course, examples of designing prototypes of immersive teaching materials, etc. are considered.Based on the analysis of sources on the problem of research, the article defines types of electronic educational resources (EER), general requirements for them, focuses on didactic and methodological requirements and existing holistic systems of psychological and pedagogical requirements for EER, presents the main types of parameters that can be used to evaluate the quality of EER, analyzes the typical structure of EER and characterizes its components. The analysis of approaches to defining the concepts of ``immersiveness'', ``immersive educational environment'', ``immersive approach in education'', ``immersive educational resources'' (IER) was carried out, on the basis of which the relationship between the virtual environment and immersive learning environment was determined, the pedagogical aspects of learning in immersive environments were considered, the classification of IER was made. The main components of IER design and implementation are analyzed, and the essence of IER design and IER design methodology is determined.In the main part of the proposed general model of the methodology of IOR design and analyzed the goals, subjects of methods, stages, and content of training, forms of organization of the educational process, methods, teaching tools, and predicted results of the methodology.In the conclusion the elements of the methodology of IЕR design are presented, in particular, a complex IЕR in the form of a distance learning course, examples of designing prototypes of immersive teaching materials, etc. are considered

The computer-aided design of rubber-metal products

The important problem in design of rubber-metal products is the optimization of their mass without sacrificing of proportionality factor is in the limits of standard. Aim: The aim of this work is to improve the computer-aided systems by development and implementation of improved optimization method in rubber-metal CAD systems for designers based on the reverse optimization. Materials and Methods: The paper studies the matters of computer-aided structural design of technical composite products composed of anisotropic materials that are essentially different in properties. Results: The structure of CAD systems for designers solving the problems of such design is offered and the work principles of its subsystems are described. It is shown that complicated systems optimization in CAD systems must consider as restrictions the entitative connection between separate elements of these systems within the area of the optimizing arguments. Conclusions: The problem of the “reverse” optimization when objective functions are the connectivity area parameters is considered. In many cases, this allows receiving solutions that are more effective during the computer-aided design process. The developed CAD system for designers was used during the production of rubber-metal shock absorbers at the Odessa Rubber Technical Articles Plant. The positive technical and economic effect was obtained

Crystal Habits and Biological Properties of N-(4-Trifluoromethylphenyl)-4-Hydroxy-2,2-Dioxo-1H-2λ6,1-Benzothiazine-3-Carboxamide

In order to study polymorphic modifications of N-(4-trifluoromethylphenyl)-4-hydroxy-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxamide, which is of interest as a promising analgesic, its three colorless crystal forms with different habitus have been obtained: sticks of ethyl acetate, plates of meta-xylene and blocks of ortho-xylene. However, the X-ray diffraction analysis has shown that all the forms studied have the identical molecular and crystal structure in spite of such significant differences in appearance. Moreover, pharmacological tests have revealed significant differences in the analgesic activity in these samples (a total of five experimental models were used: “acetic-acid-induced writhing”, “hot plate”, “thermal irritation of the tail tip” (tail-flick), “tail electric stimulation” and “neuropathic pain”), acute toxicity and the ability to cause gastric damage. As a result, only the plate crystal form of N-(4-trifluoromethylphenyl)-4-hydroxy-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxamide is recommended for further studies. Thus, it has been proven that the habitus of crystals is an important characteristic of the drug substance and is able to have a noticeable effect on its biological properties. Changes in habitus should be considered as a guide to the mandatory verification of at least the basic pharmacological parameters of the new form regardless of whether the molecular and crystal structure changes

Synthesis, Crystal Structure, and Biological Activity of Ethyl 4-Methyl-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxylate Polymorphic Forms

Continuing the search for new potential analgesics among the derivatives of 4-methyl-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxylic acid, the possibility of obtaining its esters by the alkylation of the corresponding sodium salt with iodoethane in dimethyl sulfoxide (DMSO) at room temperature was studied. It was found that under such conditions, together with the oxygen atom of the carboxyl group, a heteroatom of nitrogen is also alkylated. Therefore, the product of the reaction studied is a mixture of ethyl 4-methyl-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxylate (major) and its 1-ethyl-substituted analog (minor). A simple but very effective method of preparative separation of these compounds was proposed. Moreover, the heterogeneous crystallization from ethanol was revealed to result in a monoclinic polymorphic form of ethyl 4-methyl-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxylate, while the homogeneous crystallization results in its orthorhombic form. The molecular and crystal structures of both forms were confirmed by X-ray diffraction analysis, and the phase purity by powder diffraction study. The pharmacological tests carried out on the model of a carrageenan edema showed that the screening dose of 20 mg/kg of 1-ethyl-substituted ester and the orthorhombic form of its analog unsubstituted in position 1 exhibited weak anti-inflammatory and moderate analgesic effects. At the same time, the monoclinic form of ethyl 4-methyl-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxylate appeared to be both a powerful analgesic and an anti-inflammatory agent that exceeded Piroxicam and Meloxicam in the same doses by these indicators. A detailed comparative analysis of the molecular and crystal structures of two polymorphic forms of ethyl 4-methyl-2,2-dioxo-1H-2λ6,1-benzothiazine-3-carboxylate was carried out using quantum chemical calculations of the energies of pairwise interactions between molecules. An explanation of the essential differences of their biological properties based on this was offered