=Paper=
{{Paper
|id=Vol-3041/525-529-paper-97
|storemode=property
|title=The Concept of Training It Professionals in the Cross-Cutting Digital Technologies
|pdfUrl=https://ceur-ws.org/Vol-3041/525-529-paper-97.pdf
|volume=Vol-3041
|authors=Evgenia Cheremisina,Nadezhda Tokareva,Elena Kirpicheva,Oksana Kreider,Anna Milovidova,Snezhana Potemkina
}}
==The Concept of Training It Professionals in the Cross-Cutting Digital Technologies==
https://ceur-ws.org/Vol-3041/525-529-paper-97.pdf
Proceedings of the 9th International Conference "Distributed Computing and Grid Technologies in Science and
Education" (GRID'2021), Dubna, Russia, July 5-9, 2021
THE CONCEPT OF TRAINING IT PROFESSIONALS IN THE
CROSS-CUTTING DIGITAL TECHNOLOGIES
E.N. Cheremisina, N.A. Tokarevaa, E.Yu. Kirpicheva, O.A. Kreider,
A.A. Milovidova, S.V. Potemkina
Dubna State University, Universitetskaya 19, 141980, Dubna, Russia
E-mail: a tokareva@uni-dubna.ru
The emergence of the new generation digital technologies, which were called “cross-cutting” due to
the scale and depth of impact, determined a large-scale transformation of business and social sphere
models. These changes have a strong impact on the content of professional activities: employees are
required to have new skills and, consequently, new competencies. The rapid digitalization of the
economy requires qualified experts. Currently there is a severe shortage of IT experts required for the
development of national projects in Russia. Formation of educational programs that meet global
trends, taking into account the most popular technologies, has the particular importance. These
technologies and their subtechnologies are described in roadmaps created within the framework of the
national program “Digital Economy of the Russian Federation”. The report presents a system of
training highly qualified IT experts in cross-cutting digital technologies at the Institute for Systems
Analysis and Management (ISAM) of the Dubna State University.
Keywords: Cross-cutting digital technologies, IT education, system approach
Evgenia Cheremisina, Nadezhda Tokareva, Elena Kirpicheva,
Oksana Kreider, Anna Milovidova, Snezhana Potemkina
Copyright © 2021 for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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Proceedings of the 9th International Conference "Distributed Computing and Grid Technologies in Science and
Education" (GRID'2021), Dubna, Russia, July 5-9, 2021
1. Introduction
Currently there is a severe shortage of IT experts required for the development of national
projects in Russia. The rapid digitalization of the economy requires qualified experts.
The Government of the Russian Federation has formed a national program “Digital Economy
of the Russian Federation”, one of the goals of which is to solve the issue of ensuring the accelerated
introduction of digital technologies in the economy and social sphere [1]. A number of federal projects
are being developed within the framework of this program: “Normative Regulation of the Digital
Environment”, “Human Resources for the Digital Economy”, “Information Infrastructure”,
“Information Security”, “Digital Technologies”, “Digital Public Administration”, “Artificial
Intelligence”.
The main goal of the federal project “Human Resources for the Digital Economy” is to
provide training of highly qualified personnel for the digital economy. It is achieved through
performing several tasks, in particular: meeting the labor market needs for experts in the field of IT
and information security, as well as for experts with digital competencies who have been trained in the
relevant programs of higher and secondary vocational education.
The emergence of the new generation digital technologies, which were called “cross-cutting”
due to the scale and depth of impact, determined a large-scale transformation of business and social
sphere models. These changes have a strong impact on the content of professional activities:
employees are required to have new skills and, consequently, new competencies.
Formation of educational programs that meet global trends, taking into account the most
popular technologies, has the particular importance. These technologies and their subtechnologies are
described in roadmaps created within the framework of the national program “Digital Economy of the
Russian Federation”: neurotechnologies and artificial intelligence, virtual and augmented reality
technologies, distributed ledger technologies, quantum technologies, new production technologies,
robotics and sensorics components, wireless communication technologies.
Thus, in connection with the transition to the digital economy, professional education faced
challenging tasks. In response to these challenges, the Institute for Systems Analysis and Management
of Dubna State University adopted and develops a teaching concept that allows to combine traditional
methods and approaches in the educational process with innovative digital solutions and tools [2–11].
2. Development of the teaching concept at the Institute for Systems Analysis
and Management of Dubna State University
The main directions of development in the IT experts training at Dubna State University are:
Cooperation with employing companies which will provide a practical component in the
learning process and significantly increase the competitiveness and demand for graduates. The
following main forms of cooperation can be distinguished into: conducting master classes, lectures,
job fairs, etc.; participation of companies in the organization of production and predegree practices;
training through the project and research work and the formation of collections of application tasks;
arranging competitive events, hackathons, sponsoring intra-university projects. The ISAM partner
companies include: Joint Institute for Nuclear Research, Yandex, the Federal Government Agency
“NALOG-SERVIS” of the Federal Tax Service of Russia, Sberbank, Federal Budgetary State
Institution All-Russian Geological Research and Development Oil Institute, the Russian Federal
Geological Fund, enterprises of the special economic zone Dubna SEZ and many others.
Project activities. The validity of project activities in the educational process of the university
stems from the need to ensure the competitiveness of the university and its graduates, who must have
the required competence in their future profession by the end of their studies. The main advantages of
the students’ project activities at the university are their research and interdisciplinary nature,
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Proceedings of the 9th International Conference "Distributed Computing and Grid Technologies in Science and
Education" (GRID'2021), Dubna, Russia, July 5-9, 2021
proximity to the specifics of future professional activities. This is precisely the complexity of its
implementation, since a deep mastery of the material of various, non-related disciplines is required for
effective work on a project. ISAM students master and actively apply in training such modern
methodologies for organizing project activities as Scrum and Kanban. The technology stack used in
the project activities of students includes: Moodle, Trello, GitHub, Jira, Slack, etc.
Research and development work. The effectiveness of training future specialists depends on
the degree of involvement in research and development work, the provision of a research base,
knowledge of the methodology of scientific work. Attracting students to research work allows them to
use their creative and intellectual potential to solve urgent problems of modern science. It should be
noted that the work organization forms are divided into those included in the educational process and
complementary to it. Within the framework of the complementary work organization forms, the
participation of students individually or in a team in state budgetary and contractual scientific research
together with university professors is envisaged.
3. A stack of cross-cutting digital technologies that students study at the
Institute for Systems Analysis and Management
New requirements for the basic competencies of a modern IT specialist in digital
transformation in the context of sustainable development and the transition to a digital economy were
formulated by us in [2] and include:
the ability for close communication and cooperation in a digital environment using online
tools for digital collaboration;
the ability for self-organization and self-development in conditions of uncertainty;
developed creative thinking, which determines the ability to rebuild the existing ways of
solving problems, to put forward alternative options for action;
the ability to manage information and big data;
the ability to create innovative products and services in order to improve the management
efficiency and competitiveness of organizations.
The learning paths in the educational system of ISAM are organized in a manner that allows to
provide an up-to-date foundation of basic knowledge and consistent development of cross-cutting
(interdisciplinary) knowledge and technologies, without which it is practically impossible to create
and use information technologies for providing information and analytical activities, decision support,
and creating innovative products and services. The training program subjects ensuring the formation of
general and professional competencies are represented by the following blocks:
Analytical and project activities.
Programming (basic and advanced levels).
Cross-cutting knowledge and technologies (common to all fields and corresponding to
educational program specializations).
As an example, let us discuss the learning path of undergraduate students in the field of
“Informatics and Computer Engineering” studying in the “System Engineering” specialization. The
areas of professional activity of graduates include development, research and application of modern
software; methods and models of objects, systems, processes and technologies intended for analysis
and preparation of solutions in all spheres of social, economic, industrial, management activities.
During the first two years of study, students master the disciplines mainly of the basic and
general professional parts of the educational program, which form the theoretical and methodological
basis of the IT field.
The technological stack in the study of junior disciplines includes:
For the analytical and project activities disciplines (informatics, information systems and
technologies, optimization methods, decision theory, the basics of project activities): МS Office,
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Proceedings of the 9th International Conference "Distributed Computing and Grid Technologies in Science and
Education" (GRID'2021), Dubna, Russia, July 5-9, 2021
GoogleDocs, Collab, Bitrix, LMS, Work-flow, GIS, analytical low-code platforms (Loginom), Jira,
Trello, GitHub.
For the basic level programming disciplines (introduction to programming, object-oriented
programming, computer practice, architecture of computing systems, structures and algorithms for
data processing, WEB-technologies, development of WEB-applications, database technologies):
Microsoft .NET Framework, C#, Python, C++, openMP, MPI, HTML5, CSS3, JavaScript, PHP,
JavaScript, Nod.js, SQL — APEX Oracle, Oracle 12c;
For the disciplines related to the basics of cross-cutting technologies (engineering graphics,
networks and telecommunications, etc.): Autodesk Inventor, Compass 3D, Wireshark Network
analyzer, Citrix XenApp Platinum Edition.
The senior courses provide an opportunity for a deeper mastery of cross-cutting digital
technologies and obtaining interdisciplinary knowledge with the possibility of choosing specialized
disciplines and obtaining in-depth knowledge in the most interesting areas.
The technology stack includes:
System analysis and design: Matlab, Microsoft .NET Framework, Anylogic, SADT, UML:
Visual Paradigm, Flexberry PLATFORM, StarUML, etc.
DBMS: Oracle, MongoDB, Neo4.
Programming (advanced level): C/C++, Linux and Windows OS families, Java (Hibernate,
Spring, Android Studio, Java/Kotlin SQLite).
Software quality assessment: Selenium IDE, Jmeter, Axure, Proto.io.
Robotics and sensing components. Human-machine interaction: Figma, Microsoft HTML
Help Workshop, Help&Manual, RoboHELP, AuthorIT, DocBook/XML, DITA, Cybersafe Top Secret,
Arduino IDE;
Neurotechnology and Artificial Intelligence: Python, R, Spark, Sklearn, Tensorflow, Keras,
PyMorph, etc. for NLP, SciPy, NumPy, Matplotlib, FuzzyLogic and Multi-agent system (Matlab,
Anylogic, NetLogo).
New production technologies: Matlab, Anylogic, NetLogo, etc.; SADT, UML (Visual
Paradigm, Flexberry PLATFORM, StarUML), Scada systems, GIS systems.
Virtual and augmented reality technologies: C#, C++, Kotlin, Unity, Blender, Recap360,
WebGL frameworks (Three.js and Babylon.js).
Distributed ledger technologies: Erachain blockchain, Ethereum.
An extensive laboratory base is provided in order to ensure a continuous educational process
for the training of specialists with theoretical and practical competencies in the field of cross-cutting
digital technologies. Let's list some of them:
3D Modeling and Printing Laboratory (cross-cutting digital technologies: new production
technologies; systems of virtual and augmented reality).
Cloud Computing and Supercomputer Support Center. Virtual Computer Laboratory (cross-
cutting digital technologies: big data, distributed ledger systems).
Artificial Intelligence Center. Virtual and Augmented Reality Laboratory (cross-cutting
digital technologies: virtual and augmented reality systems, neurotechnology and artificial
intelligence).
Computer Laboratory of Advanced Computing Systems (cross-cutting digital technologies:
neurotechnology and artificial intelligence, quantum technologies, new production technologies).
Network Laboratory (cross-cutting digital technologies: wireless technology).
4. Conclusion
The training in cross-cutting technologies at the Institute for Systems Analysis and
Management of Dubna State University is carried out on the basis of a systematic approach. The
elements included in the education system interact through interdisciplinary relationships,
collaboration with employing companies and a practice-oriented learning paradigm. Graduates of the
Institute are trained for professional activities in the field of solving the problems of digital
transformation in various sectors of the economy.
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Proceedings of the 9th International Conference "Distributed Computing and Grid Technologies in Science and
Education" (GRID'2021), Dubna, Russia, July 5-9, 2021
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