=Paper=
{{Paper
|id=Vol-3057/paper19.pdf
|storemode=property
|title=Analysis and Synthesis of Educational Content of Courses in Moodle LMS Based on the Competence Approach of FSES
|pdfUrl=https://ceur-ws.org/Vol-3057/paper19.pdf
|volume=Vol-3057
|authors=Krystina A. Makoveichuk,Nikolay N. Oleinikov,Natalia V. Gorbunova,Elena Yu. Ponomareva,Yan T. Makoveichuk
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==Analysis and Synthesis of Educational Content of Courses in Moodle LMS Based on the Competence Approach of FSES==
https://ceur-ws.org/Vol-3057/paper19.pdf
Analysis and Synthesis of Educational Content of Courses in
Moodle LMS Based on the Competence Approach of FSES
Krystina A. Makoveichuk 1, Nikolay N. Oleinikov 1, Natalia V. Gorbunova 1, Elena Yu.
Ponomareva 1 and Yan T. Makoveichuk 1
1
V.I. Vernadsky Crimean Federal University, 4, Prospekt Vernadskogo, Simferopol, 295007, Crimea
Abstract
The article outlines the principles of analysis and synthesis of the educational content of
courses in the Moodle Learning Management System, taking into account the competence
approach, approved in the Federal State Higher Education Standards. A methodological
approach is proposed based on the systematization of the content of the lecture and practical
course material by indicators of achieving universal and generic professional competencies, as
well as, for professional competencies, following professional standards and generalized labor
functions, which the educational program is focused on. Under the methodological approach,
an algorithm for using the tool for forming user competencies in LMS Moodle, a competency
framework, is proposed.
Keywords 1
LMS Moodle, competencies, competency framework, competency indicator, professional
standard, labor function, quality, content, learning plan.
1. Introduction
In the context of the COVID-19 pandemic and the quarantine measures caused by it and during
2020-2021 periodically forcing universities in the Russian Federation to switch to distant education. It
is especially important to improve the quality of the content of distance courses. At the same time, the
support of the compatibility standard for the development of electronic courses SCORM and the
ideology of hypertext makes learning management systems like Moodle are a convenient tool for
implementing the competence-based approach based on the federal state educational standards of higher
education.
The goal of the article is to determine the principles of analysis and synthesis of the educational
content of courses in the Moodle learning management system, taking into account the competence-
based approach based on the federal state educational standards of higher education, and to develop an
algorithm for using the competency framework to implement these principles.
2. Main Part
To implement the competence-based approach, all developers of courses included in the basic
professional educational program must match the content of the lecture and practical material created
for the formation of the competencies listed in the work programs of the disciplines [1, 4, 15, 16, 17].
Proceedings of VI International Scientific and Practical Conference Distance Learning Technologies (DLT–2021), September 20-22,
2021, Yalta, Crimea
EMAIL: christin2003@yandex.ru (A. 1); oleinikov1@mail.ru (A. 2); natalya-gor2008@yandex.ru (A. 3); astra.59@bk.ru (A. 4);
makoweychuk.yan@yandex.ru (A. 5)
ORCID: 0000-0003-1258-0463 (A. 1); 0000-0002-9348-9153 (A. 2); 0000-0001-5377-9466 (A. 3); 0000-0001-8224-2203 (A. 4); 0000-0002-
8919-7828 (A. 5)
©️ 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
176
To determine the correspondence of discipline’s materials content to a specific competence, each
course developer must systematize the content of the lecture and practical course material by the
indicators of achieving universal and general professional competencies, following professional
standards and generalized labor functions that the educational program is focused on. It is necessary to
study the detailed content of the competence. If the competence belongs to the category of universal or
general professional competencies, it is necessary to study what knowledge, skills, and possession of it
are recommended in the federal state educational standards of higher education.
Test assignments should be compared with the indicators of achievement of competence developed
in the federal state educational standards of higher education. The implementation of the competency-
based approach in comparing the content of the lecture materials, practical, laboratory competencies
(for example, the course "Technologies of Business Analysis") is shown in Table 1, 2.
The quality of assessment materials for checking the formation of competence is assessed, firstly,
by their compliance with the declared competencies or elements of competencies; secondly, variety
(tests, assignments for practical work, assignments for laboratory work, the presence of individual
assignments, etc., the presence of an indication of which element of competence checks each
assignment); thirdly, the availability of assessment material for each competence or element of
competence in the discipline [2, 3, 8, 9, 10, 18, 19].
Table 1
Indicators and formation assessment of the universal competence № 1
Universal competence № 1.
Able to search, critical analysis, and synthesis of information, apply a systematic approach to solving
the assigned tasks. (The category of universal competencies "System and Critical Thinking").
To know the principles of collection, selection, and generalization of information,
methods of a systematic approach to solving professional problems.
To know how to analyze and systematize heterogeneous data, evaluate the
Competency
effectiveness of procedures for analyzing problems and making decisions in
indicators:
professional activities.
To possess the skills of scientific research and practical work with information
sources; decision-making methods.
Topics of Lectures: topic 1 "Business analytics - basic concepts", topic 2 "Big data and its
lectures, processing in memory", topic 9 "Introduction to Data Mining".
practical, Lab 1 "Data visualization on the Qlik Sense cloud platform", lab 2 "Building
laboratory applications on the Qlik Sense cloud platform: KPI dashboards, history snapshots".
courses: Practical 7 "Deductor Academic analytical package - analysis of data features and
assessment of their informativeness", practical 11 "Data analysis and visualization
on the IBM Cognitive Analytic cloud platform", practical 12 "Business game:
consider the typical structure of the organization's data: university, determine
which points data can be the target of data mining and business analysis ”.
Conclusion Course elements implement a systematic approach to data management, to
on systematize data based on the methodology of a systematic approach, to use the
achievement advantages provided by systematization and data management in the professional
of activity of applied informatics as an IS developer and as a systems analyst.
competence Course elements form the ability to analyze and systematize heterogeneous data,
/element of evaluate the effectiveness of procedures for analyzing problems, and make
competence: decisions in professional activities.
Course elements allow mastering the skills of scientific research and practical work
with information sources; decision-making methods.
Under the methodological approach to the analysis and synthesis of the content of the courses,
having completed it according to the matrix and indicators of the federal state educational standards
competencies approved in the basic professional educational program, after filling the course in LMS
177
Moodle with theoretical, practical and evaluative material, it is necessary to use the tool for forming
user competencies - the framework of competencies.
Table 2
Indicators and formation assessment of the professional competence № 7.
Professional competence № 7.
Ability to determine the initial requirements of the customer for IS (Informational system) and the
possibility of their implementation in IS at the stage of pre-contract work. (Category of professional
competencies "Project type of activity").
Competency To know the subject area of automation, methods for identifying
indicators: requirements, architecture, design, and operation of computer systems,
communication equipment, network protocols, the device and operation of
modern ISs, modern approaches and standards of organizational automation
(for example, CRM, MRP, ERP, ITIL, ITSM), the basics customer and customer
relationship management (CRM), modern tools and methods of organization
management.
To be able to analyze the source documentation, inform the customer about
the capabilities of a typical IS and options for its modification, and simulate
business processes in the IS.
Can identify the initial requirements of the customer for IS, determine the
possibilities of achieving compliance with the IP with the initial requirements
of the customer, the ability to collect initial data from the customer.
Topics of lectures, Lectures: Topic 3 “ETL process in Qlik Sense: extracting, transforming and
practical, laboratory loading data. BI - Business Data Analysis ”, Topic 6“ SAP HANA - Real-Time
courses: Business Platform ”.
Lab 5 "Building applications on the Qlik Sense cloud platform: KPI
dashboards, history snapshots".
Practical 7 "Deductor Academic - analysis of data features and assessment of
their informativeness", practical 12 "Business game: consider the typical data
structure of an organization: university, determine which data points can be
the purpose of data mining and business analysis."
Conclusion on Course elements form knowledge about the capabilities of a typical IS of the
achievement of modern level of systems development, including data management;
competence/element knowledge about the subject area of automation and its impact on the choice
of competence: of IS with the appropriate functionality; knowledge of methods for
identifying requirements for enterprise IP in the context of the subject area
of automation and taking into account the current level of development of
systems.
Course elements form the ability to analyze the source documentation,
inform the customer about the capabilities of a typical IS and options for its
modification.
Course elements allow mastering the skills of identifying the initial
requirements of the customer for IP, determining the possibility of achieving
compliance with the IP with the initial requirements of the customer, the
ability to collect initial data from the customer.
The framework of competencies implements the ideology of hypertext and can "connect" the
components of the educational program: disciplines, courses, modules, just as it is laid down in the
federal state educational standard of higher education [12]. A framework is a hierarchical set of
competencies and their components. 4-level hierarchy is allowed. Within the framework of one
educational program, it is necessary to form a competency framework for the program as a whole: for
178
example, include a list of competencies, naming them the same as they are named in the educational
standard [5, 6, 7, 11].
LMS Moodle offers the following algorithm for creating a competency framework:
- create a framework, define the levels of hierarchy (taxonomy); the system offers various options,
the top level is the parent of the previous level (Fig. 1);
- fill in the framework (Fig. 2);
- link the necessary competencies (or their levels) to various courses of the educational program
(Fig. 3);
- link the necessary competencies (or their levels) to various elements of the training course (Fig. 4)
[12, 13, 14].
A student's competency assessment can be obtained automatically upon completion of the
assignment (with a default scale), or the instructor can manually assess competencies using a
customizable Experienced scale. The instructor selects a student and clicks on a specific competency
that has not yet been graded, then clicks the Grade button and selects the desired rating from the
available options. After saving, mastering will change if the match is met (Fig. 5).
To form the structure of the basic professional educational program and link it to created frameworks
of competencies for all courses, it is necessary to create a template for a learning plan. It defines a set
of competencies that can be assigned to a group of learners in LMS.
In Site Administration> Competencies> Learning plan templates, all existing learning plans are
displayed and a new learning plan template can be added. To add competencies to the template, you
need to go to the appropriate page in the new learning plan, where you can add, edit, and delete
competencies [12, 20].
Figure 1: Creating a framework for universal competencies
179
Figure 2: Filling the framework with universal competencies and indicators
If the creator of the course cannot see the Learning Plans block, then the administrator has not set
this value for the block of rights (capabilities) of teachers. However, administrators additionally need
to set other capabilities in the context of the system related to viewing the learning plan for the block to
display all the useful information. It may be necessary and useful to create a dedicated role, such as
"Supervisor", with the capabilities that need to be allowed for teachers in a systemic context so that
they understand the integrity of the learning and competency development program.
Figure 3: Linking the necessary competencies (or their indicators) to various courses of the educational
program (for example, "Technologies of Business Analysis")
180
Figure 4: Linking the required competencies (or their indicators) to various elements of the training
course (for example, "Technologies of Business Analysis")
Figure 5: Manual assessment by the teacher of the competency mastery rating
181
3. Conclusions
Based on the analysis of the principles of basic professional educational program implementation in
LMS Moodle using the competency-based approach, it was proposed to compare course elements with
competency indicators, and to implement this policy in the system using competency frameworks and
learning plans as connecting links between courses and competencies.
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