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Summary of the final work

Content

Introduction

Demonstration and training system - the presentation of information to the student through practical tasks with heterogeneous data (graphics, text, sound, video). Usually this is a complex whole program with the implementation of the demonstration of all the points that are missed when studying the theory, but in practice clearly presented.

By studying the theory, the student may miss any details and, in carrying out practical tasks, the probability of making mistakes is possible. When learning, when the theory is supported by practice, as well as the details that need attention, the quality of knowledge is improved.

1. Relevance of the topic

At the moment there are quite a lot of various demonstration and training systems. Each of them is designed for its field of activity and implies a high-quality study by the student of the material presented. Since there is no single standard, each of these systems differs in the structure of student learning. For a student of our orientation, it is necessary to understand the computer architecture, and therefore the multiplication algorithms, which have their differences.

2. The purpose and objectives of the study, the planned results

The purpose of this thesis project is to create a web site with an application that clearly demonstrates step by step actions when performing a multiplication operation in the computer hardware. In the future, this website, together with this application, can be used to train students all over the Internet.

3. Requirements for demonstration and training systems

With the development of computer technology a new stage in the formulation of the educational process will be the use of available tools for training and development based on the mobile approach. When creating educational programs in the educational process, a good way is to use modern computer technologies. At the moment there are a large number of software products on personal computers and mobile devices, created on the basis of multimedia, office and Internet technologies. The same technology is used to create graphic images, animation and programming systems. There are a large number of multimedia demonstration training programs that allow you to issue lecture materials for a whole group of students at once [1].

The creation of demonstration and learning interactive applications is especially important for the implementation of one of the basic principles of learning - visibility. Currently, there are a sufficient number of graphic editors, which allow not only to illustrate the material being studied, but also to present it in dynamics. It is especially important that interactive dynamic models allow detailed elaboration of the methodological aspects of the material under study [2].

By a tutorial with built-in learning technology, we mean an educational program that can perform some of the functions of a teacher, namely:

- the provision of educational material;

- monitoring the result of learning;

- the formation of skills of educational activities and self-education.

There are a large number of different classifications and typologies of educational programs (N.V.Apatova, L.H.Zainutdinova, A.S. Lesnevsky, M.P. Lapchik, I.V. Robert, T.A. Sergeeva, N.V.Sofronova, et al. [2]) For example, at the Institute of Learning Aids, RAO identified several classification criteria for the typology of pedagogical software:

- by subject content;

- on functions: diagnostic, monitoring, training (demonstration, reference and information, forming, training);

- by the degree of student activity, which is determined by the structure and nature of the activity - programs designed for the minimum degree of activity (demonstration), for the maximum degree (design programs);

- according to the target group of the user - instrumental software for the teacher: to create new educational programs, use the existing software in the process of preparing for the lesson (“electronic outline”, “electronic journal”); student tools (general purpose and specialized). Examples of such programs are graphic and text editors, databases or spreadsheets;

- at the level of communication, the following types of programs can be distinguished: subject-oriented learning programs with different degrees of interactivity (interactive) and communicative-oriented (local area networks).

In the works of I.V. Robert [2], a classification of software for educational purposes is given, based on their methodological purpose: training, monitoring, simulators, reference, information retrieval, simulation, simulation, demonstration, gaming, leisure.

At the Moscow Energy Institute [2], together with the Russian Research Institute of Information Systems offer the following classification of educational programs:

computer tutorials;

-project-oriented environments (micro-worlds, modeling programs, training packages);

- laboratory workshops;

- trainers;

- monitoring programs;

- reference books, educational databases.

L.X. Zainutdinova [2] suggests distinguishing three types of computer tutorials:

- pedagogical software (PPP);

- information retrieval help software systems (iPSPS);

- training software systems (OPS).

Pedagogical software includes single-purpose computer training programs: service, monitoring, simulators, simulators, demonstration, etc. software.

To information retrieval help software systems - databases and knowledge base.

Educational software systems differ in what they present to the user set of features, including automated training systems (AOC), electronic textbooks (EC); expert training systems (EOS); intelligent learning systems (ILE).

The most popular name recently for one type of software for academic purposes - electronic textbook - L.Kh. Zaynutdinova defined as “an integrated learning software system providing the continuity and completeness of the didactic cycle of the learning process: providing theoretical material, providing training, learning activities and knowledge control, as well as information retrieval activities, mathematical and simulation modeling with computer visualization and service functions provided interactive feedback. "

Abroad there is a division of training programs into training (drill & amp; practice), step-by-step (step-by-step), mentoring (tutorial), “learn through discovery” programs [2].

Classify curriculum for student management J. Wellington [2]. He identifies programs that are designed to test and consolidate knowledge and skills - training (skill –and-drill) and mentoring (tutorial). The next group of software with less hard computer-side controls is gaming and imitation software, then the student’s information retrieval activities and, finally, programs in which the student chooses a learning strategy and tactic.

Most promising in overseas Literature includes such areas of computer use in training as expert systems, extensive interactive training systems, experiment simulators, and learning environments.

Some foreign teachers see the following possibilities for using a computer in the learning process:

- computer training (programs);

- computer learning (problem solving tool);

- computer testing;

- training by computer (teacher);

- modeling (one of the best options for using computers in training);

- the preparation of textbooks.

Based on an analysis of existing software focused on the field of education, you can also see that the development trend of software for educational purposes is to move away from the ideas of programmed learning and expand the information space of the program. Under the program information space educational purposes understand its content component.

The main pedagogical problems solved with the help of this training system:

- The initial acquaintance with the subject area (software), the development of its basic concepts and concepts;

- basic training at different levels of depth and detail;

- development of skills and abilities to solve typical practical problems in this software;

- development of skills for analyzing and making decisions in non-standard (non-standard) problem situations;

- the development of abilities to certain activities;

- conducting educational research experiments with models of studied objects, processes and environments of activity;

- the restoration of knowledge and skills;

- control and assessment of levels of knowledge and skills.

Depending on the pedagogical tasks to be solved, such training systems are divided into four classes:

4. Analysis of existing demonstration and training systems

Demonstration and training systems - a way of learning, providing an opportunity to study the material in more depth, knowledge of which only in theory would not be enough. Demonstration and training systems allow you to find out how the knowledge gained is applied in practice, to see how a process occurs. Also demonstration-training programs can significantly speed up the learning process, since in such programs often reduce the amount of theory to a minimum, but this disadvantage is compensated by clarity. That is why demonstration and training systems are most often used not to fully study the material, but to consolidate it with examples [4].

Learning tools include various types of software designed to support the teaching process; object-oriented software systems; training, demonstration equipment, interfaced with a computer, designed to organize training activities. Moiseev V.B. the electronic training complex includes the following structural elements: a curriculum with hyperlinks to the curriculum; guidelines for teachers and trainees; e-learning courses; laboratory and practical complex; control test items. Thus, an unequivocal composition of electronic learning systems has not been developed [5].

Demonstration-training systems are also known, which include a teacher’s workplace with a switching and control unit and a personal computer connected to a large-screen monitor, and students' workplaces with individual switching and control units interconnected by a local network with a switching unit and management of the teacher’s workplace [6].

As one example of demonstration and training systems, these are multimedia training systems. They are designed to automate the learning process and control students' knowledge. Multimedia learning systems are needed for teaching and testing students based on a virtual model of the aggregate and is an effective tool for conducting training / retraining in classrooms.

The main task of the simulator is the development of practical skills with simultaneous theoretical training, preparing the individual for making quick and high-quality decisions in emergency situations.

The leading goal of using multimedia equipment in a lesson is to achieve a deeper memorization of educational material through figurative perception, enhancing its emotional impact, ensuring “immersion” in a particular environment.

If we talk about a full-featured MES, then the solution to the problem of automated learning in the maximum version includes:

- the provision of training materials in various forms (text, hypertext, graphics, audio and video materials, etc.);

-execution of practical work (modeling, design, problem solving, etc.);

-organization of the dialogue with the student (ie, answers to his questions);

- determination of the level of knowledge of the student;

-adaptation of the system to the level of knowledge of the student in accordance with the purpose of training [7].

In the market of computer products, the number of training programs, electronic textbooks, etc. increases every year. At the same time, disputes about what a “demonstration-training program” should be, which functions are “charged to it”, do not abate. The traditional construction of a demonstration-training system: the presentation of visual material, practice, testing.

Currently, the following requirements are imposed on the demo-training system:

There are 3 main modes of the demonstration-training system:

Currently, teaching systems are little used in modern education. But they have a lot of advantages compared with the usual ways of studying materials. Over time, the training systems will be introduced into education and it is possible that after a certain time all education will be based on electronic manuals, textbooks and training programs. Educational programs are another step towards informatization of society [4].

5. Development of the structure of a demonstration-training system for the course "Computer Architecture"

To study the course "Computer Architecture" you need to possess minimal basic skills and knowledge in the field of computer logic. Since the organization of computer architecture is based on machine code, it is necessary to know the correctness of many simple operations such as machine code representation, addition, subtraction, translations, etc. The first task is to provide information for the student to study on these items. Therefore, before studying such an operation as “multiplication” in machine code, you should understand what “machine code” is, how to perform simple operations on it, since the multiplication itself is based on them.

Given the fact that there are enough tools for visual verification of the required result on performing addition and translation operations on the Internet, it is worthwhile to provide the theoretical part of this section in the demo-training system.

In the demonstration and training system should be present as a theoretical part of the initial knowledge, and other, more complex operations in computer logic. To separate these two parts, you should make a test of knowledge of basic knowledge. The test should be done at the expense of the test, since this information is not complicated enough to implement a demonstration-training system.

The theoretical part is necessary to clarify the task and the more detailed and understandable the theoretical part is, the better the learning process will be.

The practical part of the task of performing the operation of "multiplication" in the machine code, after studying the theoretical part, does not require the introduction of some complicated systems. After the provision of educational materials in the form of text, lecture or other educational material, it will suffice to provide the student with the performance of practical work.

For example, laboratory work with the formulation of the problem, implement both the practical part of studying the subject, and determining the level of assimilation and knowledge of the student. Also, during the course of work the student may have questions that need to be answered. If there is no possibility of organizing a dialogue with the student, then clear examples or testing of his work by demonstration will be an effective way of learning.

When checking the performance of a task, answers may appear in the form of a discrepancy between the correct version of the demonstration and training system and the errors made by the student during the execution of the task. Also, the teacher can use the help of such additional tools to test the student, and visually check, explaining possible errors made during the execution.

In the process of teaching a student, the information should be well structured with an explanation of all abbreviations, terms and concepts used in studying the chosen course. It is first presented in the form of oral or written lecture material.

The examples given in the form of illustrations both on the blackboard and in the pictures, when studying the material at home, is also an important point of learning. In the demonstration-training system, this must be taken into account and used in the theoretical section.

When studying a visual example of step-by-step task execution gives a more complete picture of what is happening and the assimilation of the material is much more efficient. Since the process demonstration allows you to find out how the knowledge gained is applied in practice, the learning process is much faster.

When demonstrating the process, theoretical material is kept to a minimum, but clarity justifies these sacrifices. This is all necessary in order to break a complex task into simpler ones. Despite the number of steps in the study of the material, their simplicity allows you to better absorb the material. If there is too much information, a person can get confused, get lost, and spend a lot of time and energy in order to sort things out. If there are small tasks following each other, learning becomes more productive.

As a result, the structure of the demonstration-training system should consist of the following items:

- available initial theoretical part;

- test control on the original theoretical part;

- the theoretical part of the study of the operation "multiplication";

- the intuitive structural part of multiplication;

- selection of input data representation;

- Demonstration of the operation “multiply” step by step;

- output of each step on the screen;

In order for any student to have access to this demonstration and training system, it should be used to post this project on the Internet. Create a step-by-step online multiplier with all theoretical data, as well as test control based on the web site page.

Since it is advisable to study and use the service of a visual step-by-step online multiplier only when knowledge emerges in the simplest operations on numbers in machine code, the test part will therefore separate the initial information from the more complex test part, will be implemented when registering on the web-page.

In order to separate the theoretical parts from each other, as well as the implemented step-by-step online multiplier, the menu is a mandatory item in the implementation of the web-page.

In the tab of the demo part of the work in the first place there should be two fields for entering numbers. Drop-down menu for selecting in which code the multiplication should occur and the button that will send the request and data to the “invisible” part of the project for the operator.

After that, a table will appear on the screen in which each step of the execution of the selected algorithm will be shown visually. At the end of this algorithm, you must output the correct answer, as well as transfer the binary code back to decimal, so that a person can compare with his own answer, search for possible errors of his own and make sure the algorithm works correctly.

Conclusions

At the time of writing this essay, the master's work has not yet been completed. Estimated completion date: May 2019. Full text of the work, as well as materials on the topic can be obtained from the author or his manager after the specified date.

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