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Journal articles on the topic 'Educational electronic model'
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1
Loban, Anatoliy V., and Dmitriy A. Lovtsov. "MODEL OF AN ELECTRONIC EDUCATIONAL RESOURCE OF NEW GENERATION." Statistics and Economics, no. 2 (January 1, 2016): 96–101. http://dx.doi.org/10.21686/2500-3925-2016-2-96-101.
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Gosudarev, I. B. "Formation the competence model of electronic information-educational environment." Lifelong education: the XXI century 13, no. 1 (March 2016): 39–49. http://dx.doi.org/10.15393/j5.art.2016.3065.
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Kovalnogova, N. M., S. S. Sokolov, and A. P. Nyrkov. "Model of user identification of electronic informational-educational environment." IOP Conference Series: Materials Science and Engineering 124 (April 2016): 012066. http://dx.doi.org/10.1088/1757-899x/124/1/012066.
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Maslova, Inga, Gulnara Burdina, and Irina Krapotkina. "The Use of Electronic Educational Resources and Innovative Educational Technologies in University Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 68. http://dx.doi.org/10.3991/ijet.v15i16.14909.
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The penetration of digital technologies in the field of human sciences requires the use of more diverse teaching methods and techniques. Electronic educational resources (EER), which include a whole range of educational materials, allow varying the forms of teaching and contribute to improving the quality of education. This study analyses international experience in the development and implementation of EER and offers a practical description for organizing electronic teacher education with the bachelor's degree programmes. We tried to consider the specificity of using e-learning in the field of human sciences, specifically history. The study describes original development of electronic educational resources that have effectively proven themselves when working with students: the Eureka forum, creating a database project, text analysis of academic articles and creating a digest of scientific research on the problem. The study offers e-learning techniques that allow in a digital environment to preserve the traditional learning model – lecture-and-book model. To determine the impact of the e-learning, we conducted a survey among 98 students to evaluate the degree of involvement in the e-learning process and to obtain an assessment of its use in teaching practice. The study results can be practically used for creating new electronic educational resources focusing on distance education.
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Vakaliuk, Tetiana, Oksana Chernysh, and Vitalii Levkivskyi Vitalii. "FOREIGN EXPERIENCE OF ELECTRONIC DICTIONARIES DESIGN." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 74–83. http://dx.doi.org/10.31499/2307-4906.2.2021.236696.
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Digital transformation of the society makes digital technologies introduction greatly significant. An electronic dictionary is a type of digital resources that can be used not only as a dictionary but also as an encyclopedia and as an explanatory dictionary. Therefore, such a dictionary is highly efficient for educational as well as scientific research purposes. It greatly contributes to students-philologists language competence development. Moreover, it facilitates the development of students-programmers professional and research competencies. Electronic dictionaries use for educational purposes has been significantly investigated by many outstanding scholars. However, high-quality electronic dictionaries design requires a thorough study and analysis. Therefore, the aim of the article is to consider the foreign experience in electronic multilingual dictionaries design, which will contribute to a quality electronic dictionary compilation. The research highlights numerous approaches to creating electronic dictionaries model and design. Unquestionably, there is no single approach to electronic and explanatory dictionaries design. Nonetheless, there are several approaches proposed by the leading authorities. The article highlights the basics of electronic dictionary development, various dictionaries models (the model of systematic educational design, electronic dictionary functional modules, the system of Chinese dictionary design, the educational model structural scheme for word identification, the structural scheme for label learning system, the configuration for electronic dictionary automatic design, functional dictionary model, relationships model for English-Spanish explanatory dictionary). It presents the algorithms for their creation, outlines their functional features and analyzes existing electronic dictionaries. The prospects for further research lie in the analysis of explanatory dictionary characteristic features and the development of the algorithm for its design.
Keywords: dictionary, electronic dictionary, electronic explanatory dictionary, multilingual dictionary, design, development, model development, foreign experience.
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Taranukha, S. N., A. A. Kuzmin, and M. N. Saveleva. "Qualimetric model of maturity of competencies for graduates of basic educational programs." Informatics and education, no. 5 (July 4, 2020): 24–32. http://dx.doi.org/10.32517/0234-0453-2020-35-5-24-32.
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The rapid growth of education digitalization has significantly increased the role of the electronic information educational environment of educational organizations. It has become the basic tool for organizing, maintaining and administering the educational process. The electronic information educational environment of an educational organization should ensure the recording of the progress of the educational process and the results of mastering the main professional educational program, i. e. competencies, based on the results of intermediate certification carried out in the distance learning system integrated into the electronic information educational environment. The article considers the application of qualimetric approaches in the assessment of the quality of graduate competencies in the implementation of higher education programs in accordance with the Federal State Educational Standards of Higher Education 3++. The mathematical model of evaluation of the results of mastering the graduate program (competence forming) depending on the contribution of academic disciplines to the formation of each competence is proposed. Two methods of result evaluation are considered: as an arithmetic average and as a weighted value from the obtained evaluations in the disciplines forming this competency, as well as the possibility of monitoring the formation of competency in the process of mastering academic disciplines and entering the results of intermediate attestation into the electronic portfolio of the student. Assessment of the formation of competencies can be the next stage in the development of the student’s electronic portfolio, which is part of the electronic information educational environment.
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Loban, A. V., and D. A. Lovtsov. "Model of e-learning with electronic educational resources of new generation." Open Education, no. 2 (January 1, 2017): 47–55. http://dx.doi.org/10.21686/1818-4243-2017-2-47-55.
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Kasimovskaya, Nataliya A., Carol Chabrera, Saara Laaksonen, Tiina Pelander, Gregor Štiglic, Natalia S. Geraskina, Eva Schulc, and Esther Cabrera. "Integration of the ASSURE Model for Bachelor of Nursing Training: An International Project." Economic History 25, no. 3 (September 30, 2021): 372–86. http://dx.doi.org/10.15507/1991-9468.104.025.202103.372-386.
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Introduction. The active integration of digital technologies into the modern educational process is an urgent task for the global education ecosystem. In this paper, within the framework of the joint international educational project “Digital Toolbox for Innovation in Nursing Education (I-BOX)”, conducted under the Erasmus+ Programme of the European Union, we present a new instructional design of the educational process using digital technologies on an electronic platform, based on the ASSURE model. The aim of the study is to design digital educational process using the ASSURE model with a view of its integration into electronic platforms. Materials and Methods. The development of the ASSURE model for instructional design was based on three stages. The first stage involved the analysis of available instructional models in order to determine the feasibility of application for the project. The second stage included the adaptation of the ASSURE model for instructional design as consistent with the project objectives. The third stage covered the definition and integration of modern digital technologies in the process of instructional design following the ASSURE model. Results. Based on the results of the study, the participants of the I-BOX Strategic Partnership Consortium developed an ASSURE model that can be applied for the instructional design in educational process when the use of digital technologies (video, audio, podcasts) and the placement of learning materials on an electronic platform are required. Project participants developed a guide “ASSURE MODEL: Conceptual Structure of the Project and Assessment” based on the results of the study with a step-by-step description of the ASSURE model for the e-learning process. The developed educational and audiovisual e-learning materials based on the ASSURE model will be available on the electronic platform. Discussion and Conclusion. The materials of the paper will be useful when designing the educational process on an electronic platform or in an online format. The presented ASSURE model will increase the possibilities and effectiveness of teaching students from different countries using digital technologies on electronic platforms.
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Vlasov, Dmitriy. "Game-Theory Modeling of Decisions of Electronic Educational Resources Producers." Scientific Research and Development. Economics 7, no. 6 (December 18, 2019): 35–40. http://dx.doi.org/10.12737/2587-9111-2019-35-40.
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The purpose of article is representation of results of construction and a research of model of development of strategic decisions of producers of the electronic educational resources having essential value for formation of the uniform educational environment and digitalization of education. The presented ideas in the field of creation of game-theoretic models and also mechanisms of use Wolfram-of technologies game-theoretic models can be useful to managers in the field of risk to a research, to experts, economists and managers. From the methodical point of view, the presented possibilities of modeling of decisions of producers of electronic educational resources are of interest to improvement of quality of applied mathematical training of future bachelor of economy.
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Shamsutdinova, T. M. "Cognitive Model of Electronic Learning Trajectories Based on Digital Footprint." Open Education 24, no. 2 (April 22, 2020): 47–54. http://dx.doi.org/10.21686/1818-4243-2020-2-47-54.
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Purpose of the study. The relevance of the article is due to the digital transformation of the educational process and the increasing requirements for digital education. The purpose of this study is to develop a cognitive model of the learning path based on the digital footprint and analyze the results of its testing.Materials and methods. The study includes a review and analysis of bibliographic sources on the problems of using the digital footprint in the education system, as well as the construction of a model of the e-learning path management system taking into account the digital footprint of students with its implementation in the e-learning system based on LMS Moodle.Results. In this paper, the concept of the digital footprint of trainees is given, the structure of its components is considered. In this case, the digital footprint is understood as the electronic form ofpresenting data based on the results of the educational, professional and social activities of a person, characterizing the level of their professional competence in terms of the trajectory of personal and professional development. At the same time, components of digital footprint are distinguished as technical, technological, personality-psychological, behavioral, active, competent, communicative, and reflective. The concept of the cognitive model structure of a learner is also given, which includes personal experience and competence, cognitive abilities, socially-determined and biopsychic characteristics, the ability to reflect, and technical equipment. At the same time, we can conclude that the digital footprint of the student is to a certain extent a digital imprint of the current cognitive model, fixed at a certain point in time and showing the place of a particular person in social and professional environment.Based on the results of modeling the e-learning trajectory, the concept of an electronic training course has been designed to form and evaluate the professional competencies of students taking into account their digital footprint. The model was tested in the LMS e-learning system of the Bashkir State Agrarian University for both full-time students and students of a distance group of continuing education courses as part of further professional education. The proposed electronic course allows, in particular, to realize the cognitive model of the educational process by varying the learning tasks and their learning paths.Conclusion. The considered methodology for formation of an educational trajectory based on a digital footprint is intended to improve the educational process, increase its efficiency by strengthening control over the current level of formation of students’ competencies. The proposed concept of e-learning, taking into account the cognitive model of the learner, allows you to build a flexible learning path that takes into account the existing level of professional competence of the student and individual characteristics and needs. At the same time, it is concluded that the formation and assessment ofprofessional competencies of students is a complex task, the effective solution of which requires the integration of the efforts of all participants in the educational process, including lecturers and students.
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Adams, Denis, Albakri Ahmad, Doug Haynes, and Jim Sheehan. "Embodiments of Beer's Educational Model." Kybernetes 22, no. 6 (June 1993): 44–59. http://dx.doi.org/10.1108/eb005990.
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Natalya V., Vasilyeva, and Chebakova Valeriya S. "An Electronic Educational Resource as an Instrument of Future Primary School Teacher’s General Cultural and Professional Competencies Development as a part of Preparation for World Skills Competition." Scholarly Notes of Transbaikal State University 15, no. 5 (November 2020): 87–93. http://dx.doi.org/10.21209/2658-7114-2020-15-5-87-93.
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The article deals with the model of the electronic educational resource, which can be used to form general cultural and professional competencies of university students in preparation for the World Skills competition in the “Teaching in elementary grades” competency. Using scientific literature on the research topic, the authors conclude that a multimedia interactive resource created on the Moodle online platform can be such an electronic educational resource. The structure of the electronic educational resource consists of a theoretical part, an intermediate test, a practical part and a final test. The theoretical part includes documents of the World Skills competition, education regulatory documents, and modules that correspond to the competitive tasks of the “Teaching in elementary grades” competency. The practical part includes video recordings of students performing competitive tasks of different years, tasks relating to the modules of the theoretical block of the electronic educational resource, and self-assessment sheets. The developed model of the electronic educational resource can be used to create copyright electronic resources that allow to improve the general cultural and general professional competencies of future primary school teachers.
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Savenko, A. G., and Skudnyakov A. Skudnyakov. "One of the approaches to the organization of the modern educational process." Informatics 18, no. 1 (March 29, 2021): 96–104. http://dx.doi.org/10.37661/1816-0301-2021-18-1-96-104.
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This paper proposes a new approach to the creation and use of rotational-hybrid model of organizing a modern educational process representing the integration of educational, information communication, testing, management, rotational and other technologies. A visual and mathematical model, an diagram of information and educational system, an algorithm for the rotation of trainees are presented. An approach is proposed for constructing the optimal way to determine the maximum assimilation of disciplines by students in each set of studied disciplines and the formation of its most acceptable subset. The program-algorithmic implementation of the rotational-hybrid model in the form of a universal teaching-testing electronic learning tool is shown. The mathematical basis of the rotational-hybrid model is set theory using graph models, which compare favorably with other mathematical apparatus in visibility and a matrix form of representation that can be easily processed on a computer. The effectiveness of using the developed rotational-hybrid model and its algorithmic implementation is illustrated with the help of developed teaching-testing electronic teaching tool, introduced into educational process at the Department of Information Systems and Technologies of the Institute of Information Technologies of the Belarusian State University of Informatics and Radioelectronics.
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Michalík, Petr. "Behaviour of an Educational Simulation Model Depending on the Initial Conditions of the Simulation." International Journal of Knowledge Society Research 6, no. 2 (April 2015): 94–103. http://dx.doi.org/10.4018/ijksr.2015040106.
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When using simulation experiments in classes, it sometimes happens that students, after creating a simulation model, execute the simulation in order to verify the behaviour and working principle of an electronic circuit, but find that the outputs are completely different from the theoretical assumptions. The problem hardly ever lies in the model being erroneously assembled, but is usually caused by the simulation being run with default initial conditions whose suitability has not been verified with regard to achieving the intended educational objective. The same situation is also experienced by teachers using simulations of electronic systems in their classes. The situation described above can negatively influence secondary-school students' attitude towards computer simulations and give the false impression that simulations do not work well. The aim of this article is not only to warn teachers and others interested in simulations of electronic circuits about such a situation, but also to demonstrate its possible solution with an illustrative example.
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Frank, Mark S., and Keith Dreyer. "Beyond the electronic textbook model: Software techniques to make on-line educational content dynamic." Journal of Digital Imaging 14, S1 (June 2001): 108–12. http://dx.doi.org/10.1007/bf03190310.
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Melnyk, Oksana M. "THE FACTOR-CRITERIA MODEL OF ASSESSMENT OF ELECTRONIC EDUCATIONAL GAME RESOURCES IN MATHEMATICS FOR PRIMARY SCHOOL STUDENTS." Information Technologies and Learning Tools 52, no. 2 (May 3, 2016): 1. http://dx.doi.org/10.33407/itlt.v52i2.1370.
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This article proves the need for a comprehensive assessment of electronic educational game resources in mathematics for the primary school students; gives the definition of “the factor-criteria model of the electronic educational game resources (EEGR)”. It also describes the created model, which consists of requirements for the content, methodological and program parts of the electronic resources for primary school; identifies the factors and the criteria to each of them. It was proposed to assess the ratios within the group of factors and each group of criteria according to the arithmetic progression. The presented model can be a convenient tool both for primary school teachers and EEGR developers. It can also be a basis for a unified state comprehensive system of assessment of the EEGR.
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Makarov, Sergey Ivanovich, Svetlana Aleksandrovna Sevastyanova, and Mariya Vladimirovna Kurganova. "Technology of creation of electronic educational resources for training specialists in digital economy." Samara Journal of Science 8, no. 4 (November 29, 2019): 263–66. http://dx.doi.org/10.17816/snv201984307.
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The professional training of specialists in the field of the digital economy is a promising direction in the development of economic education. The transition to digital technologies in management, banking, manufacturing, commerce, communications determines the emergence of new requirements for the professional and general competencies of university graduates. It is necessary to create an innovative vocational training system based on the use of electronic teaching aids and digital technologies. The implementation of this task should begin with the development of scientifically determined approaches to the creation of teaching aids that take into account all kinds of efficiency factors. This determines the importance of the task of scientific and methodological substantiation of the technology for creating electronic educational resources for the training of specialists in a new format. The paper proposes an analytical approach to determining the content and structure of the basic component of the methodological system - an electronic textbook. The expediency of its use in order to develop necessary competencies of the individual and group levels is substantiated. It is proposed to use a matrix form of information representation and elements of matrix and vector analysis to structure the material. A mathematical model has been developed that describes structural relationships between the concepts of the thesaurus. The structural elements in this model are the glossary concepts of an academic discipline. The possibilities of using the model for unification and automation of information processing during the selection of textbook content in various educational fields are discussed. Examples of using the proposed model in various subject areas are given. The authors describe how to represent a model based on graph theory and methods for solving the problem of the presence of cycles in this semantic structure. The main conclusions and results of the study can be used for the practical development of electronic learning tools, automating the process of structuring their content and methods of use in the educational process.
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Kadengye, Damazo T., Eva Ceulemans, and Wim Van Den Noortgate. "Modeling Growth in Electronic Learning Environments Using a Longitudinal Random Item Response Model." Journal of Experimental Education 83, no. 2 (June 9, 2014): 175–202. http://dx.doi.org/10.1080/00220973.2014.907226.
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Raulino, Filipe, Raiane Martins, Akynara Aglaé Burlamaqui, and Aquiles Medeiros Filgueira. "A Collaborative System Architecture for Developing Digital Electronic Games." International Journal of Innovation Education and Research 7, no. 2 (February 28, 2019): 154–66. http://dx.doi.org/10.31686/ijier.vol7.iss2.1334.
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Educational electronic games have been gaining lots of space inside classrooms because of their contribution to the learning and motivation of the students. However, the development process of a game is complex and, normally, involves many people with different profiles, making it impossible for the teachers to develop games according to their pedagogical needs. Even though the existence of technical barriers, the teacher’s involvement in this process is fundamental, since they are the ones that have the expertise on the pedagogical components of the process. Through a collaborative process, it is possible to merge all needed elements for the development of educational electronic games, since it allows mutual help among the participants. Furthermore providing individual learning to each collaborator, through the exchange of ideas and experience gain throughout the project development. This article has the objective of creating a community for collaborative development, that includes the pedagogical features on the development of educational electronic games. For this we will present a collaborative system model, based on the roots of the 3C collaboration model: communication, coordination and cooperation.
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Nazari, Malihe, and Mohammedhiwa Abdekhoda. "Effective Factors in Adopting Electronic Books E books by Students in Electronic Era." DESIDOC Journal of Library & Information Technology 41, no. 02 (March 12, 2021): 88–93. http://dx.doi.org/10.14429/djlit.41.02.16009.
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The current study was conducted with the aim of identifying effective factors in students’ utilise of e-books by combining the Expectancy Disconfirmation Theory and Technology Acceptance Model. The current study is a descriptive-analytical study using confirmatory factor analysis. The study population included students of Tabriz University of Medical Sciences. A randomised sampling method was used from the available population, including 140 participants selected as the study population, and the research instrument was a questionnaire constructed based on the Expectance Disconfirmation Theory (EDT) and Technology Acceptance Model (TAM). The findings indicate that factors of the TAM, that is, perceived usefulness (PU) (=β0.64) and perceived ease of use (PEOU) (=β 0.42) have a positive and significant effect on student’s use of e-books. Other findings indicate that the suggested model is able to depict over 47 per cent of effective factors in using e-books by students. Thus, the combination of TAM and EDT models is appropriate for depicting students’ behavior in using e-book. The results of this study clearly identified the effective factors in student’s use of e-books, including PU, PEOU, confirmation, and user satisfaction. The results of current study can be beneficial for the implementation of e-books in libraries and educational settings.
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Kovalchuk, Vasyl I., and Iryna P. Vorotnykova. "МОДЕЛІ ВИКОРИСТАННЯ ЕЛЕМЕНТІВ ДИСТАНЦІЙНОГО НАВЧАННЯ В ШКОЛІ." Information Technologies and Learning Tools 60, no. 4 (September 30, 2017): 58. http://dx.doi.org/10.33407/itlt.v60i4.1763.
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The article presents three models of the use of elements of distance learning at school. All models partially or fully implement the training, interaction and collaboration of the participants in the educational process. The first model is determined by the use of open cloud services and Web 2.0 for the implementation of certain educational and managerial tasks of the school. The second model uses support for learning management and content creation. The introduction of the second model is possible with the development of the IT infrastructure of the school, the training of teachers for the use of distance learning technologies, the creation of electronic educational resources. The third model combines the use of Web 2.0 technologies and training and content management systems. Models of the use of elements of distance learning are presented of the results of regional research experimental work of schools.
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Ershova, Yulia A. "APPROACHES TO THE CONSTRUCTION OF A TYPOLOGICAL MODEL OF ELECTRONIC EDUCATIONAL PUBLICATIONS FOR HIGHER EDUCATION." Tekst. Kniga. Knigoizdanie, no. 13 (April 1, 2017): 99–107. http://dx.doi.org/10.17223/23062061/13/8.
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Unizhayev, Nikolay. "PROBLEMS OF INTRODUCTION OF CONTROL MODEL OF ELECTRONIC INFORMATION-EDUCATIONAL ENVIRONMENT IN FULL-TIME EDUCATION." VESTNIK UNIVERSITETA, no. 3 (2018): 24–27. http://dx.doi.org/10.26425/1816-4277-2018-3-24-27.
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Vainshtein, J. V., R. V. Esin, and G. M. Tsibulsky. "Learning Content Model: from Concept Structuring to Adaptive Learning." Open Education 25, no. 1 (March 1, 2021): 28–39. http://dx.doi.org/10.21686/1818-4243-2021-1-4-28-39.
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The aim of the study. In modern conditions of changing the global “educational landscape”, the leading trend in building a new educational process management system is the personalization of the educational process in the electronic environment. New pedagogical technologies and innovative forms of organizing personalized learning in the electronic environment are developing, one of which is adaptive learning. The development of the structure and content of adaptive e-learning courses, the design and implementation of an educational strategy, teaching methods, and approaches to assessing results is determined by the model of its subject domain - the model of learning content. The aim of the study is to develop an approach to constructing the learning content model of an adaptive e-learning course that provides a formalized presentation of the educational material of the discipline and the construction of a logically based strategy for its study. Materials and methods. Methodological basis of research methods make up the logical-epistemological analysis and graph theory, and comparative analysis of psychological and pedagogical, scientific and methodical works, analysis of regulatory documents on research issues, professional and federal educational standards of higher education. Results. A feature of the author's approach is structuring of the subject domain in the form of a sequence of terms (training objects) of the learning content, studied in a certain order and presented in several versions of the presentation. The presented model for constructing the learning content of the academic discipline differs from the wellknown ones by the presence of logical ordering of concepts based on the integration of logic methods of concept analysis, using logical and epistemological methods for correlating the volume and content of concepts with the methods of graph theory and hypergraphs. The definition of educational objects of a tree (hypergraphic tree) of terms is obtained on the basis of a concept tree of discipline with a further determination of the sequence of their study, as well as the inclusion of a phenomenological and structural model in the content of the educational object, which allows to identify and disclose the essence of each studied concept within the framework of the subject domain of discipline. Conclusion. The proposed approach has been tested in the educational process of the program 09.03.02 – “Information systems and technologies” at the Siberian Federal University. Analysis of observations and evaluating the effectiveness of adaptive e-learning course in the educational process was carried out using the Kruskal-Wallis test by ranks. As a result of the experiment, it was revealed that at the end of the experiment, the control and experimental groups were statistically significantly different, which allowed us to conclude that the adaptive e-learning course developed in the educational process was effective. Adaptive e-learning courses, which are based on the approach proposed by the authors, made it possible to present educational content in the form of logically integral micro portions, which allow the adaptation of the educational environment to the individual characteristics of students. In the future, the proposed approach can contribute to development of personalized adaptive learning university ecosystems under digitalization formation.
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Mukred, Muaadh, and Zawiyah M. Yusof. "The Performance of Educational Institutions Through the Electronic Records Management Systems." International Journal of Information Technology Project Management 9, no. 3 (July 2018): 34–51. http://dx.doi.org/10.4018/ijitpm.2018070103.
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This article discusses the relationship between educational institutes that use ERMS and the performance of those institutions. This article uses a mixed explanatory method that incorporated quantitative and qualitative approaches. The quantitative method collected the responses from 364 participants. This was followed by a qualitative approach where experts were interviewed to verify the model. The results generated using the quantitative approach demonstrated that the quality of the system, information, and service as well as the security provided by the system had a significant positive relationship with the successful adoption of ERMS, which in turn improved performance. Moreover, the qualitative results that gathered through the experts confirmed the findings and contributed to enriching the understanding of the adoption of ERMS in educational institutions.
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González, Luis Fernando Muñoz, and Vieyra Gerardo Quiroz. "Instructional Design in Online Education: a Systemic Approach." European Journal of Education 2, no. 3 (September 25, 2019): 64. http://dx.doi.org/10.26417/ejed.v2i3.p64-73.
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Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, administrative, legal and infrastructure aspects of ICT, that is, an integral model. The educational models created based on the prevailing pedagogical models - behavioral, constructivist, cognitive and connectivist - must be implemented through an instructional design, aligned with the pedagogical objectives and learning strategies, based on the proper use of the technological resources of The electronic platform. Instructional design models, such as ADDIE, ASSURE, Dick and Carey, and others, applied to online education, should take advantage of the resources of the technology platforms and the characteristics of each. These models, as a guide to instructional design processes, can also be enriched with other methodological processes, such as DevOps, which through continuous deliveries enrich and keep the educational content updated. This article proposes strategies for applying the technological resources of online learning platforms, aligned with the instructional design corresponding to the different pedagogical models.
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Avramchuk, Anton M. "МОДЕЛЬ РОЗВИТКУ КОМПЕТЕНТНОСТЕЙ ВИКЛАДАЧІВ МОВНИХ ДИСЦИПЛІН ЩОДО ПРОЕКТУВАННЯ МУЛЬТИМЕДІЙНИХ ЕЛЕКТРОННИХ ОСВІТНІХ РЕСУРСІВ У СИСТЕМІ MOODLE." Information Technologies and Learning Tools 61, no. 5 (October 31, 2017): 50. http://dx.doi.org/10.33407/itlt.v61i5.1810.
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The article is devoted to the problem of developing the competency of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system. The concept of "the competence of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system" is justified and defined. Identified and characterized the components by which the levels of the competency development of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system should be assessed. Developed a model for the development of the competency of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system, which is based on the main scientific approaches, used in adult education, and consists of five blocks: target, informative, technological, diagnostic and effective.
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Popova, Olga, Anzhela Danilenko, Nadezhda Kosenko, and Svetlana Chernikova. "Electronic resources as a means of constructing the learning environment of a children's art school." SHS Web of Conferences 109 (2021): 01030. http://dx.doi.org/10.1051/shsconf/202110901030.
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The article presents a model of personalized mixed learning for the implementation of programs of general additional education in the field of fine arts. This model is presented through the metaphor of the “space of opportunities”, in which the student can choose their own educational trajectory and ways to achieve educational goals. The structure of the personalized educational space is slated, the role and place of information and communication technologies in the implementation of personalized education are considered. The key elements of the model presented by us were goal-setting, criteria-based evaluation of the results of educational activities and the use of information and communication technologies. Within the framework of the proposed approach to goal-setting, the transition from simple knowledge and skills to more complex ones is carried out, as well as the synthesis of mental operations with a specific application and creative rethinking of the acquired knowledge. Criteria-based evaluation is intended to provide high-quality feedback. It is carried out on the principles of equality; personalization; clarity of criteria; evaluation of the result, not the activity of the child in the lesson; continuity. The main characteristics of the presented model are: level-based, result-oriented, interactive, and variable.
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Bilous, Olena Anatolievna. "Implementation of the blended learning model in the study of mathematical disciplines." Engineering and Educational Technologies 8, no. 1 (March 31, 2020): 8–18. http://dx.doi.org/10.30929/2307-9770.2020.08.01.01.
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The introduction of various information technologies into the learning process remains relevant. Higher schools are developing new forms and methods of teaching, focused on the use of computer Internet technologies. In the context of informatization of the education sector, the introduction of blended learning, as one of the varieties of e-learning, is best suited to the task of forming the cultural and professional competences of the future engineer. Blended learning technology has significant didactic capabilities and is characterized by a variety of forms, methods and learning tools provided, their interactivity, different ways of interaction between the subjects of the educational process and most fully meets the specifics of the university. The features of the use of distance learning technologies for students of the day department of engineering and technical specialties are considered in the article, the use of the basic elements of the e-course is described. Elements of electronic courses introduced in the educational process are presented, one form of blended learning is described. Within the course of higher mathematics, which is taught at Sumy State University, an information and practical block was formed. The information block is presented by electronic lecture notes with a built-in dictionary, video lectures and presentations. Information from the theoretical unit of the discipline is available to the student at any time when accessing through the student's personal office. Practical block of study of mathematical discipline includes tasks for individual work, simulators, tests. The article describes the peculiarities of implementation of these elements in the educational process. It is noted that the mixed approach to learning gives more interactivity and stimulates active learning, motivates students to educational and cognitive activity, allows to develop skills of independent learning, promotes the development of creative thinking and search for non-standard solutions. The introduction of electronic control elements of training (tests, tasks for joint performance, etc.) allows the teacher to get rid of the routine work of checking the intermediate learning result. Electronic systems allow you to do this quickly, efficiently, impartially. Conclusions have been made regarding the effectiveness of introducing blended learning into the learning process.
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Полоудин, В., and V. Poloudin. "Pilot Project: “Creative Chess Education of Younger Schoolchildren Using Electronic Educational Resource”." Primary Education 5, no. 5 (November 1, 2017): 36–42. http://dx.doi.org/10.12737/article_59f1b5c097d043.84454630.
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The article considers the methods of implementing a productive, personally-oriented education of younger schoolchildren in the chess game in the process of additional education. The features of the pilot project “Creative chess education of younger schoolchildren using electronic educational resource” are revealed, which can serve as a model for creating similar methods of teaching general subjects in a primary school. Descriptions of computer simulators for the development of attention, memory, logical thinking and spatial imagination, as well as relevant computer testers are given.
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Reyes, A. X., D. E. Soto, and J. A. Jimenez. "MADCE - TVD - Model Agile Development Educational Content for Digital Television." IEEE Latin America Transactions 13, no. 10 (October 2015): 3432–38. http://dx.doi.org/10.1109/tla.2015.7387251.
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Gorutko, E. N., and E. V. Dyrdina. "INTRA CORPORATE MODEL OF DEVELOPING COMPETENCE OF THE UNIVERSITY TEACHER IN THE FIELD OF DESIGNGING ELECTRONIC EDUCATIONAL RESOURCES." Informatics and education, no. 5 (June 25, 2019): 5–15. http://dx.doi.org/10.32517/0234-0453-2019-34-5-5-15.
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The article discusses the theoretical and practical aspects of the development of teacher competence in designing electronic educational resources (EER), due to the need to use e-learning and distance learning technologies in modern educational institutions. The article reviews scientific and pedagogical researches on the subject and analyzes the structure of the teacher ICT competence. The authors summarize the findings of researchers, define the need to improve the skills of teachers in the field of ICT and develop the models for teachers’ upgrading. They generate the structure of ICT competence of a teacher in the field of developing EER. The modern classifications of EER are considered, the stages in the creating EER are defined. The relationship between the development of teacher competence in designing EER and the emergence of new learning models, such as blended learning and e-learning, has been revealed. An intra corporate model of developing competence of university teacher in the field of designing EER, based on the goals and aims of a particular educational institution, is presented. Stages of model’s implementation are defined. The article describes the experience of the development and testing of a set of activities such as organization of advanced training courses registering e-learning resources in the university electronic resources fund, conducting an EER competition, conducting training seminars and individual counseling aimed at developing teacher competence in the field of EER design.
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Melnyk, Oksana M. "МОДЕЛЬ ЕЛЕКТРОННОГО ОСВІТНЬОГО РЕСУРСУ ДЛЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ." Information Technologies and Learning Tools 53, no. 3 (July 1, 2016): 28. http://dx.doi.org/10.33407/itlt.v53i3.1409.
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The article analyzes the electronic educational resources for educational process of primary school of Ukrainian producers. It was made a conclusion that there is a lack of certain important criteria for providing the person-oriented education and their transformation to the teachers’ convenient tools. It has been proposed and proved the model of an electronic educational resource for primary school children with a flexible subsystem of monitoring and assessment, as well as an electronic class register that will allow to build an individual learning path for each student according to his personal abilities, achieve significant time savings for monitoring and assessment of students’ progress, maximum efficiency of a lesson.
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Vayndorf-Sysoeva, M. E., and E. O. Vorobchikova. "Organizational Model of Professional Pedagogical Support of the Teacher in the Use of Electronic Educational Resources." Informacionnye tehnologii 26, no. 8 (August 14, 2020): 482–87. http://dx.doi.org/10.17587/it.26.482-487.
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Fedorov, Alexander A., Elena V. Mialkina, Ekaterina P. Sedykh Sedykh, and Valeriya A. Zhitkova. "Model of managing the professional-educational route of a future specialist." Revista Tempos e Espaços em Educação 14, no. 33 (August 29, 2021): e16325. http://dx.doi.org/10.20952/revtee.v14i33.16325.
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The research problem is the process and result of diagnostics of targeted forming the trajectory of professional development of a personality. This problem is especially important under the modern conditions of mobility in professional sphere and the growing requirements for activity of a professional. The method of analyzing the system of professional guidance in a region enabled to reveal the main requirements and characteristics of the process of professional self-determination. As a result of the study of the theory and practice of professional guidance and professional self-determination processes, a model was elaborated for managing the professional-educational route of a future specialist. Special attention is paid to the stage of professional diagnostics and professional navigation of schoolchildren and university matriculants, based on the existing methods of professional guidance. A conclusion was made that a complex approach is needed for the processes of professional development of a personality and the support of professional development of future specialists, with a view of synchronizing the resources of regional educational establishments of various levels, consolidation of the efforts of the regional administration, employers and educational sphere of the region. The authors present a description of an electronic service “Employee Constructor”, which provides management of personal professional-educational route of a personality during growing, professional formation, professional adaptation and development, depending on the interests, abilities, individual features, competencies and experience of a particular person.
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Sarasa-Cabezuelo, Antonio. "A Model for Creating Interactive eBooks for eLearning." Future Internet 12, no. 12 (December 7, 2020): 223. http://dx.doi.org/10.3390/fi12120223.
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In recent decades, electronic books have revolutionized the publishing world. In this sense, an area of application is education, where electronic books can be used as educational resources to implement learning strategies about content and in eLearning environments. For this, it is necessary to introduce interactive elements in the electronic books that turn the reader into an active actor in the reading process. However, ebooks have a limitation regarding their creation process. In this sense, the tools can be user-oriented or programmer-oriented. The former are intuitive to use and have user-friendly interfaces, but they offer a reduced number of functionalities to add to books. The second are aimed at programmers, allowing for the implementation of any functionality, but limiting the number of content creators who can use them. The main motivation of this work is to propose an intermediate solution that offers a wide number of functionalities while not requiring deep programming knowledge to use them. In this sense, the solution of this article is novel since it proposes the use of extensible markup language (XML) documents to specify the structure of the electronic book in such a way that its processing will lead to the electronic book.
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Ganicheva, Alla, Alexander Kaitov, Eleonora Nikitina, Tatiana Dmitrievna Savenkova, and Anne-Mari Riekkinen. "Coworking As Innovative Educational Content in Modern Higher Education." SHS Web of Conferences 79 (2020): 02007. http://dx.doi.org/10.1051/shsconf/20207902007.
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The definition of “coworking” is just beginning to enter the orbit of Russian and foreign scientific research. Coworking spaces as innovative educational content in higher education are being created in Russian universities. The purpose of the study is the justification, development, and testing of a model of electronic coworking environment in the system of higher pedagogical education. At that, coworking environment is considered as an educational virtual cluster at which a basic platform for educational content is created with all educational products attached to it. The following methods of research were used to solve the tasks: design and modeling; the study of coworking environment products, chat conversations, questionnaires; and mathematical methods of result processing (quantitative and qualitative analysis of research results). The results of the study have revealed the advantages of coworking environment: successful socialization, minimization of time and economic resources, expansion of business partnerships, mutual assistance and a comfortable atmosphere. Analysis of studies on the criterion of coworking productivity revealed an increase in student mobility and an increase in the index satisfaction and communication effectiveness. Testing of the electronic coworking model proves its benefits and prospects of its introduction into the system of higher pedagogical education. The results can be used in social psychology, pedagogy, and practice.
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Mayasari, Novi. "Model Pembelajaran Quantum Teaching Berbasis Multimedia sebagai Bentuk Inovasi Active Learning." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 22, no. 2 (February 14, 2018): 199–216. http://dx.doi.org/10.24090/insania.v22i2.1203.
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Multimedia-based quantum teaching is one of active learning instructional innovation. The active learning concept of multimedia-based quantum teaching is implemented through the framework of TANDUR (Grow, Nurture, Name, Demonstrate, Repeat, and Celebrate) and it uses multimedia as the learning media. Multimedia is implemented in the form of audio-visual with macromedia flash player application containing subject matter and educational game called as Electronic Puzzle. Multimedia-based quantum teaching is a form of active learning innovation that can be implemented by educators or teachers during the learning process. It is expected to help educational professionals, especially teachers, to enhance the students' motivation in order to help them achieve the expected learning goals.
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Gorbunova, Irina Borisovna. "integrative model for the semantic space of music and a contemporary musical educational process." LAPLAGE EM REVISTA 6 (September 4, 2020): 2–13. http://dx.doi.org/10.24115/s2446-622020206especial940p.2-13.
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The advent of computer technology has led to the creation and development of new forms of teaching musical art. The emergence of music computer technologies (MCT) was the basis for creating both new forms in the educational process and new subjects, the appearance of new disciplines and new educational trends in the system of a contemporary musical education. These new subjects, such as “Musical Informatics,” “Computer Music Creative Work,” “Computer Arrangement and Composition, Sound and Timbre Programming,” “Electronic Musical Instruments” and many others, fully reflect the essence of the changes that have occurred in approaches to the study of music art. This article analyzes the possibility of including an integrative model for the semantic space of music, developed with the participation of the prominent cybernetics, scientist Mikhail Borisovich Ignatyev, in a contemporary musical educational process.
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Tadayon, Manie, and Gregory J. Pottie. "Predicting Student Performance in an Educational Game Using a Hidden Markov Model." IEEE Transactions on Education 63, no. 4 (November 2020): 299–304. http://dx.doi.org/10.1109/te.2020.2984900.
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Yoshizawa, Ryo, Felix Jimenez, and Kazuhito Murakami. "Proposal of a Behavioral Model for Robots Supporting Learning According to Learners’ Learning Performance." Journal of Robotics and Mechatronics 32, no. 4 (August 20, 2020): 769–79. http://dx.doi.org/10.20965/jrm.2020.p0769.
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Educational support robots have been the focus of study in recent years. Studies have reported that robots providing educational support, based on cognitive apprenticeship theory, provided learners with effective collaborative learning. However, the robots were remote controlled, so no behavioral model was constructed of robots operating autonomously to provide educational support. Therefore, in this paper, we construct a behavioral model in which robots autonomously provide educational support based on cognitive apprenticeship theory. In addition, through a comparative experiment with a behavioral model providing educational support in accordance with learner requests, which is a conventional technique, we verify the learning effects of this behavioral model on university students.
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Gorbunova, Irina B. "The integrative model for the semantic space of music and a contemporary musical educational process." Educação e desafios 6, Especial (December 8, 2020): 2–13. http://dx.doi.org/10.24115/s2446-622020206especial529p.2-13.
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The advent of computer technology has led to the creation and development of new forms of teaching musical art. The emergence of music computer technologies (MCT) was the basis for creating both new forms in the educational process and new subjects, the appearance of new disciplines and new educational trends in the system of a contemporary musical education. These new subjects, such as “Musical Informatics,” “Computer Music Creative Work,” “Computer Arrangement and Composition, Sound and Timbre Programming,” “Electronic Musical Instruments” and many others, fully reflect the essence of the changes that have occurred in approaches to the study of music art. This article analyzes the possibility of including an integrative model for the semantic space of music, developed with the participation of the prominent cybernetics, scientist Mikhail Borisovich Ignatyev, in a contemporary musical educational process.
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Butsyk, Sergei V. "Interaction of Electronic Library Systems with the Electronic Information and Educational Environment of the University of Culture and Arts." Bibliotekovedenie [Library and Information Science (Russia)], no. 5 (October 28, 2015): 44–48. http://dx.doi.org/10.25281/0869-608x-2015-0-5-44-48.
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The article is devoted to the topical problem of interaction of the electronic library systems (ELS) with the electronic information and educational environment (EIEE) of the higher education institutions. The current Legislative Decrees in Russia interpret ELS and EL as interchangeable terms, where the ELS term is specified (as opposed to EIEE). The analysis of several ELS, conducted by the Universities of culture and arts, has revealed considerable shortcomings, among which there are the significant cost of connecting to the systems and the low quality of specialized content. For universities of culture and arts there is offered the solution through organization of bi-directional interaction between the electronic resources, created by university professors, and electronic resources available to the students of these universities. There is described the experience of practical application of the model in the period of 2012-2014, as well as outlined perspectives for its further development through monitoring of the structure of book supply of the University according to certain parameters.
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Dmitriev, Vyacheslav M., Taras V. Gandzha, Tatyana N. Zaichenko, and Maxim I. Kochergin. "Research and Development of Digital Educational Products Powered by MARS Simulating Environment." ITM Web of Conferences 35 (2020): 04008. http://dx.doi.org/10.1051/itmconf/20203504008.
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Digital learning technologies, virtual laboratories, training models and applications are all essential directions for development of engineering education. This paper discusses the theoretical basis and applications of the Russia-developed MARS automated simulation environment in teaching as a component of digital educational products – electronic study guides, virtual and real-virtual laboratories, training illustration modules. Key sections of component model library in MARS are represented. The examples of training illustration modules are discussed. Applying of MARS in learning ensures efficiency of the educational process, as it makes it possible to better organize self-study activities, boosts knowledge acquisition, and makes theoretical study more instructive and accessible.
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Holmamatova, L. "On Implementation of Digital Technologies in the Psychology of Management." Bulletin of Science and Practice 6, no. 3 (March 15, 2020): 431–37. http://dx.doi.org/10.33619/2414-2948/52/52.
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The article discusses the problem of introducing digital technologies into the educational process of higher education. Psychological reasons for resisting innovations are analyzed, as well as the historical prerequisites for this phenomenon. The psychological and organizational features of higher education transition to the new stage of its development are scrutinized. The digital model as a new stage of higher education development includes the creation of the electronic information and educational environment, in particular, on the course the Psychology of Management, the introduction of electronic online courses into the practice of educating students. Using the example of implementation innovations into the educational process of an educational organization, the result of the implementation of the general trend towards digitalization of educational field is shown. Its main stages are outlined, the key implementation stages are highlighted, and recommendations are given.
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Roshchin, Sergey P., and Ludmila S. Filippova. "FINE ARTS LESSON IN A MODERN SCHOOL: MOSCOW ELECTRONIC SCHOOL AND TRADITIONS IN TEACHING DRAWING." Science and School, no. 5, 2020 (2020): 74–80. http://dx.doi.org/10.31862/1819-463x-2020-5-74-80.
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The article deals with the digital educational environment of the Moscow Electronic School in the context of its use in art lessons at school. The authors emphasize the positive impact of forming a single library of electronic resources in all academic subjects. The article analyzes the specific features of the scenario of the Moscow Electronic School lesson in fine arts, offers a universal model of such a scenario and describes its key aspects.
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AGEEV, E. V., A. N. NOVIKOV, and E. S. VINOGRADOV. "OF ELECTRONIC INFORMATION AND EDUCATIONAL ENVIRONMENT IN THE PREPARATION OF CANDIDATES DRIVERS OF MOTOR VEHICLES." World of transport and technological machines 72, no. 1 (2021): 96–102. http://dx.doi.org/10.33979/2073-7432-2021-72-1-96-102.
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This article presents a functional diagram of the development of road accidents, an analysis of the main causes of accidents among road users. The model of application of electronic infor-mation and educational environment in the system of training candidates for drivers of vehicles is considered. The purpose of this work is to prepare candidates for drivers for practical training in safe driving, to facilitate and accelerate the development of the skills required for safe driving. The results obtained can be used in the development and implementation of electronic training pro-grams in the system of professional training of candidates for drivers of various categories and subcategories in the field of road transport.
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Aksyonov, Sergey I., Ramilya U. Arifulina, Olga A. Katushenko, Tatiana N. Sergeeva, and Lidia V. Romanovskaya. "Digital transformation of the educational space: new tools and technological solutions." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 24–43. http://dx.doi.org/10.32744/pse.2021.1.2.
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Introduction. The digital transformation of the educational space of a pedagogical university provides great opportunities for improving the quality of education and at the same time requires a radical change in methodological approaches to the organization of training; search, development, and application of new technological solutions and tools. The purpose of this article is to search for and analyze new tools and technologies for the digital transformation of the modern educational space. A fundamentally new approach is laid in the design of the educational and scientific electronic service "Pedagogical map of the world". The electronic scientific and educational service of the new generation "Pedagogical map of the world" makes it possible not only to broadcast but also to generate new knowledge, as well as to form readiness for transferring it to other social and humanitarian subject fields of science. Materials and methods. In the course of the study of the effectiveness of the electronic resource "Pedagogical map of the world" as a tool for the digital transformation of pedagogical education, a survey was conducted among students (1837 students) and scientific and pedagogical workers (211 employees) of higher education institutions in various regions of the Russian Federation. Results. The study among the university students aimed at determining the level of students' satisfaction with the functionality of the electronic service showed that a significant number of respondents (90.7 %) noted a positive trend in their attitude towards the study of the historical and pedagogical space when using the electronic service. The positive dynamics affected not only classroom studies but also the area of students' independent work and their personal development. A survey among the professional community also confirmed the effectiveness of the electronic resource. Discussion and conclusion. The modern electronic service "Pedagogical map of the world" incorporates a database, a "live textbook", an analytical simulator, and social networks. The possibilities of the "Pedagogical map of the world" include "Sets of tasks", developed on the basis of a four-dimensional model of a set of exercises for developing historical and pedagogical space.
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Grechushkina, N. V. "Online Course: Application Models in the Educational Process." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 4 (May 4, 2021): 120–30. http://dx.doi.org/10.31992/0869-3617-2021-30-4-120-130.
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Digitalization of education and the development of electronic pedagogy as a branch of pedagogical science are the conditions that actualize the analysis of online courses application mo-dels which is the purpose of this study. Based on the analysis of scientific pedagogical literature, the article addresses the typology of online courses integration models implemented in the traditional (face-to face) educational process. The author has studied and summarized the various approaches to selecting integration models of online courses in Russian and foreign scientific and pedagogical literature and developed a typology of patterns of online courses application based on three criteria: the organization of the educational process (characteristics: the character of the online course incorporating in the educational process, a way of organizing the educational process), the contents of traditional face-to-face and online components in the learning content (characteristics: a change in the structure of educational process, forms and methods of training), and the organization of interaction between the subjects of the educational process (characteristics: organization of pedagogical support, organization of pedagogical interaction between the subjects). This approach made it possible to pinpoint thirty-four models of online courses application and integration. Each model implemented in practice can be identified unambiguously when typologizing by one characteristic of the corresponding criterion and refer to several types when considering its different characteristics.
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Lbova, L. V., V. V. Kazakov, and K. B. Zhumadilov. "Information System “Prehistory Art of Siberia and the Far East”: A New Scientific and Educational Resource in Novosibirsk State University." Archaeology and Ethnography 18, no. 5 (2019): 9–20. http://dx.doi.org/10.25205/1818-7919-2019-18-5-9-20.
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Purpose. Development of electronic educational resources in the humanitarian environment of higher school is an urgent problem of modern education. The aim of our work is to systematize didactic forms and approaches to the development of e-learning resources as exemplified by the interactive educational and methodological complex “Prehistoric Art of Siberia and the Far East”. Results. We describe models of electronic tutorials in terms of a modern direction, development of interactive teaching complexes. An original proprietary information system “Prehistoric Art of Siberia and the Far East” (mobileart.artemiris.org) contains information on the monuments of the Paleolithic age of Siberia, which is presented in a systematic way. Objects of the Siberian Paleolithic collections are attributed, provided with a scientific description, photographs, macro, three-dimensional models and a list of references. Conclusion. Modern education at the university supposes a wide usage of information technology. Interactive educational and methodological complexes today can fully satisfy this need. 3D technology proposed for presenting archaeological materials not only provides effective illustrations of the context, but also implements a new, more sophisticated methodology for studying historical and cultural heritage. Enhanced capabilities of working with a virtual model of archaeological objects allow researchers and students to get more information remotely, which reduces the anthropogenic load on the object under study. The complex developed implies non-contact processing of museum exhibits with varying degrees of damage, using computer simulation techniques for the pre-excavation state of reconstruction, provides an opportunity to restore badly damaged or even gone objects and to preserve the model shape with a possibility of subsequent replication. All of the above forces us to open a new course in the educational programs for archaeology students. It is assumed that this educational segment will find its place in the new Federal State Educational Standard and will contribute to the formation of the competencies of a modern specialist.