Dmitry A. Boyarinov

In recent years, the processes of education informatization are characterized by significant qualitative changes associated with artificial intelligence (AI) technologies. We are primarily considering neural networks that process graphic and text information. Their rapid development has already had a significant impact on the course of the educational process and will undoubtedly have an even greater impact in the near future. In this context, the authors present a study aimed at identifying the pedagogical potential of neural networks for image generation in relation to higher education. The objectives of the study are: to identify the specific aspects of the current level of neural networks development in relation to possible pedagogical applications; identifying the capabilities of neural networks for generating images that can be used to solve problems relevant to modern pedagogy; finding the main directions of neural networks application for image generation in the pedagogical process; analysis of the readiness degree of students, as subjects of the educational process, to work with this technology; identifying the level of students’ awareness of neural networks work, attitudes towards their use, identifying problems, identifying the most accessible and convenient neural networks for use in teaching, justifying the need to include work with such applications in the content of education. Based on a comprehensive review of domestic and foreign research works, a conclusion is made about the significant pedagogical potential of AI image generators and their leading pedagogical application – the generation of educational content. The capabilities of the main currently available AI image generators are analyzed – Kandinsky 2.1, Lexica art, Masterpiece, Dream by Wombo, Craiyon and Playground AI. Their functionality, capabilities and limitations are considered. The results of a survey of students who have experience of working with AI image generators are analyzed. Data is provided on what neural networks the students worked with, what the main directions of their use are, according to the respondents, what advantages and disadvantages neural networks have, and what difficulties the respondents encountered during the work. What seems significant is the conclusion that, according to the majority of respondents, artificial intelligence systems, and in particular AI image generators are preferable to use as a source of ideas for their own learning activities. The theoretical significance of the study is in the fact that the pedagogical potential of AI image generators in relation to higher education has been identified and a key area of their application has been found – the generation of educational content. The practical significance of the study is in identifying a set of factors to increase the efficiency of using AI image generators in higher education, including training of potential users (both students and teachers) in the interface, the basic principles of neural networks operation, as well as procedures for interacting with them. The main “danger area” in the use of artificial intelligence systems by students has also been identified – the desire to use them as a “source of ideas” and a mechanism for relieving this risk has been proposed, consisting of introducing competitive elements into the process of interaction between the student and the AI system.

Currently, there is a fundamental change in the educational paradigm. It is associated with the widespread introduction of digital educational platforms as the leading learning environment. The paradigm change is in conflict with the limited degree of students’ immersion in learning activities and insufficient level of their interaction with teachers in the context of the use of digital tools. Therefore, the authors present a study, the purpose of which is to find ways to overcome the noted problems using the example of a specific digital tool – the Teacher Desmos environment. The objective of the study is to analyze the didactic potential of the Teacher Desmos environment: to determine the areas of applicability in mathematics education, the peculiarities of using it in teaching certain sections of mathematics, scenarios and methods of application in the educational process. The proposed approach consists in identifying certain didactic properties of modern digital tools in teaching mathematics. These properties make it possible to increase the degree of immersion of students in the educational material and intensify their interaction with teachers. It is also necessary to develop appropriate scenarios for integrating digital tools into the learning process. The review of domestic and foreign studies on digital tools in mathematics is given in the article. The functionality of all the main components of the Teacher Desmos is considered: graphical, scientific and matrix calculators. The potential of the Teacher Desmos calculator in learning various branches of mathematics are analyzed. These sections include linear algebra, geometry, fundamentals of mathematical analysis, and statistics. The potential of using Teacher Desmos for illustrative and computational purposes, for checking and solving problems are analyzed. The possibilities of making and using mathematical models and simulations created in Desmos in the study of natural science disciplines are examined in the article. The possibility of integrating the created applets and models into existing learning management systems, such as LMS Moodle, is considered. The geometric tools of the Teacher Desmos environment and the built-in possibilities for organizing feedback are analyzed. Scenarios for using the Teacher Desmos in higher education are proposed in the article. These scenarios are aimed at increasing the degree of immersion of students in the educational material and intensifying their interaction with teachers. The theoretical significance of the study lies in the fact that the analysis of the didactic potential of the digital mathematical environment Teacher Desmos was made and scenarios for its integration into the educational process were proposed. The practical significance of the study lies in the fact that the integration of the proposed scenarios into the process of teaching mathematics within the modern information educational environment will increase the degree of students’ involvement in learning activities and intensify the interaction between the teacher and the student.

The current stage of development of pedagogical theory and practice is characterized by the transition to learning within the modern information educational environment based on digital educational platforms. The need to organize the educational process at the present stage is in conflict with the insufficient level of preparedness of teachers and students for educational activities in the new conditions. The proposed approach consists in the development and implementation in practice of the regulation of pedagogical interaction between the subjects of the pedagogical process. Based on a review of domestic and foreign studies, a system of requirements for the regulations (complexity, detail, particularity and unambiguity) is developed. The methodological basis for the design of the regulation is determined. It includes the theory of contextual learning, and the place of the regulation in it (as an element of the semiotic learning model). The pedagogical regulation based on six key provisions is described. First provision: description of the main used objects, events and activities, requirements for them, and all possible subjects of the regulated process. The second position: the orientation of each subject of interaction to achieve specific results, bringing together the overall goal of learning; complete and comprehensive designation and bringing the results to all subjects of the educational process. Third position: scheduling and synchronization of actions of the teacher and students; determination of the time frame for events and procedures planned within the course, regulation of the timing of the certain work implementation. Fourth provision: transparency and accessibility of information about the course of the educational process based on a certain format and procedure for notifying the subjects of the educational process about all significant time milestones. Fifth position: providing feedback and counseling. Sixth provision: regulation of the assessment system and transparency of the assessment system for all subjects of the educational process. In accordance with the accepted theoretical provisions, the exemplary content of the regulations for the pedagogical interaction of the subjects of the pedagogical process occurring within the framework of the information educational space is outlined. The theoretical significance of the study lies in the fact that a comprehensive approach to the construction of pedagogical regulations is proposed, which includes a methodological basis, a system of requirements and a structure. The practical significance of the proposed regulation is due to the fact that it will significantly compensate for the problem of insufficient readiness of teachers and students for educational activities (in its various aspects) within the framework of the modern information educational environment based on digital educational platforms.

The paper discusses the features of modular training and programmed instruction, applied to the problem of designing of information educational space of students’ personal development. The structure of the frame and steps in the theory of programmed instruction is discussed. The structure of modules and blocks in the theory of modular training is considered. The features of the educational process constructed in accordance with the ideas of modular training are discussed. The author indicates the way the process of programmed instruction and modular training can be adjusted so that it meets the requirements of the learner-centered learning process. A number of provisions of the concept of modular training program which can be effectively used in the design of information educational space of students’ personal development is highlighted.