Використання гібридного хмаро орієнтованого навчального середовища для формування самоосвітньої компетентності майбутніх фахівців з інформаційних технологій
Електронна бібліотека НАПН України
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http://lib.iitta.gov.ua/710513/
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Використання гібридного хмаро орієнтованого навчального середовища для формування самоосвітньої компетентності майбутніх фахівців з інформаційних технологій
Использование гибридной облачно ориентированной учебной среды для формирования самообразовательной компетентности будущих специалистов по информационным технологиям The use of a hybrid cloud-based learning environment for forming the self-education competence of future IT specialists |
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Волошина, Т.В.
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004.7 Computer communication. Computer networks
004.9 ІКТ ( Application-oriented computer-based techniques ) 37.01 Fundamentals of education. Theory. Policy etc. 378 Higher education. Universities. Academic study |
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Дисертація на здобуття наукового ступеня кандидата педагогічних наук (доктора філософії) за спеціальністю 13.00.10 «Інформаційно-комунікаційні технології в освіті» (01 «Освіта / Педагогіка»). ‒ Національний університет біоресурсів і природокористування України, Інститут інформаційних технологій і засобів навчання НАПН України, Київ, 2018.Дисертаційне дослідження присвячено проблемі формування самоосвітньої компетентності майбутніх фахівців з інформаційних технологій з використанням гібридного хмаро орієнтованого навчального середовища (ГХОНС). Проаналізовано зарубіжний та вітчизняний досвід з теми дослідження та уточнено поняття «самоосвітня компетентність» для майбутніх фахівців з інформаційних технологій. Визначено компоненти, рівні та критерії формування самоосвітньої компетентності майбутніх ІТ-фахівців. Здійснено аналіз використання засобів інформаційно-комунікаційних технологій (ІКТ) для формування самоосвітньої компетентності майбутніх фахівців з інформаційних технологій; розроблено модель ГХОНС закладу вищої освіти (ЗВО) для підготовки майбутніх ІТ-фахівців та визначено поняття «гібридного хмаро орієнтованого навчального середовища». Розроблено модель для формування самоосвітньої компетентності майбутніх фахівців з інформаційних технологій з використанням ГХОНС. Розроблено методику використання ГХОНС для формування самоосвітньої компетентності студентів ІТ-фаху та експериментально перевірено її ефективність. Загальні результати педагогічного експерименту показали, що використання ГХОНС в процесі вивчення дисциплін професійного спрямування майбутніми фахівцями з інформаційних технологій на основі розробленої методики сприяє формуванню в них самоосвітньої компетентності та заслуговує на впровадження в освітній процес підготовки студентів ІТ-фаху ЗВО.
The thesis on competing a scientific degree of a Candidate of Pedagogical Sciences (Doctor of Philosophy) by the specialty 13.00.10 “Information and communication technology in education” (011 – Educational, Pedagogical Sciences). ‒ National University of Life and Environmental Sciences of Ukraine, Institute of Information Technology and Learning Tools of NAPS of Ukraine, Kyiv, 2018. Keywords: self-education competence, hybrid cloud-oriented learning environment, future information technologies specialists, cloud-based educational resources, cloud services. Abstract content The thesis is dedicated to the problem of forming self-education competence of future IT specialists using a hybrid cloud-oriented learning environment (HCOLE). It analyzed the foreign and domestic experience on the research subject and defined the concept of “self-education competence” of future specialists as a confirmed ability of the individual to exercise self-education activities to improve theoretical knowledge and practical skills to flexibly respond to rapid changes in today's information society and the ability to independent solution of the professionally-oriented tasks in the field of information technologies to increase their own competitiveness level at the labor market. The structure of self-education competence of the future IT specialist is considered as a set of motivational-value, organizational-technological, practical-activity, reflexive-analytical components, which were distinguished in scientific papers by A. Hromtseva, N. Dovmatovych, V. Kovalenko, V. Korviakov, A. Nasimov, I. Mosi, O. Chebotariova. Motivational-value component has the following characteristics: the realization by future IT specialists of vital values of self-education, the availability of value orientations of personal and professional self-formation of interest in the chosen IT profession, understanding learning objectives, professional orientation of learning activities, forming need for systematic learning and cognitive activity, development of inner need in self-education, self-motivational skills, realization by the future information technology specialists of a career choice and self-education trend. This component serves as a stimulus for students’ self-education, which is characterized by the development of motivation of future IT specialists to continuous self-development and self-actualization. The organizational-technological component includes the ability of future IT specialists to plan and independently manage their own educational and cognitive activities, in particular, to independently determine the content, sources of knowledge, to stick to the completion schedule, to anticipate the progress of work and its results, to build their own self-education trajectory of learning, taking into account personal needs and abilities, to select forms, methods and means for organization of self-education activity, to manage and control time, etc. This component combines the knowledge and skills necessary for successful lifelong learning. The practical-activity component includes the ability to select the appropriate types and methods of self-education activity (search, selection of necessary information, efficient use of services and resources for work), to independently carry out professional tasks, to choose effective ways of achieving goals, to plan and develop projects, to determine the sequence and duration of the phases of activity. The practical-activity component performs a technological and instrumental function in the process of forming self-education competence. The reflexive-analytical component is one of the main components of self-educational competence of the future IT specialist, which implies cognitive independence, volitional and ideological qualities, initiative, responsibility, scientific thinking, inspiration of the individual. This component includes the ability of a future IT specialist to perform self-monitoring and reflection, namely: to select, analyze and compare their own actions with a particular situation; to perform self-searching, self-control, to form an adequate self-assessment of their achievements in the formulation of complex tasks; to compare the achieved results with the tasks, to correct and develop new tasks. The indicators of the level of future IT specialists’ self-education competence formation by the personal, knowledge, pragmatic and reflexive criteria were developed on the basis of certain components of self-education competence and research results by S. Kasiants, L. Shvachko, T. Yavorska. The possibilities of using cloud resources and services for the formation of self-education competence of future IT specialists were analyzed and classified in the following way: resources for educational material self-study (Microsoft Imagine Academy, Cisco Networking Academy, IBM Academic Initiative, Coursera, Prometheus, etc.), systems and sites for the development of practical programming skills (ejudge, threehouse, programr.com, etc.), services for the organization of collaborative students work (G Suite, Microsoft Office 365). Based on the studies by C. Zou, H. Deng, S. Lytvynova, Q. Qiu, M. Shyshkina, we defined the concept of “hybrid cloud-oriented learning environment” as an ICT-environment based on cloud computing technologies, which combines the didactically substantiated use of educational resources and academic cloud services by educational institutions and public clouds. We defined the following components of the HCOLE for the future IT specialists training: spatial-semantic, technological, informational-competent and communicative. The spatial-semantic component ensures functioning of the educational environment of the higher educational institution on the principle of the academic cloud, its integration with the public clouds, the resources of which are used for training IT specialists and creates conditions for the formation of their self-education competence. The technological component includes the content, tools and HCOLE components management. The content and tools included in HCOLE are determined with due account for the organization of the future IT specialists training in a professional direction. The formational-competent and communicative components reflect the form and nature of the interaction of students and faculty in the process of studying, the willingness to use mixed communication, direct communication, organize teamwork of students and communicate online with future IT specialists. The model of forming the self-education competences is substantiated on the basis of the developed HCOLE model for the future IT specialists training and includes the following blocks: methodological-target, technological, organizational-pedagogical and control-correctional. The developed model reflects the organization of the educational process of training future IT specialists using HCOLE. The main tasks, approaches and principles of students training organization are defined in the methodological-target block; the technological block features services, HCOLE resources and software for the subject study of professionally-oriented academic disciplines specified in the curriculum of IT specialists training and methodology components of the HCOLE usage with the aim of forming the self-educational competence; the organizational-pedagogical block offers the forms of the educational process organization, teaching methods and content of education, which are expedient to use in the process of training the future information technologies specialists; the control-correctional block defines the criteria, levels of future IT specialists self-education competence formation and assessment methods (questionnaires, performance analysis, pedagogical supervision, expert and formative assessment). It describes the methodology of using HCOLE resources and services, in particular, electronic training courses, online academies, mass open online courses, professional sites, automated programming verification systems, communication and collaboration services for the formation of self-education competence of future IT specialists. The purpose of using HCOLE is to form the self-education competence of future IT specialists, develop their professional and personal skills. The developed methodology is based on the use of the following services and resources: e-learning resources (training portal, Microsoft Virtual Academy, Microsoft Imagine Academy, Cisco Networking Academy, IBM Academic Initiative, Prometheus, Channel 9, etc.); automated systems for checking programming challenges (ejudge); environments for practical tasks (Azure, Microsoft Imagine, Programmr.com, CodePlex, Packet Tracer, Daas virtual desktop, etc.); the environment for the organization of project activities (Microsoft Office 365, G Suite). For the organization of teaching process, it is advisable to use such teaching methods that involve the active use of ICT, in particular: inverted, blended, problem-solving, interactive teaching as well as project activities and coaching. The essence of the teaching methods lies in using the HCOLE components to organize the training activities of future IT specialists in accordance with the specified procedures. The first procedure involves the integration of professionally-oriented academic disciplines into online ETC academic resources. Students are encouraged to take advantage of the online resources of the corporate academic clouds, such as Microsoft Imagine Academy, Cisco Networking Academy, IBM Academic Initiative, Prometheus, etc. to independently process within the course. As a result, students are motivated to learn new educational material; they develop the ability to make an independent choice of online resources to continue their own self-development in the chosen direction; to build and adjust their own self-education trajectory by managing and controlling the time of studying in additional online courses; to form an adequate self-assessment of their achievements; the ability to undergo professional certification procedures. The second procedure lies in using programming environments which are available within the IT infrastructure of the higher education institution (Daas virtual desktop) and within the cloud environment (Azure, ejudge, Programmr.com, PacketTracer). In forming the task for practical training of students, the educator recommends to use certain programming environments and updates the students on the options of various services and platforms available through HCOLE, which enables him/her to independently choose the best way of achieving the goal, to determine the sequence and duration of the stages of his/her activity, to select the tools and services to complete the task. The third procedure provides the organization of group project work using HCOLE (Microsoft Office 365). Using the method of group project work in the process of training future IT specialists will facilitate their ability to search, analyze and select the necessary information. By utilizing services for planning activities, establishing communication and collaboration, resources for non-formal education, assessment and reflection tools, students will develop skills to effectively distribute and manage their own time, to communicate, to collaborate within the team. Implementation of professional projects will increase students’ motivation to self-education and development of both professional and personal skills.The developed methodology enables future IT specialists to evaluate the importance of self-education, to generate their interest to the chosen IT profession and the need for constant self-improvement, providing access to various types of resources and platforms, which forms the students’motivation to acquire new knowledge and independently build their own learning trajectory, the ability to search for effective ways of carrying out practical tasks, the ability to communicate, collaborate and cooperate. The practical significance of the results obtained is the following: the method of using HCOLE for the formation of self-education competence of future IT specialists is determined; the cloud services and HCOLE resources are defined which are expedient to use in the process of teaching professionally-orientated academic disciplines to future IT specialists in order to form their self-education competence; recommendations for their use in the educational process are developed; the syllabus was completed, the content scope was implemented and the HCOLE was introduced in the teaching process of the academic discipline “Information Technologies”, which together ensure the formation of self-education competence of future IT specialists by employing such teaching methods as: problem-search, interactive, project activities, coaching; the procedure of Microsoft services and resources management at the NUBiP of Ukraine, in particular Microsoft Office 365, Microsoft Imagine Academy, Microsoft Imagine integrated with HCOLE at the HEI, pursuant to the quality management standard ISO 9001, on the basis of which the use of the indicated resources for the formation of self-education competence is effectuated and the provision on the training laboratory “Microsoft Imagine Academy”, which operates on the basis of the Faculty of Information Technologies of the NULES of Ukraine. The theoretical and methodological findings suggested in the thesis can be used by institutions of higher education for the organization of future IT specialists training using HCOLE, for compiling syllabi, in the ETC of professionally-oriented academic disciplines, as well as in the system of professional development of teachers at the institutions of higher and postgraduate education. Диссертация на соискание ученой степени кандидата педагогических наук (доктора философии) по специальности 13.00.10 «Информационно-коммуникационные технологии в образовании» (011 ‒ Образовательные, педагогические науки). ‒ Национальный университет биоресурсов и природоиспользования Украины, Институт информационных технологий и средств обучения НАПН Украины, Киев, 2018. Диссертационное исследование посвящено проблеме формирования самообразовательной компетентности будущих специалистов по информационным технологиям с использованием гибридной облачно ориентированной учебной среды (ГООУС). Проанализирован зарубежный и отечественный опыт по теме исследования и уточнено понятие «самообразовательная компетентность» для будущих специалистов по информационным технологиям. Определены компоненты, уровни и критерии формирования самообразовательной компетентности будущих ИТ-специалистов. Осуществлен анализ использования средств информационно-коммуникационных технологий (ИКТ) для формирования самообразовательной компетентности будущих специалистов по информационным технологиям; разработана модель ГООУС учреждения высшего образования (УВО) для подготовки будущих ИТ-специалистов и определено понятие «гибридного облака ориентированного учебного среды». Разработана модель для формирования самообразовательной компетентности будущих специалистов по информационным технологиям с использованием ГООУС. Разработана методика использования ГООУС для формирования самообразовательной компетентности студентов ИТ-специальностей и экспериментально проверена ее эффективность.Общие результаты педагогического эксперимента показали, что использование ГООУС в процессе изучения дисциплин профессионального направления будущими специалистами по информационным технологиям на основе разработанной методики способствует формированию у них самообразовательной компетентности и заслуживает внедрения в образовательный процесс подготовки студентов ИТ-специальностей УВО. |
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2018
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Thesis
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text
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uk
uk uk |
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http://lib.iitta.gov.ua/710513/1/%D0%92%D0%BE%D0%BB%D0%BE%D1%88%D0%B8%D0%BD%D0%B0%20%D0%A2.%D0%92.%20dis.pdf
http://lib.iitta.gov.ua/710513/2/%D0%92%D1%96%D0%B4%D0%B3%D1%83%D0%BA%20%D0%9E%D1%81%D0%B0%D0%B4%D1%87%D0%B8%D0%B9%20%D0%92.%D0%92.%20%D0%BD%D0%B0%20%D0%B4%D0%B8%D1%81.%20%D0%92%D0%BE%D0%BB%D0%BE%D1%88%D0%B8%D0%BD%D0%BE%D1%97%20%D0%A2.%D0%92..pdf http://lib.iitta.gov.ua/710513/3/%D0%92%D1%96%D0%B4%D0%B3%D1%83%D0%BA%20%D0%92%D0%B4%D0%BE%D0%B2%D0%B8%D1%87%D0%B8%D0%BD%20%D0%A2.%D0%AF.%20%D0%BD%D0%B0%20%D0%B4%D0%B8%D1%81.%20%D0%92%D0%BE%D0%BB%D0%BE%D1%88%D0%B8%D0%BD%D0%BE%D1%97%20%D0%A2.%D0%92..pdf - Волошина, Т.В. (2018) The use of a hybrid cloud-based learning environment for forming the self-education competence of future IT specialists Dissertation candidate thesis, Національний університет біоресурсів і природокористування України. |
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