Matematički modeli za višekriterijumske procene u sistemima učenja na daljinu

Učenje na daljinu (eng. Distance Learning System - DLS) je sveprisutniji savremeni koncept obrazovanja. To je koncept zasnovan na tutorskom sistemu i njegovim modulima (moduli asistenta, tutora, moduli za praćenje i prepoznavanje emocija, motivacije, itd.) koji deluju u korelaciji sa povratnim informacijama iz sistema. Ova modularnost značajna je pre svega u korektivnoj ulozi, adaptivnom kapacitetu, automatizaciji i samoregulaciji DL sistema. Novi koncept DL sistema omogućio je lakše uvođenje, široku zastupljenost i veću funkcionalnost savremenih sistema za upravljanje učenjem (eng. Learning Management System - LMS). LMS sistemi koriste se za kreiranje, organizaciju, realizaciju, administraciju, verifikaciju kurseva u skladu sa obrazovnim okruženjem. Definisanje okruženja i priprema za nastavu počinje prepoznavanjem karakteristika studenata, nastavne grupe, podelom u podgrupe po orjentaciji, predznanju, predispozicijama, odnosno prepoznavanju idividualnih karakteristika, sklonosti i mogućnosti studenata. Pristupanjem kursu, tokom kursa, a posebno pri rešavanju problemskih zadataka, dolazi do nejasnoća i nerazumevanja, razvijaju se različite emocije, padovi koncentracije, motivacije, i sl. Tada DL sistem i pripadajući moduli moraju signalzirati nepravilnosti i slabosti koncepta učenja u skladu sa individualnim potrebama, a uz pomoć modula korektivnih funkcija prevazilaziti ih. Iz tog razloga vrlo je važno u startu indetifikovati validne činioce obrazovnog okruženja i karakteristike studenta. U skladu stim neophodno je grupi/pojedincu dodeliti adektavtan skupa modula DL sistemu za uspešno praćenje kursa i kvalitetne procene uspešnosti okončanja kursa. Različitost činioca koji definišu okruženje neophodno je definisati težinskim faktorom, obzorom na posledične efekte. Dakle, neophodno je izraditi matematičke modele za ocenjivanje rada studenata koji studiraju na daljinu, na osnovu ulaznih parametara sa jedne strane (opšti uspeh, uspeh iz srodnih predmeta prethodnog nivoa školovanja, motivisanost studenta za studije, i sl.), te na osnovu reakcija tokom kursa na zadate probleme i zadatke, dobijenih u cilju uspešnog savlađivanja gradiva, sa druge strane. Takođe, neophodno je izraditi matematičke modele višekriterijumskog (VK) ocenjivanja odgovarajućih platformi za DL studije sa ciljem da se odredi za date situacije odgovarajući način održavanja nastave za pojedine studente ili grupe. Prosta primena poznatih metoda VKA ponekad nije moguća, zbog same strukture metoda. Dakle, u cilju postizanja odgovarajućih rezultata, razvija se prilagođeni VK metoda za ocenjivanje za kokretni slučaj, tj. za kokretno obrazovno okruženje

MULTI-CRITERIA SELECTION OF STANDARDS FOR SYSTEM ANALYST ACTIVITIES IN ORGANIZATIONS

The paper defines the methodology for the selection of standards and tools that system analysts use for the purposes of analyzing the computer infrastructure of organizations. The goal of system analyst analysis is primarily to increase: the speed of processing information, the efficiency of data processing and data exchange. A large number of standards and tools complicates an adequate choice, and on the other hand system analysts are not the only ones who influence the choice. In the analysis of the choice of standards and tools, in the second chapter an algorithm for determining the weight coefficients for the criteria selected by the company and the ranking of the standards for selection is presented through an example. In order to choose the best standard, the choice was made between four standards described in the third chapter. The chapter defines the criteria that cover IT activities for the selection of standards according to selected criteria and defined weight coefficients in the observed company. Finally, on the assumption that the company together with the analyst chose “k” criteria, where the methodology (LBWA) for the selection of weight coefficients for the criteria was proposed, a new model for calculating the ranking of standards was presented, i.e. the choice of the best. The conclusion of the paper is that the presented procedure for choosing standards is not complicated, that it is very successful, and that in this way the proposals were more easily accepted and implemented in the fastest way

On-line Student Emotion Monitoring as a Model of Increasing Distance Learning Systems Efficiency

Modern concepts of education are increasingly focused on e-learning and distance learning. Expectations from them are at least the same efficiency, but also results higher than those obtained by the traditional education system. In distance learning systems the modules of assistants (tutors, helpers) are very important. They provide immediate feedback both to the student and the distance learning system. Tracking and recognizing emotions in distance learning systems is of great importance, especially in the adaptive capacity of automated education systems towards the student, but also in a corrective role in the distance learning process itself. Here we present a model for evaluating students based on automatic recognition of emotions during task solving

Monitoring the effect of motivation on mastering knowledge and skills in distance learning systems / Влияние мотивации на процессы овладения знаниями, умениями и навыками в системе дистанционного образовани / Praćenje uticaja motivacije na procese apsolviranja znanja i veština u sistemu učenja na daljinu

This paper describes how motivational processes affect students from the point of view of acquiring knowledge and skills, transfering them and using them in distance learning systems. Research in the social-cognitive framework illustrates the flexibility of the system and adequate adjustment of motivational patterns. A model of motivational processes, based on research, is presented as a function of learning objectives. The didactic-methodical approach to teaching was changed and adapted parallelly with monitoring the impact of the motivational factor on cognitive task performance and on students' responses, i.e. with the motivational factor influence on the success or failure of the cognitive outcome and the learning process quality. This work investigated the influence of specific knowledge areas and the interests of students on understanding professional or scientific lectures. The implications in practice and interventions done through the design of software of distance learning systems were aimed at correcting the educational process. Two forms of prior knowledge (expert knowledge and general thematic knowledge) were checked at the start as entrance tests and a preparatory course. After problem solving, a feedback analysis was carried out to determine the effects of prior professional knowledge, general thematic knowledge and interests on understanding and solving problems. The analysis of the results showed that for solving professional and technical tasks, prior knowledge of the domain, general thematic knowledge and interests were significant predictors of understanding and success. / данной статье описано, каким образом мотивационные процессы влияют на слушателей курса системы дистанционного образования, в т.ч. на восприятие знаний, овладение ими и на применение знаний, умений и навыков. Социально-когнитивные исследования свидетельствуют о высокой степени приспособленности системы и соответствии применяемых мотивационных моделей. Модель мотивационных процессов в исследовании представлена с целью совершенствования дистанционной системы обучения. При наблюдении за влиянием мотивационных факторов на выполнение когнитивных задач, и по выражениею реакций слушателей курса, можно определить какие мотивационные факторы способствуют осуществлению положительных и отрицательных когнитивных результатов, в связи с чем, дидактические методы и приемы в процессе обучения периодически подвергались изменениям. Цель данной работы заключалась в исследовании влияния мотивационного фактора на овладение знаниями и профессиональными навыками, а также в наблюдении за проявленным интересом слушателей курса к научным лекциям. На основании выявления несоответствия мотивационных процессов с помощью дизайна программного обеспечения, разработанного для дистанционного образования, проводится корректирование условий и методов обучения. Сам процесс выявления основан на наблюдении роста знаний по сравнению с предварительными, так называемыми предзнаниями: 1. профессиональные предзнания и 2. общеобразовательные предзнания, проверенные вступительными тестами и на подготовительных курсах. В результате решения задач по данным вопросам проведен анализ влияния профессиональных предзнаний, общеобразовательных знаний и заинтересованности учащихся на восприятие, понимание и решение задач и достижение результатов. Результаты проведенного анализа показали, что в успешном понимании и решении профессионально-технических задач общеобразовательные предзнания и заинтересованность учащихся играют ключевую роль. / U radu je opisano kako procesi motivacije utiču na slušaoce kursa sa stanovišta apsolviranja znanja, te prenosa i korišćenja znanja i veština u sistemu učenja na daljinu. Istraživanja, u socijalno-kognitivnom okviru, ilustruje prilagodljivost sistema i adekvatno prilagođavanje motivacionih obrazaca. Model motivacionih procesa predstavljen je u funkciji ciljeva učenja slušalaca kursa. Praćenjem uticaja motivacionog faktora na izvršavanje kognitivnih zadatka, te kako se oblikuju reakcije slušalaca kursa, tj. kako motivacioni faktor utiče na uspeh ili neuspeh i kvalitet kognitivnog učinka u procesu učenja, menjan je i prilagođavan metodičko-didaktički pristup nastavi. U ovom radu istraživan je uticaj znanja iz uže stručne oblasti, ali i interesovanja slušalaca kursa za razumevanje stručnog ili naučnog izlaganja. Implikacije u praksi i intervencija, kroz dizajn softvera sistema učenja na daljinu, usmerene su na korekciju obrazovnog procesa na konstatovanu neprilagođenost motivacionih procesa u okruženju učenja ili stručnog osposobljavanja, prateći kroz istraživanje dva oblika predznanja: stručno predznanje i opšte tematsko predznanje, koja su proveravana ulaznim testovima predznanja, te kroz pripremnu nastavu. Nakon rešavanja problemskih zadataka izvršili smo povratnu analizu utvrđivanja efekata stručnog predznanja, opšteg tematskog znanja i interesovanja na razumevanje i rešavanje problemskih zadataka, te analizu ostvarenih rezultata. Za zadatke više stručno-tehničke orijentacije, predznanje iz domena opšte tematsko znanje i interes bili su značajni prediktori razumevanja i uspeha

A model for determiningweight coefficients by forming a non-decreasing series at criteria significance levels (NDSL)

© 2020 by the authors. In this paper, a new method for determining weight coefficients by forming a non-decreasing series at criteria significance levels (the NDSL method) is presented. The NDLS method includes the identification of the best criterion (i.e., the most significant and most influential criterion) and the ranking of criteria in a decreasing series from the most significant to the least significant criterion. Criteria are then grouped as per the levels of significance within the framework of which experts express their preferences in compliance with the significance of such criteria. By employing this procedure, fully consistent results are obtained. In this paper, the advantages of the NDSL model are singled out through a comparison with the BestWorst Method (BWM) and Analytic Hierarchy Process (AHP) models. The advantages include the following: (1) the NDSL model requires a significantly smaller number of pairwise comparisons of criteria, only involving an n-1 comparison, whereas the AHP requires an n(n-1)/2 comparison and the BWM a 2n-3 comparison; (2) it enables us to obtain reliable (consistent) results, even in the case of a larger number of criteria (more than nine criteria); (3) the NDSL model applies an original algorithm for grouping criteria according to the levels of significance, through which the deficiencies of the 9-degree scale applied in the BWM and AHP models are eliminated. By doing so, the small range and inconsistency of the 9-degree scale are eliminated; (4) while the BWM includes the defining of one unique best/worst criterion, the NDSL model eliminates this limitation and gives decision-makers the freedom to express the relationships between criteria in accordance with their preferences. In order to demonstrate the performance of the developed model, it was tested on a real-world problem and the results were validated through a comparison with the BWM and AHP models