322
V. N. Lukin and L. N. Chernyshov
22.1 Introduction
Students studying at a university should upon graduation become engineers or
researchers possessing high qualifications. The training of highly qualified specialists
is the main purpose of the university education.
We consider only information technology. There is a high need for such specialists due to the constant appearance of new technological solutions and large number
of development areas. Before talking about optimizing the process of learning at a
university, we determine who should be considered as a high-quality graduate. We
assume that these are the specialists necessary for industry (employers). Authoritative experts do not get tired of talking about this problem, for example, [1]. Thus, it is
necessary to be guided by the needs of the employer, with the prospect of 3–5 years
ahead. For information technology specialties, this is a very serious challenge. Moreover, if we talk about specific needs, it is unrealistic: during this time, technologies
are very likely to be different. The university cannot quickly respond to modern
requirements: technology should have stable features. But it is also impossible to
ignore the trend toward information technologies [2].
We assume the requirements for the university, teacher, and student by higher
authorities are aimed at educating a high-quality specialist, and not at an effective
assessment of highly effective practice [3]. Of course, this is a very strong assumption,
but quite acceptable. However, to simplify the task, we abstract from the requirements
for the university, as well as, from the requirements for the student, and restrict
ourselves to the role of the teacher, who interacts with the student to achieve the
necessary quality. Let us pay attention: we solve the problem of teacher workload,
and not optimize the educational process.
Section 22.2 provides a model for achieving the required quality of training under
specified conditions. Section 22.3 discusses software tools that should simplify
the work of a teacher, as well as, independently organize an information space
for working with students and colleagues. Section 22.4 describes simple software
solutions that allow a particular teacher to simplify the management of the educational process, including the conduct of control measures. Section 22.5 concludes
the chapter.
22.2 Models of the Educational Process at the University
We define the parameters that characterize a high-quality teacher, his/her costs to
correspond to the necessary level of these parameters, and his/her resource. By
resource we will mean time.
Note that a high-quality teacher is characterized mainly by one parameter: highquality (sought-after) graduates (this parameter is a key for the university). More
precisely, this parameter reflects the qualification and the ability to transfer knowledge and experience. This parameter is not easy to measure, although an indirect
V. N. Lukin and L. N. Chernyshov
22.1 Introduction
Students studying at a university should upon graduation become engineers or
researchers possessing high qualifications. The training of highly qualified specialists
is the main purpose of the university education.
We consider only information technology. There is a high need for such specialists due to the constant appearance of new technological solutions and large number
of development areas. Before talking about optimizing the process of learning at a
university, we determine who should be considered as a high-quality graduate. We
assume that these are the specialists necessary for industry (employers). Authoritative experts do not get tired of talking about this problem, for example, [1]. Thus, it is
necessary to be guided by the needs of the employer, with the prospect of 3–5 years
ahead. For information technology specialties, this is a very serious challenge. Moreover, if we talk about specific needs, it is unrealistic: during this time, technologies
are very likely to be different. The university cannot quickly respond to modern
requirements: technology should have stable features. But it is also impossible to
ignore the trend toward information technologies [2].
We assume the requirements for the university, teacher, and student by higher
authorities are aimed at educating a high-quality specialist, and not at an effective
assessment of highly effective practice [3]. Of course, this is a very strong assumption,
but quite acceptable. However, to simplify the task, we abstract from the requirements
for the university, as well as, from the requirements for the student, and restrict
ourselves to the role of the teacher, who interacts with the student to achieve the
necessary quality. Let us pay attention: we solve the problem of teacher workload,
and not optimize the educational process.
Section 22.2 provides a model for achieving the required quality of training under
specified conditions. Section 22.3 discusses software tools that should simplify
the work of a teacher, as well as, independently organize an information space
for working with students and colleagues. Section 22.4 describes simple software
solutions that allow a particular teacher to simplify the management of the educational process, including the conduct of control measures. Section 22.5 concludes
the chapter.
22.2 Models of the Educational Process at the University
We define the parameters that characterize a high-quality teacher, his/her costs to
correspond to the necessary level of these parameters, and his/her resource. By
resource we will mean time.
Note that a high-quality teacher is characterized mainly by one parameter: highquality (sought-after) graduates (this parameter is a key for the university). More
precisely, this parameter reflects the qualification and the ability to transfer knowledge and experience. This parameter is not easy to measure, although an indirect