The article discusses major problems associated with "digitalization" of higher professional education. The data on organization of the system of "mixed learning" and filling of traditional geometric- graphic education with electronic innovations are presented. The structural scheme of training is given taking into account technological innovations. Examples of training design tasks in the electronic learning environment for creating 3D models of geometric objects intended for students to perform as part of independent work are given. A positive effect was noted when students master new technologies, as well as difficulties in implementing the online - learning process are shown.
Global digitalization of all spheres of society’s life radically changes the model of
design activity and, accordingly, leads to a change in the paradigm of engineering
training. In the modern system of vocational education, the curriculum of technical
disciplines should not lag behind the integrated workflow of accelerated production of
an object, which is an organic combination of computer technology, three-dimensional
modeling and engineering analysis, design, virtual engineering and modern
manufacturing methods [
Already, many universities are actively engaged in “digitization” of their educational
resources and predict the outcome of the updated teaching technology as improving the
quality of training [
Currently, the transition to mixed learning is widely discussed, when in the framework of traditional classical teaching distance educational resources are applied, used by trainees independently in any place and at a convenient time. There is a steady trend of increasing hours of students' independent work by reducing the classroom load. However, the solution of issues of a rational combination of traditional education and communication educational innovations is at the experimental level.
The expert data presented in [
One of the types of subject teaching is basic geometric-graphic training (GGT) for
students of a technical university, the purpose of which is to form readiness of future
graduates for design and development activities. Dynamic development of design as a
type of engineering activity is explained by improving the capabilities of modern
computer technologies and CAD, updating the design engineer’s functionality,
increased requirements for the specialist’s design culture, a systematic approach to
engineering and technical support and digital support for all stages of the life cycle of
technical objects [
Graphic disciplines (descriptive geometry, engineering graphics, computer graphics) at a technical university refer to general education and are the first professionally oriented disciplines that students are taught in junior courses. Success in mastering these subjects is an indicator of the professional competence of a future engineer, who, along with the graphic language, owns modern graphic modeling software. In this regard, it is necessary to improve the design training of future specialists in the field of engineering and technology, to bring educational work closer to real practice of design and development.
An effective tool for integrating the theoretical foundations of geometric modeling
and modern CAD tools is project training, which implements a competency-based
model of graphic education [
About Innovation Practice Within Geometric-Graphic Training 3
and practice, when practical tasks prompt the student to constantly “obtain” the required
information through the electronic learning environment (EOS). For this purpose,
comprehensive tasks are developed that integrate various sections of the discipline and
imitate professional educational activities [
With the help of digital technologies, it is necessary to fill the learning environment
with a sufficiently wide and voluminous information material, as well as provide the
opportunity for each student to be included in the online process of using all available
resources, educational, reference, methodological and other information. Moreover, the
amount of information should be regulated by the requirement of its optimality for the
student’s request. The information provided should not confuse the student, but provide
the opportunity for free orientation and collection of necessary information, allowing
the student to independently determine the totality of conditions for implementing the
project plot [
Currently, at Perm National Research Polytechnic University, the GGT course is
implemented as part of the integrated discipline Engineering Geometry and Computer
Graphics. The structural model of the GGT course of filling traditional education with
technological innovations is presented in Fig. 1.
As innovations, electronic educational resources are considered, including
threedimensional modeling and project training [
The theoretical base of the geometric foundations of the discipline (lecture course), provides students with acquisition of knowledge competencies. Traditional training is supported by modern capabilities of computer technology, which are used in preparation of illustrative electronic material. For independent work of students, an electronic textbook is used.
For practical implementation of the basic theoretical knowledge received by students
and their acquisition of skills to solve practice-oriented problems, 2D and 3D
technologies are currently used. In this case, the prepared educational resource is in
demand - an electronic workshop, which presents a base of geometric problems with
creative content. A practical comparison of the capabilities of both technologies, as well
as comparative analysis of the advantages and disadvantages of each of them in solving
applied geometric problems, can be useful for students at this stage [
An important component of the digital learning environment is organization of
monitoring the success of mastering the curriculum. Digitalization, based on broad
capabilities of modern information and communication technologies, provides
innovative opportunities for assessing educational results. Automation of control of
students’ knowledge and skills in the self-training mode and control measures allows
organizing end-to-end monitoring of student performance at all stages of mastering the
discipline, systematizing students' independent work, as well as increasing students'
motivation and interest in high-quality acquiring the program. A large amount obtained
in the course of monitoring educational results can be processed automatically, which
allows timely development of corrective impacts on the current situation within the
framework of subject training in general, in student groups and the performance of a
particular student [
A comprehensive assessment of the formation of subject competencies is carried out
on the basis of activity technologies, which can also be controlled using electronic
resources. For organizing practical orientation of the educational process, design tasks
for developing algorithms for geometric modeling of virtual objects that have real
prototypes in the field of their future professional activity are important. Work with
such specialized facilities contributes to initial formation of the professional
competencies of future graduates already at the initial stage of mastering the
educational program of a certain training direction [
The readiness of students for design activity is formed when performing a comprehensive design task that integrates various sections of the discipline and simulates real design activity. Organization of support for students' work at a project requires a more complete set of technological communication and information tools that would help them manage their design process based on the principle of personalization. This final task for the training course is carried out as part of the
About Innovation Practice Within Geometric-Graphic Training 5
students' independent work, and information support for its implementation is carried
out through the electronic learning environment [
Table 1 presents an example of meaningful options for design tasks with methodologically different approaches. These variants of execution of project tasks allow to take into account students' preferences, their level of geometrical knowledge, personal creativity and degree of formation of digital competence.
Execution option 1 The contents of the assignment may take into account the direction of training. For example, for mechanical students, it is planned to develop an assembly unit based on 3D technology design documentation, which is an analogue of a clamping device for machining parts. 4
The new stage of transition to digital technology training came under the regime of isolation in order to prevent COVID infection. During this period, full online training in the discipline "Engineering geometry and computer graphics" was organized for 1,056 full-time and part-time university students. Table 2 shows the list and purpose of electronic resources used in implementing the discipline program online.
The most time-consuming learning process is associated with remote verification and finalization by students of individual graphic tasks performed in the KOMPAS-3D program. For example, only for student groups of the Faculty of Electrical Engineering
About Innovation Practice Within Geometric-Graphic Training 7 (183 persons) for 2.5 months isolation the teachers obtained from students, generated and sent back, with notes and remarks about 2000 files (both single-and multi-page). Files from students were accepted in the format of images (*.jpg, *.png), in the format PDF and in format of KOMPAS-3D (*.m3d, *.a3d, *.cdw, *.spw). To check and fill out the corresponding notes on the drawing, sketch or specification, the files were opened in the corresponding software, and the tools and notes were applied with this software.
With such an organization, we note the great efficiency with which a student receives information on checking his assignments and additional consultation. Compared with classroom work, the volume of exchanged information increased 3-4 times. But this, in turn, translates into an additional burden on the teacher.
In general, GGP Online revealed the following negative moments: 1. Inability of some students to install the required software (CAD KOMPAS-3D and editor/virtual printer PDF format files). 2. Multiple cases when students provide graphic works copied from other students. 3. Cases of unauthorized persons or other fellow students performed verification tests and laboratory work carried out remotely at a specific and limited time have been identified. Identification of such work leads to the need of a "face to face" video conference with identity proof. 4. The increase of the current educational information and the need to check it from the PC screen for almost the entire working day is fraught with the occurrence of professional diseases by teachers conducting GGT online.
According to the authors, for further perfection of online education and development of electronic resources of subject teaching it is necessary: • To change the calculation methodology and redistribute the load for teachers conducting online training, taking into account specifics of the subject area; • To improve the methodology of remote monitoring of the planned educational results in the online acquisition of the discipline; • To improve the system of remote communication and student identification during planned control activities; • To expand the bank of test tasks in the discipline and options for individual tasks or the variability of their performance; • To enhance automatic control by software sites with hosted assignments and tests on identification of IP User URLs, comparison with the previous entry, ban of addressing to complementary pages, etc. • To develop methods of analyzing and monitoring the "plagiarism" and "copypaste". As an option, to create software expert system with the ability to analyze a large amount of various information (Big Data). • To identify key (reference) points of the learning process online in order to avoid its profanation with a mandatory personal interview of a teacher with a student, which can be in a classroom, as well as remote, via video link, with proof of identity.