Data processing in interactive training methods on the basis of web technologies
Web-oriented technologies become more used in educational activities due to the integration of comprehensive professional knowledge, abilities and skills using network information technologies of the educational systems. The work proposes the creation of professional orientation support systems on t...
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irk-123456789-1690812020-06-05T01:25:52Z Data processing in interactive training methods on the basis of web technologies Morozova, O.I. Інформаційно-аналітичні системи обробки даних Web-oriented technologies become more used in educational activities due to the integration of comprehensive professional knowledge, abilities and skills using network information technologies of the educational systems. The work proposes the creation of professional orientation support systems on the basis of websites of general secondary education institutions and profile departments. The cognitive and situational simulation shall be the basis of these systems. Combining these two technologies, the new approach to studying the learning material, enabling for processes and phenomena modelling to study the new learning material and the application environment, which is close to the real, as well as to solve the typical professional tasks, is received. Розглянуто обробку даних в інтерактивних методах навчання на основі веб-технологій. Запропоновано на базі веб-сайтів закладів загальної середньої освіти та профілюючих кафедр створювати системи підтримки професійної спрямованості із застосуванням сучасних інформаційних систем і технологій. Основу цих систем складає когнітивне та ситуаційне моделювання. Когнітивне моделювання являє собою процес, завдяки якому приймають найбільш ефективні рішення або формують сценарії розвитку реальних подій, а ситуаційне моделювання являє собою метод дослідження, за якого система, яку вивчають, замінюється моделлю, що з достатньою точністю описує реальну систему. Метою статті є оцінка можливості когнітивного моделювання процесів і явищ в інтерактивних методах навчання для організації нового підходу до вивчення навчального матеріалу з використанням веб-технологій. Веб-ориентированные технологии находят все большее применение в образовательной деятельности за счет интеграции общеобразовательных знаний с профессиональными знаниями, умениями и навыками с использованием сетевых информационных технологий между образовательными системами. На базе веб-сайтов учреждений общего среднего образования и профилирующих кафедр предложено создавать системы поддержки профессиональной направленности. Основу этих систем составляет когнитивное и ситуационное моделирование. В результате объединения этих двух технологий получен новый подход к изучению учебного материала, который позволяет моделировать процессы и явления с целью познания нового учебного материала и предметной области, близкой к реальной, а также решения типовых профессиональных задач. 2019 Article Data processing in interactive training methods on the basis of web technologies / O.I. Morozova // Реєстрація, зберігання і обробка даних. — 2019. — Т. 21, № 1. — С. 23–31. — Бібліогр.: 20 назв. — англ. 1560-9189 DOI: https://doi.org/10.35681/1560-9189.2019.1.1.179171 http://dspace.nbuv.gov.ua/handle/123456789/169081 004.78:65.012 en Реєстрація, зберігання і обробка даних Інститут проблем реєстрації інформації НАН України |
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Інформаційно-аналітичні системи обробки даних Інформаційно-аналітичні системи обробки даних Morozova, O.I. Data processing in interactive training methods on the basis of web technologies Реєстрація, зберігання і обробка даних |
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Web-oriented technologies become more used in educational activities due to the integration of comprehensive professional knowledge, abilities and skills using network information technologies of the educational systems. The work proposes the creation of professional orientation support systems on the basis of websites of general secondary education institutions and profile departments. The cognitive and situational simulation shall be the basis of these systems. Combining these two technologies, the new approach to studying the learning material, enabling for processes and phenomena modelling to study the new learning material and the application environment, which is close to the real, as well as to solve the typical professional tasks, is received. |
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Morozova, O.I. |
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Morozova, O.I. |
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Morozova, O.I. |
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Data processing in interactive training methods on the basis of web technologies |
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Data processing in interactive training methods on the basis of web technologies |
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Data processing in interactive training methods on the basis of web technologies |
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Data processing in interactive training methods on the basis of web technologies |
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Data processing in interactive training methods on the basis of web technologies |
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data processing in interactive training methods on the basis of web technologies |
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Інститут проблем реєстрації інформації НАН України |
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Інформаційно-аналітичні системи обробки даних |
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Data processing in interactive training methods on the basis of web technologies / O.I. Morozova // Реєстрація, зберігання і обробка даних. — 2019. — Т. 21, № 1. — С. 23–31. — Бібліогр.: 20 назв. — англ. |
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ISSN 1560-9189 , , 2019, . 21, 1 23
UDC 004.78:65.012
O. I. Morozova
National Aerospace University «Kharkiv Aviation Institute»
Chkalova Street, 17, 61070 Kharkiv, Ukraine
Data processing in interactive training methods
on the basis of web technologies
Web-oriented technologies become more used in educational activities due
to the integration of comprehensive professional knowledge, abilities and
skills using network information technologies of the educational systems.
The work proposes the creation of professional orientation support systems
on the basis of websites of general secondary education institutions and
profile departments. The cognitive and situational simulation shall be the
basis of these systems. Combining these two technologies, the new approach
to studying the learning material, enabling for processes and phenomena
modelling to study the new learning material and the application environ-
ment, which is close to the real, as well as to solve the typical professional
tasks, is received.
Key words: data processing, education, production, educational process,
web technologies.
Formulation of the problem and the relevance of the study
Today, information technologies are the basis for all human activities. The associa-
ted cognitive processes and phenomena constitute no exception. Increasingly often, the
information technologies modelling object become the processes and phenomena asso-
ciated with cognitive activity rights. At the same time, special attention is paid to the
development and improvement of the forms and methods of education and training ac-
tivities. One of the priority directions of training is the solution to problems related to
the quality organization of the learning process and educational services. Today's stu-
dents need inclusive education, where some forms of knowledge are supplemented with
others but do not exclude or reject them [1]. In this regard, the use of innovative tech-
nologies in the management of educational and training activities is relevant.
Interaction of the work with the important scientific and practical tasks
The professional knowledge of students is formed at studying many different dis-
ciplines, including humanitarian, fundamental and professional ones, causing the use of
© O. I. Morozova
O. I. Morozova
24
different mathematical apparatus in the educational process and knowledge representa-
tion methods, varying from the ones necessary for the solution of the production prob-
lems. There is a need to improve professional knowledge and skills through new forms
of study. The today education is being reorganized and modernized, in particular con-
cerning the training of specialists for employment by the profession, who have the up-
to-date knowledge and skills relevant to the educational programs and the production
needs. However, this training process is to start with general education institutions.
Therefore, now, special attention is paid to the development and improvement of the
forms and methods of administering study activities in educational systems. The re-
forms of higher education are aimed at improvement of the educational services using
modern information systems and technologies. Informatization has had a great effect on
the study process. New approaches to the study based on information and communica-
tion technologies can intensify the educational process and improve the perception, un-
derstanding and depth of the vast arrays of knowledge.
Analysis of the recent researches and publications
The analysis of modern information technologies in educational systems has
shown that it is the most effective way of managing knowledge and processes. The pa-
per [2] reveals the process of using new information technologies for training and cog-
nitive activity of students for the study of personal computers and computer systems.
The papers [3, 4] show the importance of introduction of information and communica-
tion technologies methods and means into the education system and the creation of
computer-oriented information and communication environment on this basis, as well as
the basic components of the educational process, which are influenced by the imple-
mentation of information and communication technologies of educational purposes, and
the modern purposes of education informatization. Web technologies out of the modern
information technologies attract considerable interest. A student has Internet access with
any gadget available, such as smartphones, Pocket PC, laptop, tablet, etc. This way, ap-
plication of web technologies for training and educational activity enables multiple
views of educational material, with returning to complicated concepts and calculations,
or vice versa, going to the next page if everything is clear.
The papers [4–6] show, that web-oriented technologies become more used in edu-
cational activities due to the integration of comprehensive professional knowledge,
abilities and skills using network information technologies of the educational systems. It
should also be noted that modern information technologies with an application of the
web-resources allow for regular cyber-communication of the secondary and high school
teachers with students [7].
Selection of the previously unsettled parts
of the general problem of this article
To use the above features of web technologies in the educational system, the work
proposes the creation of professional orientation support systems on the basis of web-
sites of general secondary education institutions and profile departments. The cognitive
and situational simulation shall be the basis of these systems. Cognitive modelling
Data processing in interactive training methods on the basis of web technologies
ISSN 1560-9189 , , 2019, . 21, 1 25
causes the most effective decisions or scenarios of real events. It considers the concepts,
factors, quantitative and qualitative indicators of a particular situation.
In its turn, the situational modelling is a method of research where the studied sys-
tem is replaced by a model giving rather an accurate description of the real system.
By combining these two technologies, we will have a new approach to studying
the learning material, enabling for processes and phenomena modelling to study the new
learning material and the application environment, which is close to the real, as well as
to solve the typical professional tasks.
Novelty. The paper proposes an approach to the creation of the decision support
systems that ensure the integration of educational systems, which, unlike the existing
ones, uses the network information technologies between educational systems and the
integration of network information technologies with standardized education technolo-
gies.
The work methodological significance lies in the point that the proposed ap-
proach is a scientific and methodological basis for the integration of information and
technology solutions in educational systems. On this basis the education supporting sys-
tems have been developed and implemented using modern network technologies.
The objective of the article: the estimation of the possibility of processes and
phenomena cognitive modelling in interactive training methods for a new approach to
study the learning material using web technologies.
Statement of the basic material
The work proposes the creation of support systems for professional orientation as
an educational web-portal, using information and communication technologies, based
on the sites of primary departments of learning. This system is implemented through the
site of the Department of Land Administration and Geoinformation Systems of
O.M. Beketov National University of Urban Economy in Kharkiv [8].
The portal gives an approach to the game (quiz) study of disciplines. This ap-
proach is based on cognitive modelling [9, 10], that is, modelling processes and phe-
nomena to learn new educational material on the chosen profession. Considering the
nature of cognitive modelling, we assume that the creation of game (quiz) models make
the subject field more interesting for the pupils and students. We will show the applica-
tion of cognitive modelling on the example of a geography quiz. The quiz is based on
the outstanding work «On the Diversity of the World» by Marco Polo [11].
The rules of the quiz are as follows: the route of Marco Polo is a set of «marked»
points. Each «marker» corresponds to the number and name of a city or a place where
Marco Polo, the traveller, stayed (or stopped). Clicking on the «marker» deploys a page
with the area features (population, culture, nature, flora, fauna, peculiarities of the area,
etc.). A player should carefully read the game plot and independently answer the ques-
tions. A click on the corresponding «marker» opens a system of questions on each
Marco Polo follow-up point.
The game training applies the situational modelling techniques, that is, one should
create a situational model [12, 13], studying of which shall allow learning the subject
field, close to the real one, as well as solving typical professional tasks.
The main goals of the quiz are:
O. I. Morozova
26
— activation of educational activities of pupils and students through the use of in-
teractive training methods;
— improvement of the efficiency of educational activities of geography school
teachers through the integration of educational material of geography textbooks and
multimedia presentation of historical geographical discoveries processes, phenomena
and events;
— improvement of the efficiency of certain disciplines teaching staff in higher
education institutions through the combined teaching method that includes both interac-
tive and historical components;
— expanding the pupils’ and students’ horizons their interest in further study of
geography through acknowledgement of connection of historical events and geographi-
cal discoveries made by famous travellers;
— gaining of new knowledge by pupils and students in the field of creation of
geographic information systems and technologies.
The formal representation of the quiz cognitive model is shown below:
M V M Fb ,M mt ,M CO ,M vo ,
where M V is a game model or a cognitive map of the game, M Fb is a model of
the game plot, M mt is a travel route model; M CO is a declarative (descriptive)
model, M vo is a model of the question-answering relationship between the players
and the game administrator.
The cognitive map is a cognitive model of a high generalization level. The game
covers declarative (descriptive) and procedural (algorithmic) knowledge. The declara-
tive knowledge includes general historical facts. Procedural knowledge includes proce-
dures for grading playing students. The attribute data is data that specifies the coordi-
nates or locations of the objects or data describing the quantitative and qualitative char-
acteristics of spatial objects.
In a generalized form with certain constraints and assumptions, such a model can
be represented graphically (see Fig. 1).
The game background includes declarative (descriptive) and procedural (algo-
rithmic) knowledge. The quiz declarative knowledge includes general historical facts.
The procedural knowledge includes assessment procedures for quiz participating pupils
and students.
Besides, it is assumed that the cognitive model has three levels of generalization.
1) W — the high level of generalization (the level of play and scenario);
2) W — the average level of generalizations (the level of the plot);
3) W — the low level of generalization (the level of the hero (heroes) of the
plot).
The high level of generalization requires application of meta-mathematics me-
thods, in particular, the categories and functors theory, the average level requires the
presentation of knowledge in the form of a semantic-ontological network, and the low
level requires the generalization of a model that can be built on the basis of logical
methods of representing knowledge, namely, using the calculation of statements, predi-
cates, the construction of formal theories and fuzzy logic.
Data processing in interactive training methods on the basis of web technologies
ISSN 1560-9189 , , 2019, . 21, 1 27
Fig. 1. A cognitive model of a high generalization level (a cognitive map)
Further to the basic procedures of a formalization technology, the general state of
the world can be represented by a K category, consisting of subcategories , 1,iK i = n ,
characterizing the events in individual cities (e.g. Fig. 1 considers the cities where
Marco Polo travelled in the 13th century, namely: V –– the city of Venice of the Roman
Empire, C –– the island of Crete of the Roman Empire, A –– the city of Akko of the
Mongol Empire, Z –– the city of Zhangjie of the Mongol Empire; B –– the city of Bei-
jing of the Mongol Empire).
Let us consider the algorithm of semantic and ontological network construction.
First, we shall consider the semantic network. By definition, a semantic network is a
model of knowledge representing through a network of nodes connected through arcs,
where nodes correspond to concepts or objects, and arcs –– for relations between nodes.
In the case of the Marco Polo route, the network nodes bear a semantic load, both quali-
tative and quantitative.
For example, the names of the cities and their characteristics (location, affiliation
with the state, geographical coordinates, elevation of the location above the sea level,
etc.).
The semantic networks can use the cause-and-effect, time and other types of rela-
tions. Formally, a semantic network is written by a suite as follows:
S C E, U ,
where V, C, A, , Z, B E, and U is the set of relations between the vertices of the
semantic network.
The second step is to build an ontological model itself. The ontological models are
important for cognitive modelling [14, 15] as they specify the terminology and terms
interrelation. It should be noted that the game (quiz) plot contains the historical scenario
with events of the 13th century.
Therefore, the content part of the study material cannot contain terms and defini-
tions that appeared after that time.
The attribute
data
Z
V The attribute
data
C
Declarative knowledge
Procedural knowledge
B
O. I. Morozova
28
Formally, the ontological model is written by a suite as follows:
M O T, A, D, P ,
where T is the final set of terms describing the subject domain; A is the alphabet of rela-
tions existing between the ontology terms; D is the final set of terms interpretations; P is
the final set of logical conclusion axioms.
The third step is to put the semantic network in line with the ontological models:
G S C M O ,
this results in a variety of pairs that increase the semantic loading of the knowledge rep-
resentation model and improve knowledge reliability. Thus, we can say that we obtain a
new knowledge representation model the form of a semantic and ontological network:
M CO S C , M O .
The illustration of the route of Marco Polo, which is built on the basis of the se-
mantic and ontological network is shown in Fig. 2.
Fig. 2. The illustration of the route of Marco Polo, which is built on the basis
of the semantic and ontological network
The models that can be based on the logical methods of representing knowledge,
namely, using the calculation of statements, predicates, the construction of formal theo-
ries and fuzzy logic can be allocated to the low generalization level.
The other approach to the application of the web-oriented technologies [16, 17] in
interactive training methods is the use of an experimental method of independent game
learning, involving the independent study of any content material and gaining the rele-
vant knowledge, skills and abilities.
Data processing in interactive training methods on the basis of web technologies
ISSN 1560-9189 , , 2019, . 21, 1 29
To evaluate the possibility of using the experimental method of self-study while
playing, the students of the second year of the Department of Land Administration and
Geoinformation Systems of O.M. Beketov National University of Urban Economy in
Kharkiv were invited to participate in a pedagogical experiment in the autumn semester
of the academic year 2018/2019, which was implemented under the course «Mathemati-
cal Processing of Geodetic Measurements». The game legend called «Snow Leopard»
was the basis of the pedagogical experiment (Fig. 3).
Fig. 3. The pedagogical experiment demonstration screenshot in the original website language
The main purpose of the pedagogical experiment is to evaluate the possibility of
students to study the training material and consolidate it solving practical problems in-
dependently, outside the curriculum, before the onset of a new semester.
The basis of the experiment participants’ interface was the route of students’ as-
cend to the top of knowledge (according to Everest legend). The entire route is divided
into two types of stops.
The first type of stop corresponds to the study of theoretical material using manu-
als [18, 19]. During the study of the theoretical material, the students went to the second
type of stops, but obtained the individual tasks from the manual [20], the solution of
which confirmed the absorption of the knowledge. The experiment managers evaluated
the individual tasks solutions and executed the grading. Thus, students advanced on the
mountain path by studying the theoretical material and solidifying it with the solution of
practical problems.
The educational research has an important motivational component through the
game and competitive form of the experiment. The student receives scores for the suc-
cessful study of the theoretical material and the implementation of practical tasks. There
O. I. Morozova
30
are also bonus points from the teacher, given to the experiment participants for
achievements during the experiment. For example, good task design, early execution,
etc. Participants of the experiment, which according to the results of the training will
receive positive marks, issue the diplomas of the participants of the pedagogical ex-
periment.
The examination of the works after the semester termination showed that each
student coped with the task one way or another. The analysis of 33 students, showed
that the introduction of the experimental method of self-study while playing increased
absolute success by 6,7 % and high-quality success –– by 11,5 %, which suggests the
expediency of this method.
Conclusions
The work studies the cognitive modelling in interactive training methods using
web technologies. The use of the web technologies in educational systems for the new
approach to the game study of educational material, involving the independent study of
any content material and the gaining the relevant knowledge, skills and abilities was
proposed. The peculiarities of the game training process using the proposed approaches,
available for application at general secondary education institutions and universities at
independent or remote self-education have been shown.
Therefore, the methods of teaching and management of learning processes need
further development and improvement through the systems for the intellectual support
of these processes based on the existing infrastructure of educational networks, using
modern information systems and technologies.
Prospects for using research results. The main provisions and results of the
work shall be used in educational systems at independent or distance learning.
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