=Paper=
{{Paper
|id=Vol-2494/paper_8
|storemode=property
|title=Use of Project Technologies in Implementation of Activity Approach in Training First-Year Bachelor´s Degree Students at Modern Stage of Education Digitalization
|pdfUrl=https://ceur-ws.org/Vol-2494/paper_8.pdf
|volume=Vol-2494
|authors=Irina Bubenschikova,Marina Kolomina,Marina Litvinova,Timur Vezirov
}}
==Use of Project Technologies in Implementation of Activity Approach in Training First-Year Bachelor´s Degree Students at Modern Stage of Education Digitalization==
https://ceur-ws.org/Vol-2494/paper_8.pdf
Use of Project Technologies in Implementation of Activity
Approach in Training First-Year Bachelorś Degree Students
at Modern Stage of Education Digitalization
I.A. Bubenshchikova T.G. Vezirov
Astrakhan State University Dagestan State Pedagogical University
Astrakhan, Russia, 414056 Makhachkala, Russia, 367003
iris_100@mail.ru timur.60@mail.ru
M.V. Litvinova M.V. Kolomina
Astrakhan State University Astrakhan State University
Astrakhan, Russia, 414056 Astrakhan, Russia, 414056
m_v_litvinova@mail.ru mkolomina2014@gmail.com
Abstract
The relevance of the study is connected with the necessity to upgrade
project work with the activity approach in training 1st-year Bachelor’s
Degree students with regard to their psychological characteristics. The
conducted studies allowed to identify a weak methodological framework
of organizational and pedagogical conditions of project activities with
the use of the electronic information educational environment (EIEE).
The study aims at developing a model of implementation of project
work under the activity approach in the system of training 1st-year
BA students under the conditions of digital educational environment.
The developed model of project activity organization was implemented
with 1st-year students of the BA programmes «Pedagogical Education,
Specialization – Physics and Mathematics», «Applied Mathematics and
Computer Science» at Astrakhan State University (ASU). The paper
gives an example of an integrated project, involving knowledge and
skills of future Bachelors students on the subjects «Calculus», «Pro-
gramming Languages and Methods», «Computer Science» with an ac-
tive use of the university’s information and educational environment.
The following methods were applied during the research: theoretical
(a study and analysis of pedagogical, psychological, methodological lit-
erature on the issue under consideration), empirical (an observation
over the educational process and students’ activities within the project
activity, an analysis of the learning outcomes). Considering students’
psychological characteristics allows to find new opportunities for im-
proving learning efficiency. Organization of practice-oriented project
Copyright 2019 for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
In: Jože Rugelj, Maria Lapina (eds.): Proceedings of SLET-2019 – International Scientic Conference Innovative Approaches to
the Application of Digital Technologies in Education and Research, Stavropol – Dombay, Russia, 20-23 May 2019, published at
http://ceur-ws.org
activity under the conditions of the university’s EIEE raises interest to
future specialization and motivates to self-study.
Keywords: activity approach, project technologies, 1st-year BA stu-
dents, information technology, information and educational environ-
ment, psychological characteristics, facilitation, computer science, cal-
culus, organizational and pedagogical conditions, project activity
model.
1 Introduction
Education is one of the most important aspects of the development of modern society. Today, there is an emerging
need for modernization of the educational system and raising competitiveness of Russian HEIs. A study on the
quality of education of graduates of some educational institutions of Russia and Western developed countries
(USA, France, Canada, Israel) showed that students from Western developed countries demonstrated a higher
degree of the development of analysis, synthesis and decision-making skills in contrast with Russian students
who have a high level of the indicators «knowledge» and «understanding» but very low results by the criteria
«knowledge application in practice», «analysis», «synthesis» and «evaluation» [Yala08].
Rapidly developing information technologies require adaptation of the educational process to new conditions
and future challenges. Russian and foreign educational practices apply the activity approach to training as
an efficient pedagogical technology. Lecturers and professors involved in the education of future teachers need
to have priority in these activities, as they have more experiences in innovative didactic approaches and they
contribute significantly to the development of skills and knowledge regarding the use of ICT in learning process
that future teachers must acquire during their studies [Rug18]. The activity approach allows to activate a
student and his/her interaction with real world to the maximum extent. Implementing the activity approach
is possible with the use of project technologies. They are aimed at applying gained knowledge in solving vital
tasks, developing new practical experience, gaining new knowledge and achieving specific results. It allows to
form a fundamental scientific basis of students’ knowledge, increase their professional knowledge together with
gaining practical experience. In this regard, there is an emerging need to develop projects (content component)
for specific BA and MA study programmes.
Together with an active use of the activity approach, another modern tendency in education is its digitalization.
Forming skills of work with and application of digital educational technologies is one of the most important
components of training highly-skilled specialists. The global experience of education digitalization is aimed at
supporting the educational process and pushing its limits. An analysis of successful international experience
of education digitalization indicates the necessity of establishing a framework of digital literacy at all levels of
education [Kaf18]. Digital technologies allow a person to get a convenient and quick access to a vast volume of
knowledge. According to T.G. Vezirov, the digital information and educational environment, as a component of
the interactive educational environment, is an efficient tool for developing Bachelor’s professional competences,
as it is where their work with digital resources and services takes place [Vez18].
2 Task
The study is relevant due to the following contradictions:
- project technologies are one of the efficient tools for forming professional experience and developing universal
competences; however, organizational and pedagogical conditions of productive development of this approach
under the conditions of education digitalization are poorly developed in terms of methodology;
- innovative educational technologies and modern digital materials are introduced into the educational process
everywhere, but means and conditions of their efficient use in educational process organization are described
poorly;
- implementation of the activity approach at the undergraduate level, when students have enough knowledge
and skills, is often described in detail in methodological literature. However, in order to obtain efficient activities
at the undergraduate level, it is necessary to form skills of activity-focused studies from the 1st study year, taking
into account freshers’ psychological characteristics.
The given contradictions determine the problem statement: determination of a set of organizational and
pedagogical conditions for implementation of project technologies in training 1st-year BA students within the
framework of the activity approach under the conditions of education digitalization.
Studying and analyzing pedagogical and methodological literature, as well as Internet resources on the issue
under consideration shows that implementation of the activity approach to training under education digitalization
gives an opportunity to ensure a high level of professional competences, necessary to a modern student: self-
organization, digital literacy, critical thinking, communication skills and cooperation, flexibility and adaptability.
3 Development Of Methodology
Based on the personal experience and conducted analysis of activities of foreign and Russian pedagogical practices
[Shvets19, Ger16, Klim16, Mill11], let us determine a set and organizational of pedagogical conditions for raising
learning efficiency. In order to keep up to date, it is necessary to organize a cognitive activity of students, aimed
at development and use of modern digital educational resources.
- Informatization of education leads to formation of an innovative educational environment. With the advent
of Web-based tools and services and increasing consumerisation of personal devices, students encounter seamless
computing experiences anywhere and any time, thus taking control over knowledge artefacts and environmental
conditions [Val16]. Introduction of digital educational resources into theory and practice of university education
and development of a modern learning and teaching module makes it possible to benefit from a whole set of
advantages and prospects [Eli10].
- Organization of the activity approach, starting from the 1st study year, with a high degree of facilitation at
the initial level and its gradual decrease.
- N.A. Zabelina’s research shows that it is important to start active application of the activity approach
to training with the use of project technologies from junior years. It allows to increase responsibility of a
specialist-to-be for a final product and develops teamwork skills. The gained practical experience will allow
undergraduates to complete their tasks with greater responsibility and professionalism [Zab18]. The authors’
experience (Agibova I.M., Bedzhanyan M.A., etc.) shows that the organization of research activities using
different levels of tasks with different levels of facilitation forms research competencies and promote the solution
of one of the most important tasks of higher education - preparing a graduate who is able to plan independently
and carry out research activities which corresponds to the modern ideology of education [Agib17]. Consideration
of psychological peculiarities of freshers’ adaptation process and difficulties that occur during the study process.
Based on the analysis of studies on psychological characteristics of modern freshers and their adaptation to
university studies, the following problems are identified:
- low level of cognitive motivation development;
- poor development of psychological self-regulation of behaviour and activities;
- inability to distribute their time and power in the optimal way; a fresher does not put enough effort for
meeting necessary requirements and social norms of behaviour;
- lack of skills of independent work with learning and scientific literature;
- freshers need organizational and guiding (controlling) help from an adult in setting tasks, giving step-by-step
instructions and external control over their activities;
- prevailing «clip» thinking, aimed at digesting information in small portions: information should be given
easily, simply and graphically, students cannot concentrate their attention on anything for a long time;
- undeveloped communication skills, students cannot speak and present clear and well-structured reports
[Isa12].
Along with the problems, modern 1st-year students also have some advantages:
- well-pronounced individualism;
- they easily navigate global informational resources and quickly find necessary information [Isa12].
It should be noted that for representatives of socially oriented professions such qualities as benevolent attitude
towards people, justice, interpersonal skills, tolerance, self-control, etc., are significant [Sor19]. It is important to
create conditions for the development of these qualities. Therefore, the following organizational and pedagogical
conditions of project work in implementation of the activity approach to the training of 1st-year BA students
were developed (Table 1).
Table 1: Organizational and pedagogical conditions of project work in implementation of the activity approach
to the training of 1st-year BA students.
Organizational and pedagogical conditions Characteristics of project work in implemen-
tation of the activity approach
- Providing the skills of personal growth, self- - Students’ extracurricular self-study
organization, time and resources management - Setting of time limits at each stage of the project
to freshers - Clear determination of requirements to results of
each stage of the project
- Organizational and guiding help from an adult - Teacher’s external control over students’ activities
- Learning facilitation
- Introduction of competition elements into the study - Organization of a group project, formation of several
process groups
- Improvement of skills of communication with peers - Students’ discussion of a process of solving a math-
and teachers ematical problem or programming task within a
- Teamwork for solving the task at hand group, consultations with the teacher
- Development of a skill of presenting a clear and - Students’ work on a thorough selection of materials,
well-structured report structuring and presentation of outcomes
- Introduction of the information and educational en- - Active use of capacities of the university’s informa-
vironment into the study process tion and educational environment and Moodle
- Study of Moodle electronic materials, relevant to
the project
- Use of Internet resources
- Forums, e-mailing
- Work with application software, Microsoft Office
and Open Office packages, Google services (Google
Drive, Google Keep, Google Class, Google Docs,
Google Forms, Google Presentations)
- Electronic presentation of the project results: a text
file, computer program, presentation
- Unity of theory and practice - Practice-oriented projects
- Application of knowledge from different subjects - Presence of a socially-important task
and their transfer to a new situation, provision of - Interdisciplinary project
the study process unity
- Giving small portions of information in an easy - Short-term project
and graphical way - Use of different forms of presenting information:
presentations, virtual newspapers, mind maps
- Modularity in presenting the project material
4 Results
Astrakhan State University teachers develop projects for training different-major students in different subjects
[Kal18, Sich18, Kol17].
Let us consider a model of implementing project work in the activity approach in the system of training 1st-
year BA students under the conditions of the modern digital educational environment, Chart 1. This model is
implemented with 1st-year BA students of the programme 44.03.05 Pedagogical education (with two programme
specializations «Physics and Computer Science») and BA programme 01.03.02 «Applied Mathematics and Com-
puter Science» at Astrakhan State University. The authors developed and tested a set of projects, implemented
during the 1st study year, Chart 1.
Interdisciplinary research project «Programmer-Researcher. Solving Practical Problems». Partial coordina-
tion. The project is held during the second semester of the 1st study year. It implies completion of 3 mini
projects, each to be implemented during a month. The project is aimed at generalization, systematization, deep-
ening, consolidation and control of knowledge gained from the subjects «Calculus», «Programming Languages
and Methods», «Computer Science» and «Information Technologies in Education», development of such com-
petences as systems and critical thinking, project implementation, teamwork and leadership, communication,
self-organization and personal growth (Federal State Educational Standard of Higher Education 3++, universal
competences 1-4, 6), [Abz18].
All the mini projects are of the same type, but the task differs in its topic and difficulty level. The tasks, given
in the project, comply with students’ age peculiarities, are practical and oriented to the link between theory and
practice.
Figure 1: Model of implementation of project work in the activity approach in the system of training 1st-year
BA students under the conditions of the modern digital educational environment.
Each project has clearly set tasks, criteria of result achievement and deadline.
Each level initially implies mathematical solution, then its results are used to construct a computer program;
the project report is made in a text file, in the form of presentation with the use of a mind map or virtual
newspaper.
Calculus implies a mathematical study on practical problems and an analysis of the results. Each next level
increases the difficulty and the volume of knowledge, necessary to solve the problem, and the depth of analyzing
the results [Abz18].
Project 1, zero level, topic «Function». The students consider a problem of composing a function and analyzing
the results.
Example. A window has the form of a rectangle which ends at the top a) with a regular triangle, b) with a
semicircle. The window perimeter is p, the rectangle base is a. Comprise a formula to calculate the window area
[Ber77].
Project 2, first level, topic «Definition of the derivative, geometrical and physical meaning». For the project,
it is proposed to solve a problem on composing a function and finding its limit, following the definition of the
derivative, and to analyze the results.
Example. The thermal coefficient of linear expansion of a bar is increment of the value of its length under
temperature increase by 1 if thermal expansion is supposed to be even. In fact, the process is uneven. Give the
definition of the linear expansion coefficient and calculate it [Ber77].
Project 3, second level, topic «Finding the largest and the lowest value of the function on a line». The students
consider a problem on composing a function and studying it, using the derivative, in terms of its largest and the
lowest value on the line, and analyze the results.
Example. There are two peateries A and B near a floating river. Choose a place for constructing a quay C so
that the sum of the distances from the quay C to both peateries A and B is the smallest.
The programming languages and methods imply program implementation of the problem. It is necessary
to construct a program to solve the problem at hand in the software environment that is studied within the
subject «Programming Languages and Methods». During the process of constructing a program, each new level
adds structures of the programming language that must be used. Each level has additional requirements on the
program efficiency, incoming (outgoing) control of the data and the code style culture.
Project 1, zero level. Using the results of the mathematical solution, construct a program for calculating the
value of the window area depending on its shape. While constructing the program, use the following structures
of the programming language: linearity, branching.
Project 2, first level. Construct a program to calculate the coefficient of the linear expansion of a bar at the
set period of time in increments of h in cases when the bar length is a) a linear function of time, b) a quadratic
function of time. The following structures must be used in the program: linearity, branching, cycles.
Project 3. At the second level, the students must use linearity, branching, iteration, cycles and sub-programs.
The problem is supposed to be generalized [Abz18].
There are n-pares of peateries (A, B)1, (A, B)2, . . . , (A, B)n near a floating river. Choose places for con-
structing quays C1, C2, . . . , Cn for each par so that the sum of the distances from the quay i, to both peateries
(A, B)i is the smallest. Display graphically the location of the peateries and quays depending on the initial data
and obtained results.
Computer science is applied for drafting a project report and its presentation. All the projects include uniform
requirements to making a presentation and report. Apart from the material presentation, made in PowerPoint,
the students should learn and use other forms of presenting a material – a virtual newspaper and mind maps
[Abz18].
Organization of 1st-year students’ activities
One of the important aspects in organizing freshers’ project activities is external control of their activities.
This objective is met with project ranging by the degree of their support and learning facilitation.
- The first project contains a detailed step-by-step instruction at each stage with the description of tasks,
forms of students’ interaction, an exemplary distribution of roles, time limits and requirements for the results.
The work is carried out under the guidance of teachers: the teacher explains in detail all the actions at each
stage to the students, helps distribute roles and leads to correct results. There is a fixed schedule of consultations
with 2 meetings a week. During the project implementation, the students gain teamwork and communication
skills, they learn how to work with information, learning and methodological literature, get to know about the
university’s electronic information educational environment (EIEE), available resources for efficient learning and
discover the links between the subjects.
- The second project implies partially independent work of students, like the previous project does. Teachers
just guide the activities and control the results, obtained at each stage. There is a schedule of consultations with
1 meeting a week. During the project implementation, the students improve their teamwork and communication
skills, skills of working with information, learning and methodological literature, the university’s EIEE and
resources; they develop self-organization skills, time and resource management, consolidate and systematize
their knowledge in the integrated subjects.
- The third project implies fully independent work of students; teachers advise them, if necessary, and assess
the results. These are the students themselves who initiate consultations. During the project implementation,
students keep improving their teamwork and communication skills, skills of working with information, learning
and methodological literature, the university’s EIEE and resources, self-organization skills, time and resource
management; they gain self-education skills, develop proactivity and responsibility, systematize and deepen their
knowledge in the integrated subjects.
Freshers find it difficult to present clear and well-structured reports, there are signs of fragmented autism.
Taking into account these peculiarities, the teacher’s task is to teach students how to select the material for pre-
sentation properly, to structure and present it at the stage of the project defense. Using multimedia technologies
at this stage allows to forms the skills of composing and presenting the learning material, to activate students’
independent work [Abz18].
The combination of group and individual forms of work contributes to a better learning and understanding
of educational material. The organization of teamwork in project activities enables collective assessment of the
results and work processes [Tkach17]. The university’s EIEE is the closest external environment for the student,
a set of conditions within which his/her project activity takes place. To prepare for the project, the student can
use electronic educational learning materials, available in EIEE, to get an access to e-catalogues of libraries, to
databases and electronic textbooks, thus self-organizing his/her individual educational activities [Azi16].
Work on the project is organized using the Moodle learning management system. It contains the electronic
resource “Project work. Programmer-researcher”. It consists of sections:
- general information,
- tasks for projects,
- project results,
- forum.
Section "General Information" contains subsections:
- General characteristics of the project. There are the goal, objectives of the project, authors, coordinators
and organizers of the project, its participants, forms of interaction of participants, deadlines for implementation.
- Project stages: preparatory, research, stage of mathematical solution of the problem, stage of program
implementation of the project, stage of presentation and protection. Each of them describes the tasks, the
interaction of participants, an approximate distribution of roles, sources of information.
- Project requirements:
– requirements for the report, for the content;
– requirements for the presentation of its design in electronic form, for the content;
– requirements for the program presented in one of the programming languages: the correctness of the algo-
rithm, the use of the indicated language constructs, the efficiency of the program, the culture of the design of
the program code;
– requirements for the design of a text document.
Criteria for evaluation. The components of the project, the criteria for evaluation, the maximum number of
points, assessment are listed.
The section “Tasks for Projects” contains formulations of mathematical problems and programming problems.
Section “Project Results”, fig. 1, contains subsections:
- mathematical solution of the problem,
- software implementation,
- project report,
- presentation of the project.
Figure 2: Project results in Moodle.
Each stage has its own deadline, a form for presenting results. There are the materials on the results of the
work are loaded by students. Section "Forum" allows you to communicate between project participants.
5 Discussion
The study results were discussed at the Department of the Applied Mathematics, Information Science Quality
Management of Astrakhan State University, at the 3rd International Scientific Conference «Convergent Cogni-
tive Information Technologies» and the 13th International Research Practice Conference «Modern Information
Technologies IT Education» (November 29 – December 2, 2018, Faculty of Computational Mathematics and
Cybernetics of Lomonosov Moscow State University, Moscow). The developed electronic resources were placed
on the website of Astrakhan State University.
6 Conclusion
A survey was conducted among 36 students who participated in the project activities. The freshers noted that
they had gained experience in:
- independent project implementation (73%);
- work with information, analysis of problems at hand and their solution (46%);
- organization and planning of their activities, optimal management of time and resources (38%);
- arguing their point of view, correct articulation of their ideas (33%);
- an ability to listen to other people (23%);
- presentation of clear and well-structured reports (28%).
They developed skills of
- communication (53%);
- teamwork (42%);
- coordination of their own and someone else’s work (8%);
- team management (18%).
The proposed model of project work organization within the activity approach allows to create necessary
conditions for a gradual transition from freshers’ independent work, guided by the teacher, to independent
planning of their activities, organization of their time during the project implementation, which causes the main
difficulties in the 1st study year [Abz18]. Correctly-organized project work of freshers is one of the ways to raise
their interest in professional activities. As a result, 1st-year students have become more initiative and responsible
and realized their creative potential. They have developed project implementation skills.
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