Recent Patents on Computer Science (v.9, #2)

Meet Our Editorial Board Member by Eva Milková (103-103).

Game-Based Technologies in Teaching Programming in Higher Education: Theory and Practices by Peter Mozelius, Florica Tomos, Olga Shabalina, Chris Miller, Christos Malliarakis, Oana C. Balan, Satyadhyan Chickerur (105-113).
Background: The trend of new emerging technologies has impact upon teaching and learning in Higher Education Institutions. Consequently, emphasis is placed on digital pedagogy and its support to knowledge creation as described in various patents as well. Further, it seems to be essential to understand the learning theories and their contribution to learning in HEIs within this digital age.
Methods: One of the most powerful technologies is the digital game -based technology. Knowing its rapid development, this research emphasizes the importance of programming and game construction as well as the principles of digital pedagogy, required to be embedded when designing such technologies. Today's students have grown up in a digital and internet connected world where playing computer games is a common spare time activity. Could the energy, enthusiasm and practice generated by computer games be used in programming education?
Results: This article describes and discusses the design and learning outcomes of some programming courses using the concept of learning to program by game construction. In a case study the course analyses have been combined with two literature reviews on Game Based Learning and Digital Pedagogy.
Conclusion: Findings show that the idea of students constructing knowledge from their interactions with the environment has support in the modern pedagogy that draws on the theories by Piaget and Vygotsky. Practical applications of these concepts have had successful outcomes and increased student motivation in the two described and analyzed programming courses.

Background: Computer games can become powerful learning environments for the learning of a plethora of learning subjects. Computer Card Games (CCGs) are the modern expression of Card games (CGs) that is a large genre of games which have been around since the 10th century. CGs have been also used for educational purposes since the time of Piaget. Despite the above, a methodology for the design of Educational CCGs (ECCGs) that takes into account modern social and constructivist views of learning, and which has been tested through empirical research, has not yet been proposed. This is the contribution of this paper.
Methods: This paper presents a specific 7-step modeling methodology for the creation of ECCGs. These steps are: (1) Definition of the subject matter model (including all aspects of the learning subject in question) and of the student model (including learners' non-scientific conceptions about the aforementioned learning subject), (2) Definition of the aims of the CCG-play, (3) Definition of appropriate card game-play learning activities taking into account basic social and constructivist views of learning as well as key structural characteristics of games which can contribute to player engagement, (4) Definition of specific CG-play activities to help students overcome their difficulties, (5) Definition of the kind of motivation that should be provided for the students during CG-play, (6) Definition of the kind of scaffolding used during CGplay, (7) Definition of the rules of the CG-play. Based on the aforementioned methodology, the design of various types of cards is proposed. To illustrate the aforementioned design methodology, one example of using it in ECCG-design is demonstrated, as described in recent patents.
Results: An empirical study of the use of the aforementioned 7-step design methodology by university students (39 students) acting as designers of ECCGs is presented. Results of the use of the ECCGs constructed in real classrooms are also reported. The analysis of the data arising from the aforementioned empirical studies shows that all University students found the said methodology appropriate and interesting and they easily managed to construct at least one complete and appealing ECCG, and also tested these ECCGs in real classrooms with encouraging results.
Conclusion: The 7-step constructivist modeling methodology for the creation of ECCGs that is presented in this paper could be successfully used in the design of ECCGs which could also become effective learning tools in real classrooms for various learning subjects.

Infographics Use in Teaching Foreign Languages for Specific Purposes by Veronika Pisarenko, Maxim Bondarev (124-132).
Background: The paper is devoted to the problem of modernization of teaching foreign languages in high school. The existing education system, its structure, the maintenance, and current methods, also described in various patents, do not correspond to an increase in the information stream that demands search of new approaches to a solution of a problem for increase in efficiency of educational technologies. Education system modernization in the modern concept includes the following components: development of new educational technologies; creation of experimental educational institutions; studying and wide introduction of experience of separate experts - the researchers who have received significant results in the decision of this problem. The realization of the innovative educational visualization-based technologies increases learning efficiency.
Methods: The main goal of visualization-based technologies is the formation of the students' professional foreign language competence necessary for their future development as specialists in their field and allowing their personality to be developed in the training process. Visualization as a system of icons and symbols promotes deeper understanding of professionally focused foreign language text. It provides a convenient perception by means of sight. It represents a natural and effective method of training a foreign language for specific purposes. Infographics is an alternative way of the information representation, combining the illustrations presented by drawings and verbally-logic fullness of the text.
Results: The application of the infographics-based educational technologies results in quantitative increase of factor of mastering; it is expressed in qualitative increase of the level the students' foreign language communicative competence. The general index of students' satisfaction with a technique of foreign languages teaching tends to increase during all the period of studies in experimental group; it means that the education technologies based on infographics are more interesting and more useful for students.
Conclusion: Visualization-based technologies applied in education process are effective. They have potential to develop not only students' foreign language communicative competence but their imagination, memory, mental abilities and critical competence. Inforgaphics allow using all channels of information perception effectively and provide faster analysis and storing of the new educational information, production, and substantial conclusions as the trainee is given not only the text, images, figures, schedules, but also the balanced visual set. New personality-focused paradigm considers visualization not only as a teaching method but also as a means of development of students' personality. Application of infographics elements in ESP training course guarantees an active acquisition of knowledge by the trainee, analysis of a studied material, intellectual activity stimulation. Visual information allows to transfer a great volume of the information about difficult structures quickly and to involve directly cognitive mechanisms lying more deeply than analytical and language layers.

Modeling of the Basic Educational Program Structure by Olga Shikulskaya, Mikhail Shikulskiy, Vera Gerasimova (133-140).
Background: The authors carried out the analyses of the famous scientific papers and patents in the field of competence approach in education and defined that the stage of development and planning of the main curriculum is less investigated from the point of view of competence formation. This stage is the most important providing the educational quality. Due to this fact the development of the software for supporting the stage of planning and development of the main curriculum is necessary.
Methods: The system modeling methods are divided into two big classes: the method of formal system presentation (MFSP) and the methods directed to activation of the use of intuition and specialist experience (MAIS). While models creating we used the following program products: All Fusion Process Modeler r7 and Business Studio 4.0.
Results: The authors revised the model of the competence life cycle, developed the model of automatic generation of the basic educational program structure and developed the diagram of this process in the BPMN notation.
Conclusion: At the basis of the carried out theoretical elaborations in future the basic educational programme synthesis will be computerized, which will provide the increasing quality of the educational process, required competences forming in particular. Now the module of this system is developed.

A Method of Estimating of the Content of the Work Program by Natalya Layko, Tatiana Khomenko, Irina Petrova, Yuliya Lezhnina (141-149).
Background: The conceptual model of the working program of educational discipline which allows unifying the evaluation process of filling the content of the work program of the selected discipline is developed. It considers following properties: linearity, logic of a statement, student knowledge level, which provides the possibility of a full-fledged presentation of special and professionally oriented disciplines.
Methods: Based on the content analysis it is revealed that system of criteria for assessing and filling of work program content is independent and complete which allows taking into account the comprehensive aspects.
Results: This paper describes evaluation methodology of the work program's content and determines the difficulty level and the learning time of each chapter. It allows obtaining a more objective and balanced work program for the discipline that meets the requirements of the federal state educational standards of a higher professional education, the requirements of tutors of special and professionally oriented disciplines, the requirements of the Professor.
Conclusion: Using developed methods described in recent patents makes it possible to quantify the chosen educational material, to take into account not only the opinion of the developer teacher, but also the opinion of teachers of special and professionally oriented disciplines. The model reflects in detail not only the structure of the work program and the relationship between the points of the structure, but also a place of the work program in the curriculum. Developed a way of filling the content of the work program takes into account the requirements of the Federal state educational standards of higher education to determine the place, role and tasks of the discipline.

Models and Methods of Professional Competence Level Research by Alla G. Kravets, Alexander G. Belov, Natalia P. Sadovnikova (150-159).
Background: Authors analyzed the subject of professional testing of specialists in an enterprise and candidates to take vacancies based on the modeling requirements. The main point of the article is coordination between university graduates technological competences and hi-tech enterprise requirements. Methods and approaches, described in patents, used in practicing for personnel certification of an industrial enterprise and for employment were analyzed.
Methods: Authors defined the aim of personnel evaluation. A comparison between testing with interview and summarization was drawn. The advisability of certification personnel in an enterprise was considered. A problem of adaptation testing to the specificity of an enterprise was examined. In addition, authors described the content selection for personnel evaluation, the development of evaluated parameters system, the choosing of personnel evaluation methods.
Results: The preparation, implementation, and evaluation of test results were considered. The online course “Management by Objectives: using KPI and BSC. Payment by results” was implemented. Results of implementation are discussed in the article.
Conclusion: Results of implementation allow successful methodology implementation. It is supposed that the developed methodology is appropriate for various fields of engineering but has limitations in fields with high-level dependency from rapid changes of environment.

Background: One of the main distinguishing features of the new generation of the Russian Federal State Educational Standard (RFSES) is competency approach to educational quality evaluation, as described in various patents. The trend consists in giving more and more freedom to universities in the curricula design. But regional universities met this improvement with caution, because they have no experience in the development of competitive curricula without the support of clearly defined state standards with limitation of educational content. In view of rapid development of technologies, this issue becomes especially critical for engineering degrees.
Methods: Authors explored two widely known international approaches to syllabi design. They are Worldwide CDIO (Conceive, Design, Implement, Operate) Initiative and TUNING Educational Structures in Europe. Two target groups (Employers and Academic staff) were involved to make a decision about list of competencies of RU engineering graduates and the comparative analysis.
Results: An example of designing a training course, in which competences are formed on the basis of scientific and innovative-practical components, and help to increase the capacity and quality of knowledge acquired by students, is presented.
Conclusion: A comparison of the target groups decisions and ranks has shown the need to change the teaching staff ideology to build the innovative student-centered educational environment. The aim of such environment is to generate and implement ideas and to commercialize results. In case of success it will grow achieving -focused leaders with skills of team-buildling, project management, innovative SME development. That is exactly the competences which are so lacking today's students on the basis of the survey.

Methods and Techniques of Studying the Core Subjects in the Direction of "Information and Communication Technologies and Communication Systems" by Elizaveta Barabanova, Nataliya Maltseva, Irina Sibikina, Irina Kosmacheva, Irina Kvyatkovskaya, Vadim Dmitriev, Vladimir Esaulenko (166-172).
Background: The introduction of technological innovations in the educational process of higher school will prepare specialists who will meet the needs of employers and the spirit of the time. The tasks of higher school include also the use of interactive, information and communication technologies in the training of modern professionals. Modern teaching methods and technology have a positive effect on creativity, cognition and consciousness of students.
Methods: In this paper new teaching methods and technology for specialists of communication technologies and communication systems are considered. These methods are based on using modern laboratory facilities such as SOTSBI-U, TMS-1, DSP, LabView. Complex study of modern communication's means based on the PBX. These hardware and software systems allow implementing physical and simulation modelling of devices, networks and telecommunication systems. In addition, new teaching methods suggest conducting classes on the existing equipment from the leading telecommunication's producers, which contributes to the active development of basic knowledge and practical skills by bachelor and master graduate students and would greatly bring students to the real production process.
Results: Developed devices such as laboratory stands differ from existing ones and soon to be patented. Some devices have been patented by students of Astrakhan State Technical University.
Conclusion: Using the most recent achievements in information and communication technologies and telecommunications will allow the preparation of highly qualified professionals who will fully meet the requirements of a booming ICT industry.

Background: Ethno pedagogics represents a new field of education science and study the national experience and traditions of education. It is connected to ethnography, history, psychology, geography, and other social and educational sciences permitting to find out and to study national features of different regions. The national education experience can be very useful for the personality development and the cultural competences formation. Multicultural educational environment is considered to be very effective for education process. But the use of potential of national education is not effective because of the absence of methodology and theoretical base of ethno pedagogics as a science. In this paper, the basic concepts of ethno pedagogics are introduced. Ethno pedagogical Technologies are considered as a new kind of technologies connected to national education.
Methods: The accurate methodological, scientific, and theoretical position in a solution of a problem of modeling of ethno pedagogical technologies allows considering the designing of ethno pedagogical process from positions of modern methodological culture. The ethno pedagogical technologies are proposed as a special set of educational operations and techniques. The ethno competence formation is considered as the global aim of ethno pedagogical technologies' use.
Results: The experimental work, described in patents, spent in educational institutions has confirmed the assumption that realization of described theoretical and methodological approaches and the purposes, strengthening of the maintenance of some humanitarian disciplines and the process of realization of ethno cultural technologies and educational activity provide effective ethno cultural formation of the person in educational space.
Conclusion: The formalization of ethno pedagogical process realized in the form of technology allows revealing the most rational, objective, and valuable in the field of ethnic educational systems. It allows making educational experience the property of a bigger number of teachers. All it allows to move ahead in a solution of a problem of formation of the person capable to function successfully in the conditions of the non-uniform ethnic environment, to have high level ethno cultural competence, and also to promote the development of the theory of an ethno pedagogical science.

Patent Selections: (185-186).