Definition of reflection characteristics of educational process participants with artificial intelligence application

Problem statement . Artificial intelligence (AI) conversational tools like chat-bots, virtual assistants and dialog trainers begin to apply in education. However, its efficiency wasn't explored because of novelty and lack of related application experience. In this research an approach to conversations based on AI is considered as means to define reflection of educational process participants. And definition results of reflection are compared between an AI conversational tool and an expert's assessment in the educational process. Methodology . Opportunities of conversational simulations based on AI were analysed for reflection assessment. Behavioural markers of reflection in communication were developed as well as assessment procedures in online mode with AI simulations and in offline mode with an expert assessment. Research was provided as a part of the volunteer’s competition. There were 65 participants of the research, students of schools and universities. Statistical processing of the results was performed using Pearson's criteria. Results. Weak correlation was detected between AI and expert assessment. Conclusion. Suggestions were offered about AI assessment improvement for increasing assessment precision of reflection of educational process participants from the methodological point of view as well as from AI algorithms development

Trends and features of the informatization of higher education modern stage

Problem statement. Nowadays, people are increasingly talking not about the progressive development of higher education in the context of the use of digital technologies, but about its more drastic digital transformation. The problem of identifying and systematizing patterns characterizing the development of universities in the context of the mass introduction of new digital technologies, as well as changes in external influences on student training systems, is urgent. The solution of this problem is significant for determining further scientific and pedagogical research, as well as ways to develop teacher training systems. The purpose of the study is to identify on the basis of domestic and foreign analytical data (OECD, UNESCO and others) directions, characteristics, problems and prospects of informatization of higher education. Methodology. The analysis of scientific publications on the development of didactics and the use of modern teaching tools in universities is based on the study of the species composition and specifics of existing digital resources, the use of mathematical methods for processing numerical data and technologies for their visualization. Results. It is shown that modern informatization of higher education is characterized by the spread of online courses, collections of digital resources, a decrease in the number of computer equipment in universities, the penetration of technologies of the new industrial revolution and many other factors. The development of a fundamental component of higher education that is invariant with respect to the development of technologies, the preparation of students for the use of promising technologies in professional activities, the pooling of resources into a single digital educational environment are significant. Conclusion. Research should be continued to ensure and evaluate the quality of all types of learning tools, to identify theoretical and practical approaches to the integration and unification of disparate information systems. There is a need for a scientifically based substantive and methodological update of the systems of training and retraining of all specialists working in the conditions of digital transformation of higher education

Определение характеристик рефлексии участников образовательного процесса с помощью средств искусственного интеллекта

Problem statement . Artificial intelligence (AI) conversational tools like chat-bots, virtual assistants and dialog trainers begin to apply in education. However, its efficiency wasn't explored because of novelty and lack of related application experience. In this research an approach to conversations based on AI is considered as means to define reflection of educational process participants. And definition results of reflection are compared between an AI conversational tool and an expert's assessment in the educational process. Methodology . Opportunities of conversational simulations based on AI were analysed for reflection assessment. Behavioural markers of reflection in communication were developed as well as assessment procedures in online mode with AI simulations and in offline mode with an expert assessment. Research was provided as a part of the volunteer’s competition. There were 65 participants of the research, students of schools and universities. Statistical processing of the results was performed using Pearson's criteria. Results. Weak correlation was detected between AI and expert assessment. Conclusion. Suggestions were offered about AI assessment improvement for increasing assessment precision of reflection of educational process participants from the methodological point of view as well as from AI algorithms development.Постановка проблемы . Инструменты коммуникации на основе искусственного интеллекта, такие как чат-боты, голосовые помощники, диалоговые тренажеры, уже начинают применяться в образовании. Однако эффект от их использования практически не изучен в связи с их новизной и недостаточностью соответствующего практического опыта. Рассматривается подход к коммуникации на основе средств искусственного интеллекта, используемых для определения характеристик рефлексии участников образовательного процесса, а также проводится сравнение результатов подобных процедур, осуществленных с помощью специальных систем искусственного интеллекта и экспертной оценки. Методология. Проанализированы возможности коммуникативных симуляций на базе средств искусственного интеллекта для определения характеристик рефлексии. Разработаны характеристики рефлексии на материале коммуникативных процессов, а также процедуры для ее дистанционной оценки с помощью симуляций и очной процедуры с помощью экспертной оценки в образовательном процессе. Экспериментальное исследование проведено в рамках образовательной программы и конкурса участников волонтерского движения. Участники эксперимента - 65 волонтеров, школьников и студентов. Статистическая обработка результатов выполнена с помощью критерия Пирсона. Результаты. Выявлена слабая корреляция между определением характеристик рефлексии, осуществленным с помощью симуляций, и определением с помощью экспертной оценки. Заключение. Выдвинуты предположения об усовершенствовании подходов к определению характеристик рефлексии участников образовательного процесса с помощью симуляций на основе искусственного интеллекта для повышения точности результатов как с точки зрения организации процедуры, так и с точки зрения совершенствования алгоритмов искусственного интеллекта

Использование аппаратно-программного комплекса «Московская электронная школа» при подготовке учителей, работающих по программам Международного бакалавриата

The results of a study of the influence quantity of the educational resources of the Moscow Electronic School project on the professional qualities of teachers working under the International Baccalaureate programmes are presented in the article. A comparison of the effectiveness of teachers’ work at Moscow schools of the International Baccalaureate system, who are enrolled in master’s degree programmes at Moscow City University and use these resources as an object and a tool for education, was used as the main research method. The proposed changes to the teacher training system, applied in connection with the possibility of their participation in the development and assessment of the Moscow Electronic School project’s educational resources effectiveness are described in the article, an example of students’ creative projects is provided. In conclusion, based on the data available from the experiments, the trends of the described electronic resources’ influence on the effectiveness of collective, creative and result-oriented educational activities, typical for the International Baccalaureate’s approaches are identified. Conclusions about improving teachers’ professional qualities in the field of educational, extracurricular and scientific-methodological activities are madeВ статье представлены результаты исследования степени влияния образовательных ресурсов проекта «Московская электронная школа» на профессиональные качества педагогов, работающих по программам Международного бакалавриата. В качестве основного метода исследования использовано сравнение эффективности работы учителей в московских школах системы «Международный бакалавриат», обучающихся в магистратуре педагогического вуза с применением названных ресурсов в качестве объекта и средства обучения. В статье описаны предложенные изменения, вносимые в систему подготовки педагогов в связи с появлением возможности их участия в разработке и оценке эффективности образовательных ресурсов проекта «Московская электронная школа», приведен пример творческих разработок обучающихся. В заключении на основании данных, полученных экспериментальным путем, выявлены тенденции влияния описанных электронных ресурсов на эффективность коллективной, творческой, ориентированной на результат образовательной деятельности, характерной для подходов Международного бакалавриата. Сделаны выводы о повышении профессиональных качеств педагогов в области учебной, внеучебной и научно-методической деятельност