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Abstract

Contents

INTRODUCTION

Currently, the use of information systems in higher educational institutions is not uncommon. The range of their application is wide and varies from automation of individual workplaces to full automation of the activities of a higher educational institution. Regardless of the automation object, whether it is a teaching composition or administration of a university, in an educational institution such systems are introduced with the ultimate goal of improving quality education.

Staffing is a system of principles, forms and methods formation of the required quantitative and qualitative composition personnel, aimed at improving human resources and using it effectively.

Monitoring, on the one hand, is a mechanism of control, correlation the real state of affairs with what was planned, and on the other – planning tool based on the analysis of the prevailing situations and development strategies. At the same time, today monitoring considered as one of the most important, relatively independent links in the management cycle, the purpose of which is to provide information for making management decisions aimed at both anticipation of undesirable consequences in the state of the monitoring object from the influence of external and internal factors, and on the correction of the object of monitoring.

Establishing the correspondence of the teacher's education to the profile readable discipline – ensuring the quality of training students in specialties and areas of training, allowing graduates DONNTU successfully work in the chosen field of activity, possess competencies that contribute to its competitiveness in the market labor.

1. STATEMENT OF THE PROBLEM

One of the problems, the solution of which is required in the development of software that allows automating most of the information processing processes in educational organizations, is the formation of a general information concept. Designing and implementing an integral data storage center (database) in order to minimize the functions of individual users is no less an essential task in the formation of automated systems. Due to the presence in higher educational institutions of a common database, one of the main requirements for the system being developed is the possibility of integration into this database, in order to use the data stored in it about the main structural divisions of any university – departments, curricula for training specialists and, of course, scientific teaching staff who provide the educational process.

The system being developed should be based on the Time Standards for planning and accounting for the volume of educational work of scientific and pedagogical workers of the State Educational Institution of Higher Professional Education "DONNTU". The information from this document should be used when calculating the teaching load of scientific and pedagogical workers involved in the educational process, and also allows you to develop an algorithm for determining the contact work of a student with a teacher.

In the course of the master's dissertation, it is necessary to develop a software product that allows you to control the quality of the teaching staff of the university.

Based on the task, the software being developed should make it possible to analyze curricula for bachelor's, specialist's and master's educational programs from the point of view of the compliance of the qualifications of scientific and pedagogical workers participating in training with the requirements of the state educational standard of higher professional education of the Donetsk People's Republic and the federal state educational standard of the Russian Federation.

To solve the problem, it is necessary to solve the following subtasks:

  1. to develop a data base that allows using information from the automated control system "VUZ" and the automated control system "dean's office" DonEtsk National Technical University;
  2. develop an algorithm for calculating the contact work of a teacher with a student;
  3. develop an algorithm for determining the indicators of the qualitative composition of the teaching staff, in accordance with the requirements of the State Educational Institution of Higher Professional Education of various areas of training (specialties);
  4. implement the developed algorithms;
  5. generating reporting forms;
  6. ensure data processing by automating the likely actions of the system user;
  7. to ensure the possibility of expanding the system (the admissibility of its completion in the event of an increase in requests to the automated system);
  8. develop user interface.

2. THEORETICAL BASIS OF AUTOMATED INFORMATION SYSTEM

2.1 Problems of automation of university activities

The rapid development of computing technology, changes in educational conditions, changes in the means and forms of education, an increase in the range of technical means, as well as the use of large amounts of data establish the need for the implementation of information technologies in education.

Automation, as a rule, implies the use of technical and software tools, partially or completely freeing a person from direct participation in the processes of receiving, transforming, transferring, as well as using materials or data. The automation process is preceded by its formalization, that is, obtaining a complete set of unambiguously interpreted instructions, adhering to which the result of the process implementation is achieved [ 2 ].

The advantages of automation are obvious – it accelerates the execution of operations and reduces errors during their execution, reduces the cost of implementing operations and improves quality. Automation can be considered successful, as a result of the implementation and use of which it was possible to return the funds invested in it.

The following stages of the automation process are distinguished, applied in general to the activities of an institution. Each of the stages requires a meaningful and consistent implementation.

Stage 1: Statement of the problem, assessment of the need for automation and the capabilities of the enterprise.

Stage 2: Formation of requirements for the software and hardware complex, selection or implementation of a software product and hardware.

Stage 3: Implementation of the software product.

Stage 4: Post–warranty service of the hardware and software complex.

Before you start automation, you should clearly and clearly formulate your own conditions for it. It is necessary to establish which functions should be automated. It is necessary to take into account the fact that the introduction of automated systems often lowers the level of influence of the human factor in the implementation of certain operations.

Each individual specialist, as part of his duties, is obliged to have the skill to immediately eliminate failures in the system, detect and eliminate violations of operating conditions, solve various user problems.

The choice of a software product or its development environment should in no way be separated from the choice of hardware, on which work is to be done in the future. One should not forget also about the existing information system of the university. Combining into a single information space makes it possible to use previously implemented components and a single database, which increases the flexibility of the information system as a whole, and also reduces the repetition of pre–existing data [ 2 ].

The described process of analyzing the activities of the university is usually called pre–project survey of the institution [ 3 ]. In the course of the survey, a complete model of the organization is built, which describes not only the interaction of structural units, but also the operations and information flows they implement. The construction of such documented models allows not only to optimize the current work, but also to make the activities of the enterprise less dependent on specific people, as well as to help in training new employees.

After building a model of the institution and determining the requirements for the software product, you need to decide on the choice of the program. The functional completeness (sufficiency) of the future program is a basic requirement for the choice of a software product.

2.2 Analysis of the curriculum formation system

The task of each institution carrying out educational activities in the field of higher education is to produce a qualified specialist (bachelor's degree). In order to achieve a high degree of preparedness of the tankLavra, as well as the formation of competencies adopted in the federal state educational standard in the direction, the institution carrying out educational activities develops the academic plan as the basis for the institution of the educational process in accordance with the direction. The curriculum itself logically links the individual disciplines of the educational program, and also directs the activities of the students towards the result of the final goals of the educational process: the acquisition of knowledge, as well as the demonstration of skills and experience in a particular area of ​​professional activity.

The task of the curriculum is, on the one hand, to ensure high–quality training of specialists (bachelors), and on the other, to fulfill the established restrictions associated with organizing the learning process in accordance with a specific curriculum, as well as compliance with absolutely all regulatory documents. The results of studying the bachelor's program, as well as the formation of general cultural, general professional, and professional competencies in the graduate in accordance with the federal state educational standard of higher education in a certain direction, largely depend on how the curriculum is drawn up.

The highest level of the hierarchy makes the decision of the problem of compliance of specialists graduated from higher education with the structure and volume of social needs. It establishes the content of education, develops personality models for specialists of various profiles, standard curricula, as well as programs according to specialties, etc.

The lower level is a higher educational institution that guarantees the compliance of the graduated specialists with the system of basic requirements adopted in the directive documents: personality models of specialists, typical curricula, as well as in programs.

In standard curricula approved by the highest state bodies of public education, it is indicated:

Working curricula are drawn up every year, and universities are also given the opportunity to amend within certain limits the scope of the disciplines studied, the content, as well as the structure of education. In a similar way, universities are given sufficient freedom to improve the quality of training specialists not only by specifying the disciplines studied at the university, but also by their optimal location in time [ 5 ].

All disciplines of the curriculum are combined with each other, that is, in disciplines later in time of study, information from previously studied is used, in the absence of its concretization, that is, it is implied that the student knows, this or that meaning is embedded in one or another definition or concept.

3. MODERN METHODS OF CURRICULUM DEVELOPMENT

3.1 Modular training

One of the ways to form curricula, as well as programs is the organization of modular training. In recent years, a huge number of developments have been made in this direction. The essence of modular training is to isolate as much as possible individual blocks (modules) of educational material. Each module, when studied, guarantees the result of some didactic goal. The educational material covered by the module must be such a complete block that it is possible to construct a single content from separate modules without violating the consistency of the presentation of the material [ 4 ].

Modular training provides a maximum of independent student work. The teacher's functions in such training are increasingly reduced to advisory.

The task of developments in this direction is the formation of flexible training content with the possibility of replacing individual modules.

With a modular structure of training, a subsequent methodology for the formation of the content of the modules is proposed. A graph of the logical structure of the subject is created, in which not only subject, but also interdisciplinary connections are indicated [ 7 ]. Then, in the individual educational elements that make up the structure of the module, completely those topics from the graph of the logical structure are selected that are needed in order to study a specific educational element that makes it possible, according to the possibility, to guarantee its significant autonomy, to achieve the completeness of the content of educational material in it. In this regard, the content of the educational element, in addition to the above topics, also includes topics of other subjects that were indicated by interdisciplinary connections.

This training structure has its own advantages and disadvantages. As a plus, it is possible to point out that some flexibility of learning is achieved. The ability to move individual blocks of educational material modules in time in the absence of an analysis of their external relationships, thus, the modules are considered as isolated as possible, as well as complete structures.

A significant disadvantage of such an organization of building the content of training is the fact that the modules contain data that is not in any way directly related to the discipline being studied. At the same time, information from fundamental sciences for the purpose of this specialty (in particular, for engineering education – mathematics, physics, and other general technical disciplines) may be duplicated several times in different modules. Of course, after all, it favorably has a great influence on the quality of the assimilation of the material, however, it significantly reduces the total volume of educational material, which can be presented to the student during the period of his studies at the university.

3.2 Drawing up a curriculum based on the tree of training goals for a specialist

One of the areas of work in the field of improving the training of specialists in higher educational institutions is the formation of educational plans for universities based on the tree of goals for specialist training [ 5 ].

Briefly about the essence of the method. The method is implemented on the basis of building a tree of goals of the educational process of training a specialist. The goal tree contains several hierarchical levels. Various authors suggest creating a hierarchy of levels in different ways. Let's give one example. The main goals of training are what a university graduate must understand and be able to do.

Each goal is assigned one or more disciplines of the curriculum. Each discipline, in turn, can be divided into topics.

The volume of the curriculum in hours is known in advance, this volume should be filled with mainly important content. At DONNTU, training usually takes place in two semesters, each of which lasts 17 weeks, so it is convenient to divide each discipline into 17–hour elements.

Thus, the tree of goals of the educational process contains three levels.

The first level is the goals of the educational process.

Second level – sections of the curriculum.

Third level – 17 o'clock elements.

The input data are the coefficients of the relative importance of the goals of the educational process, but also the weights of the goals of the second level relative to the goals of the first level. Based on these data, the coefficients of the relative importance of the goals of the second level are calculated, the weights of the goals of the third level relative to the goals of the second level are also the coefficients of the relative importance of the goals of the third level (seventeen–hour elements), but in addition, the group weights of the elements of the curriculum [ 6 ].

The length of the curriculum in hours is known, perhaps translate it into elements. In this case, having placed the elements in descending order of the group weights of the elements of the curriculum, it is necessary to select the first R elements in the academic plan, where R is the volume of the curriculum in elements. Then an expert survey is conducted according to the connections among the elements selected for the academic plan.

With this operation algorithm, no connection between modules is provided. The links between the modules included in the academic plan are assessed after the selection of the content; for this reason, information deficiency may appear in order to study some modules, because ancestor elements necessary for them as an infobase may not have a large enough group weight.

The following algorithm is proposed for dividing the curriculum into semesters.

The first stage is the removal of contours in the graph of links of educational material. Arcs with the least weight are removed from paths.

The second stage is dividing the graph without contours into layers.

The third stage is the placement of the elements of the curriculum by semester.

Placement method: for the first semester, the elements of the first layer are taken, then, if the semester is not full, the elements of the next layer are included in it, such that the sum of the weights of the arcs in one semester is minimal. The sum of the weights of the arcs is a penalty that needs to be minimized. If the semester is overcrowded, then the elements from it are transferred to the next semester according to the same rule, i.e. those elements are transferred, the weight of the arcs of whichminimal [ 8 ].

Multiobjective task. First, the elements are selected for the plan according to the criterion of the highest total group weight. Then connections are established among the elements selected in the plan. Also, the distribution of elements by semester is carried out according to the criterion of the smallest total penalty for arcs from different layers that fell into the same semester, and for arcs of the same layer that fell into different semesters.

The following shortcomings can be noted in the proposed algorithm for arranging the elements of the curriculum plan by semester.

  1. The size of the training element is fixed. In this case, the logical division of the discipline into educational elements can be fraught with certain difficulties if any section in the discipline is a single large integral unit. And with artificial fine crushing of such sections, it can be difficult to establish links.
  2. It is noted that the coefficients of the relative importance of the goals of the educational process and the weights of the goals are determined with the help of experts, but the principles for determining these coefficients are not outlined, and since the goals of different levels are abstract concepts, this can cause certain difficulties in understanding the task set for the experts , and, consequently, a wide range of scatter of expert assessments.
  3. When selecting training content, the links between individual elements of the curriculum are in no way taken into account, but only their contribution to the achievement of the goal is provided. Then, modules may be excluded from the curriculum, which have low coefficients of relative importance in order to achieve the goal, but the study of descendant modules is based on them. In this case, the content of the training modules will still have to be stated, however, this will reduce the period of time for studying the following modules, which cannot have a positive effect on their assimilation.
  4. The belonging of certain elements to the same subject is not taken into account. If two elements of the same discipline fall into one semester, in this case, the weight of this arc can not be added to the penalty, thus, in this case, the consistency of the presentation of the material is preserved. Thus, if in a semester there are two elements of the same discipline of equal volume, then each of them will be studied for half the semester. In this situation, the criterion is made the opposite of the criterion for minimizing time gaps, thus, when the intensity of the presentation of the discipline corresponds to the maximum possible, so that the related elements of one discipline fall into one semester. In this case, the time gap between them in weeks will be equal to zero. The closer the connection between the elements in this case, the more correct the assimilation of the material.
  5. Curriculum restrictions not covered. This approach to the preparation of curricula is beginning to be implemented in DONNTU and is the most promising. The modular principle of teaching allows you to quickly vary the qualification characteristics, the implementation of which is associated not only with specific disciplines taught to students, according to the curriculum, but also with certain modules included in these disciplines.

4. DESCRIPTION OF THE ALL–RUSSIAN CLASSIFIER OF SPECIALTIES IN EDUCATION

The All–Russian Classifier of Education Specialties (OCCO) is a document on the standardization of the Russian Federation.

OKSO is intended for the classification and coding of professions, specialties and areas of training used for the implementation of professional educational programs of secondary vocational and higher education.

OKSO is used to solve problems related to:

The objects of classification in the OKSC are the professions and specialties of secondary vocational education, specialties and areas of training for higher education.

A profession, specialty, direction of training is understood as a set of competencies acquired as a result of obtaining secondary vocational or higher education and ensuring the formulation and solution of certain professional tasks. Professions, specialties and areas of training are combined into enlarged groups. The enlarged group is understood as a set of related professions, specialties and areas of training.

ForI summarized the characteristics of professions, specialties and areas of training, large groups are united in the field of education.

The field of education is understood as a set of enlarged groups related to a particular field of activity. OKSO contains codes of areas of education, large groups, professions, specialties and areas of training, as well as their names.

The OSSO uses a hierarchical classification method and a sequential coding method.

The code designation of a profession, specialty or field of study consists of seven digital characters:
X.XX.XX.XX,
where:
1st digital character corresponds to the code of the field of education;
2nd and 3rd digital characters correspond to the code of the enlarged group;
4th and 5th digital characters correspond to the educational level code;
The 6th and 7th digital characters correspond to the code of the profession, specialty or field of study.

After the code of the area of ​​education, after the code of the enlarged group and after the code of the educational level, a period is put. The code of the area of ​​education, large group and educational level are sequential numeric codes within the OKSC.

The code of a profession, specialty or direction of training is a sequential digital code within a large group and educational level.

When coding a large group as an object of classification, the code of the educational level and the code of the profession (specialty, field of training) have the value "00".

When coding the field of education as an object of classification, the code of the large group, the code of the educational level and the code of the profession (specialty, areas of training) are not used.

The OKSS uses the list of fields of education established by the Procedure for the formation of lists of professions, specialties and areas of training, approved by order of the Ministry of Education and Science of the Russian Federation No. 1059 dated September 12, 2013:

The OSSE is compared with the International Standard Classification of Education ISCED 2011 and the International Standard Classification of Education ISCED–F 2013.

The following ISCED codes are assigned to each profession, specialty and area of ​​study:

CONCLUSIONS

In the course of the master's thesis, the analysis of problems associated with the automation of the university's activities is considered, an analysis of the formation systems and methods of developing curricula is carried out.

A correctly and accurately designed curriculum ensures an even workload of student groups and faculty.

The most widespread approach today is determining the compliance of the discipline profile with the teacher's education based on the correspondence of large groups of specialties or areas of training.

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