Information Systems in Heat and Power Engineering and Heat Technolofy

Description: The discipline "Information Systems in Heat Power Engineering and Heat Technology" considers modern traditions of information technology applications to solve problems of organizing the process of distance learning; introduces forms and methods of accumulating scientific information; considers the structure and tools of networked distance learning systems

Amount of credits: 5

Пререквизиты:

• System Analysis

Course Workload:

Component: University component

Cycle: Profiling disciplines

Goal

• developing future specialists' knowledge of computer-based educational technologies

Objective

• Acquisition of theoretical knowledge and practical skills to create a CDS

Learning outcome: knowledge and understanding

• modern information technologies used in the educational process of engineering/reengineering of thermal power systems, processes and installations

Learning outcome: applying knowledge and understanding

• be able to develop and use technical solutions used in the process of engineering/reengineering of thermal energy systems, processes and installations

Learning outcome: formation of judgments

• Have skills in designing and implementing technical projects in the area of knowledge transfer to specialists in the thermal power industry

Learning outcome: communicative abilities

• work in a team when implementing projects, including international ones

Learning outcome: learning skills or learning abilities

• be able to formulate competitive ideas and innovative tasks when developing training content for thermal power industry specialists

Teaching methods

Technology of educational and research activities

Communication techniques (discussions, press conferences, brainstorming, academic debates, etc.)

Information and communication (including remote) technologies

Assessment of the student's knowledge

Teacher oversees various tasks related to ongoing assessment and determines students' current performance twice during each academic period. Ratings 1 and 2 are formulated based on the outcomes of this ongoing assessment. The student's learning achievements are assessed using a 100-point scale, and the final grades P1 and P2 are calculated as the average of their ongoing performance evaluations. The teacher evaluates the student's work throughout the academic period in alignment with the assignment submission schedule for the discipline. The assessment system may incorporate a mix of written and oral, group and individual formats.

The evaluating policy of learning outcomes by work type

Evaluation form

The student's final grade in the course is calculated on a 100 point grading scale, it includes:

• 40% of the examination result;
• 60% of current control result.

The final grade is calculated by the formula:

 

Where Midterm 1, Midterm 2are digital equivalents of the grades of Midterm 1 and 2;

E is a digital equivalent of the exam grade.

Final alphabetical grade and its equivalent in points:

The letter grading system for students' academic achievements, corresponding to the numerical equivalent on a four-point scale:

Topics of lectures

• Databases of scientific and educational information
• Information retrieval methods
• Telecommunication networks
• Learning management system
• Computer-based educational technologies
• Distance learning
• Structure and tools of networked distance learning systems

Key reading

• Пидкасистый П.И. Тыщенко О.Б. Компьютерные технологии в системе дистанционного обучения // Педагогика. -2000. -№5. -С. 7-12.
• Шахмаев Н.М. Технические средства дистанционного обучения. М. – «Знание», 2000. – 276 с.
• Кларин М.В. Инновации в обучении. Метафоры и модели. М.: «Наука», 1997. – 398 с.
• Околесов О. П. Системный подход к построению электронного курса для дистанционного обучения // Педагогика. -1999. -№ 6. -С. 50-56.
• Методическая система дистанционного обучения предмету: структура, функции и характеристика компонентов. Смыковская Т. К., 25.04.2006. Интернет журнал СахГУ «Наука, образование, общество». URL статьи: http://journal.sakhgu.ru/work.php?id=35
• Ахаян А.А. Виртуальный педагогический вуз. Теория становления. - СПб.: Изд-во "Корифей", 2001. - 170 с.

Further reading

• Интерактивные технологии в дистанционном обучении. [Электронный ресурс]: Электронное учеб.-метод. пособие – А. В. Сарафанов, А. Г. Суковатый, И. Е. Суковатая и др. – Красноярск: ИПЦ КГТУ. 2006
• Сальников Н., Бурухин В. Реформирование высшей школы: актуальное состояние и проблемы. Журнал «Высшее образование» (Научно – педагогический журнал Министерства образования и науки Российской Федерации) №8. М., 2008
• Читалин Н., Чугунов А. Матухин Е. Проблема обновления содержания и технологий высшего технического образования. Журнал «Высшее образование» (Научно – педагогический журнал Министерства образования и науки Российской Федерации) №7. М., 2008
• Ардовская, Р. В. Лекции и дистанционное обучение / Р. В. Ардовская // Высш. образование сегодня. – 2006. – № 2. – С 56–59
• Дершко, Б. Ю. Классификация информационно-коммуникационных образовательных технологий и их использование в учебном процессе вуза / Б. Ю. Дерешко // Телекоммуникации и информатизация образования. – 2006. – № 1. – С. 62–74