Aim of the article is to describe the experience of using computer mathematics system Maxima in teaching future power engineering bachelors. Methodology. The author analyzed the scientific literature on the use of information technology in the educational process. Programs have been developed for practical exercises in the discipline “General Energy” in the Maxima computer algebra system, designed for computer modeling of physical processes used in the production of electric and thermal energy. Results. The characteristic features of the Maxima computer algebra system as analytical and numerical solutions of math problems including analytical solutions of ODEs. A phased description of a program simulating 1-dimensional stationary heat transfer is presented. The text of a program written in Maxima language is given with detailed comments. Research implications are related to the practical experience of using computer modeling, which made it possible to point out CAS advantages that increase the quality of teaching.

Aim. To identify the possibilities and features of the MOODLE digital educational platform and its application in the teaching process of junior students, who learn Physics course mandatory for technical universities by using the MOODLE platform for remote and blended learning education formats as well as for full-time education. Methodology. This paper investigates the application of the MOODLE platform in the educational process of the Moscow Automobile and Road Construction State Technical University (MADI) using the example of studying Physics. The research methods are as follows: generalization of data on the performance of all types of tasks (tests and control works, laboratory results, answers to control questions), interpretation of the obtained data, comparative statistical analysis of the data taking into account the training areas of bachelors and specialists (automobiles, road construction, bridge design, preparation for work and service of utility vehicles, etc.). Results. The use of the digital educational platform MOODLE during the remote learning during two semesters resulted in the improved student attendance (from 70-75% to 90-95%). There is an increase in motivation for mastering the course of Physics (students began to ask more questions, especially in feedback sessions). In addition, there is an increase in academic performance (the number of excellent and good grades has increased by 12-18%) and the number of those who passed the exam on time has increased by10-15%. Another important result is an increase of 10-15% in the number of students who passed the exam on time. Research implications. Theoretical significance lies in justifying the effectiveness of creating the course of Physics for online learning formats (remote and blended learning) by using the LMS MOODLE tools. Practical significance is in the formation of techniques for creating electronic courses using this educational platform, as well as the demonstration of the effectiveness of theLMS MOODLE in a full-time training format, as a tool for monitoring the quality of mastering educational material and controlling the self-work of students.

Aim is to study the mechanism of interactive learning functioning. Methodology. The research is fulfilled on the basis of categorical-system methodology with the use of the symbolic method of Chinese philosophy the «Pentagram of wu-xing», as well as using the method of content analysis of scientific literature, the method of analogies. Results. Interactive learning is presented in the form of a system of 5 elements having certain relations of support and restrictions between them. The normal and pathological variants of relations between the selected elements are described. The mechanism of interactive learning functioning based on the interaction of its elements is investigated. Methodological recommendations for the effective development and functioning of interactive teaching of foreign languages and Russian as a foreign language are given. Research implications. The results obtained can be used in the development of the concept of managing the formation and development of interactive learning; as well as in the development and implementation of models for the practical implementation of interactive learning, taking into account specific conditions, goals and objectives, including teaching foreign languages and RFL.

Aim. To reveal the capacity of digital technologies and interactive museums in the field of preserving and promoting folk art, traditions of artistic creativity and spiritual culture. Methodology. The authors give the notion of the modern media technologies potential in preserving folk art as a process of conscious creativity, connected by common approaches to the creation of real household items and virtual reality. Results. The authors suggest that the aim of preserving real objects of folk art, unique works of handicrafts, is formed by improving the most successful artistic motifs, as well as by developing the information space of interactive museums. Research implications. The authors conclude that the union of artistic and spiritual traditions of many generations with the development of media technologies can significantly increase the creative and pedagogical capacity of folk and craft arts.

Aim: to consider and analyze the processes of digitalization of education in universities in the field of fine arts and design, taking into account the experience in the context of the COVID-2019 coronavirus infection pandemic (Coronavirus SARS-CoV-2). Methodology. The leading research methods in this research are: observation, comparative analysis, classification, comparison, pedagogical experiment. In this article, the authors consider the processes of digitalization of education: the advantages, problems and prospects of using combined, modern technologies for teaching students, taking into account the experience and best practices of faculties that implement training programs in fine arts and design. The authors analyze the results of the application of these technologies and predict the main trends in how modern educational technologies can develop in the future in the next decade. Results of the study: the results obtained contribute to the theory and practice of the development of distance, combined, digital education in Russia. The experience of digitalization of education in higher education at the creative departments of Russian universities in the field of fine arts and design was summarized in the context of the coronavirus infection COVID-2019 (Coronavirus SARS-CoV-2) in 2020 - the first half of 2021: the advantages, problems and prospects of applying modern educational technologies, distance and combined forms of education are described. Practical relevance: the article is of an applied nature and is aimed at showing the conditions under which it is possible to change the learning outcomes in higher education in the field of fine arts and design for the better

Aim. Teaching of Russian as a foreign language is always connected with addressing to some deep layers of national and cultural consciousness, so it is necessary to substantiate the need for foreign students to form elements of Russian cultural memory, which undoubtedly increase the optimization of the educational process. Methodology. The article presents some results of theoretical understanding of such concepts as “national cultural memory”, “precedent text”, “reference to the precedent text”, “mnema”, “meme”. As the material for the analysis the precedent texts of Soviet and Russian cartoons were selected. Results. The paper outlines the possibilities of using the precedent texts of Soviet and Russian cartoons in the practice of teaching Russian as a foreign language and gives their theoretical justification and feasibility. Research implications. The article develops some of the ideas underlying the concept of national cultural memory (M. Halbwachs, J. Assmann, Yu. Lotman), considered as a special type of precedent text, as well as the theory of mnema (I. Ruzhitsky), i. e. a unit that function in communication as a reference to this precedent text. As an illustration of one of the possibilities of applying these ideas in practice a fragment of the currently being prepared for publication manual “Cartoons in Life and Life in Cartoons” is given.

Aim is to describe the mechanisms for assessing and stimulating the scientific activity of universities using the example of the situation of specific universities in Russia and to depict the difficulties of implementing scientific research and steps to overcome them. Methodology. To achieve this goal the authors use statistical and comparative research methods. Results. The article provides an overview of the most significant state programs to support university science, and also describes the impact of the volume of scientific research on the image of the university in the global educational space. Research implications. At present, we can state that, on the one hand, there is an increase in the volume of scientific research at universities; on the other hand, mechanisms for their assessment and stimulation are emerging. The proposed research contributes to the theory of management and can be applied in practice to compile an assessment of the scientific activities of the university.

Aim. To reveal the didactic foundations (requirements, principles, conditions) of the use of digital and dialogic technologies in the educational process in the system of additional professional education. Methodology. In the course of the research, the following methods were used: directed observation, questioning, analysis, generalization; digital technologies, humanitarian / open technologies; introspection; representation and interpretation of information (by S.V. Ivanov) and educational results; the method of collective intelligence (term by N.N. Moiseyeva). Results. On the basis of socio-cultural, systemic and activity approaches, in the context of the interrelation of traditions and innovations in the educational process, the didactic foundations (requirements, a set of principles and conditions) of the use of digital and dialogic technologies in the system of training under additional professional education programs are revealed. The didactic foundations of the use of digital and dialogic technologies are represented by theoretical discourse and applied aspects. Research implications. The results of the research contribute to the development of classical and neoclassical foundations of didactics, enrich theoretical ideas about digital and dialogic technologies in the educational process in the system of teaching adults and schoolchildren. Taking into account the practice oriented character of the educational process in the system of the Department of Continuing Education and the Department of Professional Education of Moscow State University, the formulated requirements, a set of principles and conditions for the use of digital and dialogic technologies are becoming an innovative factor in activating the professional activity of a modern teacher.

Aim of this paper is to summarize the experience obtained during the transition of technical universities to distant learning, on the example of teaching mathematics. Methodology. The issues under consideration and analysis are the organization and performance of distant mathematical learning for technical university students. Results. The authors reveal specificities of distant learning, its methods and approaches, the role of teachers in the system of distant learning. A comparative analysis of materials of control tasks within traditional and distant learning methods is undertaken. Research implications. The specificities of composing home tasks for students, for holding seminar studies and lectures, and for taking exams are revealed. Significance of reliable information systems at the distant learning process is indicated, which should correspond to the means and technologies adopted in the social and professional environment of students.

Aim is to reveal the results of increasing the volume of digital educational products in higher education and expanding the experience of interactive exhibition at specialized museums for art education quality improvement. Methodology. The article considers the process of implementing specialized state programs of digitalization of higher art education. In the research the methods of observation, interpretation of the results and analytical activity of the teacher of special disciplines and disciplines of the humanities cycle were used. Results. In the course of work a combination of the advantages of digital educational process was revealed during classes on various disciplines in some groups. At the same time, the need to provide the educational process with the results of teachers’ activities within an interactive museum. Research implications. The relevance of the study indicates an increase in the role of the digital educational product and the strengthening of the influence of interactive expositions for better art education.

Aim of this work is to reveal a number of pedagogical problems related to the control of students’ knowledge in the conditions of distance learning. Methodology. The article considers and demonstrates the forms of control of students’ knowledge, gives methodological recommendations on the use of such interactive forms as oral test, debate, discussion, essay, cases; the recommendations on using these forms in distance learning are given. Results of practical work are presented in the form of a criterion assessment. Research implications. A bank of cases on the discipline “Pedagogy and theory of education” is proposed.

Relevance of the study. In the context of modern education, studies devoted to the implementation of digital educational resources are extremely relevant. Assessment of the formation of competencies in the context of digitalization is a special problem area. Aim is to analyze existing practices for the introduction of digital educational resources into the education system of higher education. Methodology. To achieve this aim an analysis of the existing practices of using digital educational technologies in higher education was carried out. Special attention was given to revealing the issues of using educational platforms online, as well as the VR-technologies. The experience of applying the technologies in assessing educational results was analyzed. Results. Assessment potential of modern practices is revealed. On the basis of the research it is stated that teaching practice has accumulated wide experience in the digitalization of educational process, yet there is no unified platform which could combine the efficiency of the educational process realization and the assessment of educational results. Research implications of the study lie in the recommendations for the use of educational technologies in assessing the competencies of students.

Aim of the work is to clarify and describe the aim, objectives, object, subject, categories, subjects, principles, theoretical and methodological foundations and technologies of cyberpedagogy as a pedagogical science of the 21st century. Methodology. The authors carried out a theoretical analysis of the literature, which describes the problems of digital transformation of education, cybersocialization, reveals the issues of the origin, formation and development of cyberpedagogy. Results. The aim, objectives, object, subject, categories, subjects, principles, theoretical and methodological foundations and technologies of cyberpedagogy are given. The importance of combining technical and educational technologies of cyberpedagogy is explained and illustrated. Research implications lies in the formulation of significant positions of cyberpedagogy as a pedagogical science for further research, as well as the creation and use of appropriate educational technologies.

Aim is to demonstrate the changes in general education organizations operation stipulated by application of digital technologies in the educational process and in the process of school management that are revealed during the monitoring of digital transformation of general education organizations. Methology. The authors describe the monitoring technology of the digital transformation of general education organizations which supposed the organization of polling in different target groups (heads of general education organizations, teachers, students of 9-11th forms), as well as expert visits to the general education organizations. Results. By integration and systematization of the data received within information collection by questionnaire method and the method of expert estimates, an empiric research base is formed, the changes analysis in general education organizations operation stipulated by application of digital technologies in the educational process and in the process of school management being the aim of it. Changes in general education organizations functioning were analyzed. The article resumes that the Russian Federation entities identify tasks and directions of their activity development in the field of digital transformation of general education system on regional and municipal levels, therewith the identified tasks and directions clearly correlate with the federal priorities and development directions of digital transformation of general education organizations. Research implications. The article concludes that for successful replication and distribution of the best digitalization practices it is necessary to initiate monitoring researches with participation of schools providing this procedure as a part of works on digital transformation, in the meantime guarantying the support of regional management teams engaged in the digital transformation in the Russian Federation entities.

Relevance of the research is caused by the need to rethink the role of the use of digital resources and services in order to promote the students’ and graduates’ employment in the conditions of digital transformation of the university. Purpose is to identify digital resources and services spectrum used by universities to promote students’ and graduates’ employment. Methodology. System analysis, content analysis, generalization. Results. In employment promotion activities the university staff uses the university’s website, social networks and digital environments. On the official universities’ website pages about employment are main tool for informing students and graduates about the university activities in this sphere. More than 85.6% of universities have social media communities dedicated to the employment of students and graduates. At least 89.2% of universities use digital career environments in order to promote students’ and graduates’ employment.

Aim. To formulate the content of the concept of students’ information and communication culture and to determine its role in creating an information-safe environment of an educational organization. Methology. The article considers the process of designing and implementing the pedagogical process of forming the information and communication culture of students and the main criterion for evaluating its effectiveness. The research uses methods of comparative analysis, synthesis, systematization and generalization of scientific experience. Results. Topical issues of the content of the concept of students’ information and communication culture are considered as mutually dependent components of the definitions “information culture” and “communication culture”. Research implications. The results of the study contribute to the theory of pedagogical science in the formation of students’ information and communication culture as a condition for creating an information-safe environment in an educational organization.