Evaluation of computer science students' work on it projects based on quantization of professional activity

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National academy of pedagogical sciences of Ukraine

Vinnytsia Mykhailo Kotsiubynskyi state pedagogical university

Educational and scientific institute of pedagogy, psychology, training of higher qualifications

Department of mathematics and informatics

Danylo Halytsky Lviv national medical university

Department of psychological and pedagogical education and social sciences

Department of pedagogy, administration and special education,

Evaluation of computer science students' work on it projects based on quantization of professional activity

Gurevych R., Dr Ped. Sci., Professor,

Klochko O., Dr Ped. Sci., Professor,

Fedorets V., PhD of Med. Sci., Ass. Professor,

Sharyhin O., PhD of Tech. Sci., Miratech,

Drachuk M., C. Ped. Sci., Asistent professor

Kyiv, Vinnytsia, Lviv, Ukraine

Abstract

The article examines the process of evaluating work on IT projects, which is presented systematically and multidimensionally, as a reflective and analytical toolkit. The research was conducted on the basis of the application of a system of humanitarian, psychophysiological, anthropological and informational methods and approaches, where the application of the theory of functional systems and through methodological and value understanding of pedagogical and production experiences and practices are decisive.

This work updates the methodological potential of the idea of professionalization, in particular, a specialist in computer specialties, pedagogical anthropology and the theory of functional systems, including the concept of quantization of mental activity, which is interpreted as quantization of professional activity. A decisive methodological and practical-technological factor, which is a prerequisite for considering the evaluation process as a reflective and analytical toolkit, is the systematic quantization of professional activity, which is implemented on the basis of the use of the methodologies of Kanban, Agile methodologies, in particular, Scrum, "Manifesto for Agile Software Development". The research used Information technologies: Jira Software, in particular the Kanban template, Agile tools for Kanban, Agile tools for Scrum. Current strategies for quantifying professional activity when working on IT projects are: Epic; Story; Task; Sub-Task; part of the Story/Task; Bug; Sprint.

Students were divided into small groups that worked on IT projects. In the process of project activity, they performed the following roles: Engineer, Scrum Master, Product Owner, Tech Lead.

The evaluation presented in the specified system format is a significant component of the result-target basis of work on IT projects, and is also considered as a tool of innovative activity and a prerequisite for personal and professional development and professional communication.

In further research, it is planned to develop the problems of professional activity for work on IT projects, which includes the study of motivational, value, cognitive, operational, reflective, components, as well as the use of quantization in pedagogical research on the professional training of students of computer specialties. The results of this study are planned to be applied to improve the qualifications of information technology specialists in the conditions of postgraduate education.

Key words: methodology, pedagogy, quantization of professional activity, information technology specialists, students of computer specialties, computer science students, IT projects, Jira Software, Kanban, Agile, Scrum.

Анотація

Оцінювання роботи студентів комп'ютерних спеціальностей над ІТ проектами на основі квантування професійної діяльності

Гуревич Р.С., д.п.н., професор, дійсний член (академік) НАПН України, директор Навчально-наукового інституту педагогіки, психології, підготовки фахівців вищої кваліфікації; Клочко О.В., д.п.н., професор кафедри математики та інформатики, Вінницький державний педагогічний університет імені Михайла Коцюбинського. м. Вінниця, Україна,

Федорець В.М., к.м.н., доцент, професор кафедри педагогіки, адміністрування і спеціальної освіти, Державний заклад вищої освіти «Університет менеджменту освіти» Національної академії педагогічних наук України, м. Київ, Україна, доцент кафедри психолого-педагогічної освіти та соціальних наук, Комунальний заклад вищої освіти «Вінницька академія безперервної освіти»

Шаригін О.А., к.т.н., Project Lead, Компанія Miratech, м. Київ, Україна,

Драчук М.І., к.п.н., ст. викладач кафедри біофізики, Львівський Національний медичний університет імені Данила Галицького, м. Львів, Україна

В статті розглядається процес оцінювання роботи над ІТ-проектами, який представляється системно і багатомірно, як рефлексивно-аналітичний інструментарій.

Дослідження проводилося на основі застосування системи гуманітарних, психофізіологічних, антропологічних та інформаційних методів і підходів, де визначальними є застосування теорії функціональних систем та шляхом методологічно-ціннісного осмислення педагогічних та виробничих досвідів і практик.

В даній роботі актуалізований методологічний потенціал ідеї професіоналізації, зокрема фахівця комп'ютерних спеціальностей, педагогічної антропології та теорії функціональних систем, включаючи концепцію квантування психічної діяльності, яка інтерпретується як квантування професійної діяльності.

Визначальним методологічним і практико-технологічним чинником, який є передумовою розгляду процесу оцінювання як рефлексивно-аналітичного інструментарію є системне квантування професійної діяльності, яке реалізується на основі використання методологій Kanban, Agile, зокрема, Scrum, "Manifesto for Agile Software Development". В дослідженні використовувались Інформаційні технології: Jira Software, зокрема шаблон Kanban, Agile-інструменти для Kanban, Agile-інструменти для Scrum. Актуальними стратегіями квантування професійної діяльності при роботі над ІТ-проектами є: Epic; Story; Task; Sub-Task; part of the Story/Task; Bug; Sprint.

Студентів було розподілено на невеликі групи для роботи над ІТ -проектами. У процесі проектної діяльності вони виконували такі ролі: Engineer, Scrum Master, Product Owner, Tech Lead.

Оцінювання, представлене у вказаному системному форматі, є значимою складова результативно-цільової основи роботи над ІТ -проектами, а також розглядається як інструмент інноваційної діяльності та передумова особистісно-професійного розвитку і професійної комунікації.

В подальших дослідженнях планується розробка проблематики професійної діяльності для роботи над ІТ-проектами, що включає вивчення мотиваційних, ціннісних, когнітивних, операціональних, рефлексивних, складових, а також застосування квантування в педагогічних дослідженнях з професійної підготовки студентів комп'ютерних спеціальностей. Результати даного дослідження планується застосувати для підвищення кваліфікації фахівців інформаційних технологій в умовах післядипломної освіти.

Ключові слова: методологія, педагогіка, квантування професійної діяльності, фахівці інформаційних технологій, студенти комп'ютерних спеціальностей, ІТ-проекти, Jira Software, Kanban, Agile, Scrum.

Introduction

Statement of the problem. The currently existing practical and technological difficulties in working on IT projects determine the possibility of considering it as a special professional intellectual and social-intellectual practice with a high level of its technology [1; 2; 3; 4]. Among the professional and personal-professional factors that determine the indicated difficulties as significant, there is the need to:

- in the synchronization and coordination of tasks;

- in effective problematization and definition, specification and adjustment of tasks in the process of their implementation;

- in calculating and understanding the importance of time resources;

- in the ability of specialists to holistic and integrative visions of the problem being solved.

In order to solve the specified difficulties in the implementation of work on IT projects through the above-mentioned professional-activity and personal-professional factors, the application of the Scrum methodology is relevant.

A decisive systemic aspect of work on IT projects is the need for effective evaluation of both the final development result and intermediate stages and the activity itself as a whole, including its innovative focus. The process of evaluating students' work on IT projects is traditionally understood as a formal and relatively simple procedure for analyzing the results obtained. With a systematic and detailed understanding of the phenomenology of evaluating the results (including intermediate) of students' work on IT projects, it is determined that the indicated process is complex and multidimensional, as well as pedagogically, organizationally, and system-organizing significant. In this way, we consider the effective assessment of work on IT projects systematically and functionally, namely as a professional-active, organizational-reflective and pedagogical condition, which largely determines: the effectiveness of the work; the possibility of its modifications, adaptation and improvement; typical and exclusive ways of identifying errors and their correction; approaches and understanding to algorithmizing and technologization of activity; effective time management; actualization of creative and intellectual and social-communicative potential of project participants; development of professional reflection.

With a system-oriented consideration of the assessment procedure, it can be presented not only as a special production stage, but also, as noted above, in the format of a pedagogical environment and as a reflexive-analytical toolkit (or technology). Accordingly, evaluation, in addition to the implementation of the project's immediate goals, can be aimed at improving the professional, educational, communicative and innovative components of work on IT projects, as well as at the relative personal and professional development of their participants.

In the scientific pedagogical literature, the problem of considering evaluation as a specific reflective and analytical toolkit (or technology) when working on IT projects is insufficiently covered. The specified problem is insufficiently disclosed on the basis of the application of modern neuropedagogical and psychophysiological teachings, in particular the theory of functional systems, which holistically and systematically reveals the nature of human activity as such, which can be presented and, to a certain extent, formalized and constructed in the format of quanta of actions, quanta of behaviour, quanta "motivations and needs", relative to autonomous professionally oriented cognitive systems. The specified problematization, together with a pedagogical and valuable understanding of the significance of this problem for the development of IT competences, as well as for the optimization and improvement of work on IT projects, including educational, production and innovative components, determines the possibility of presenting the specified problem as relevant.

Analysis of the latest studies and publications. Project-based learning in modern conditions of the formation and development of information technologies is the object of research by many scientists.

Authors Rahman T., Nwokeji J., Matovu R. and Frezza S. investigated Project-Based Learning (PjBL) from the perspective of active learning [5]. Their search vector was directed specifically at Industry Standard Tools and Practices (IST&Ps) [5]. To this end, they used industry standard tools and practices (IST&Ps) such as SQL, Atlassian Jira, GitHub, Jenkins and planning poker [5]. Based on the preliminary results of qualitative and quantitative data analysis, it was concluded that IST&P significantly positively affects the effectiveness of teaching and student engagement [5].

Havazik O. and Pavlickova P. studied the issue of creating a flexible game to teach students about IT project management in Jira [6]. The game was created primarily for computer science students, as it is important for them to learn a flexible approach to IT project management and work with appropriate software tools [6]. The authors proved that a better version of the game based on the flexible approach is the version using the Scrum framework [6].

In order to effectively manage postgraduate students' theses in the general field of engineering, scientists Sarhadi P., Naeem W., Fraser K. and Wilson D. developed a V-shaped model for effective thesis creation [7]. They used the Scrum methodology and team software development tools Jira, Microsoft Teams and Git version control (Github website) [7]. The scientists proved that the approach developed by them contributed to more effective management of student scientific works [7].

The focus of research of many scientists is aimed at studying the possibilities of managing the educational process of students of IT specialties, in particular, using Atlassian Jira. These questions were considered by Boye T., Cheng E., Gan W., Miluniec A., Szmidt T., Bialczyk K., Miciula I., Kauppinen R., Lagstedt A. Lindstedt J. Rainio O., Hamer S., Quesada-Lopez C. and Jenkins M. [8; 9; 10; 11]. In the process of research, scientists made conclusions that this approach contributes to [8; 9; 10; 11]: effective remote project management; development of students' skills in IT project management; development of students' skills in using Atlassian Jira; more flexible and effective management of information communications and/or requests in large groups of students.

Babic F., Gaspar V. and Satala, P. new trends in mobile technology education in Slovakia are identified [12]. They developed the concept of teaching mobile technology development based on the application of the software development life cycle [12]. Students of the "Business Informatics" study program of the Technical University of Kosice were taught software development life cycle methods such as waterfall and Scrum as an Agile methodology [12]. Researchers taught students the main stages of IT project development [12]: design with user experience; development based on modern trends; testing; deployment based on tracking system; monetization; licensing. The researchers improved the level of readiness of students to implement IT projects by simulating the working environment in IT companies using YouTrack, JIRA, Slack or Sli.do tools.

Despite the existing achievements of Project-based learning using Atlassian Jira based on Kanban, Agile, in particular, Scrum methods, many issues remain unexplored. In particular, the issue of evaluating the work of computer science students on IT projects based on the quantization of professional activity.

The purpose of the study. On the basis of the methodological and value understanding of the process of evaluation and analysis of relevant production and educational experiences of computer science students working on IT projects, represent it as a system reflective and analytical toolkit.

Theoretical basis of the study. The methodological basis of this study is represented by a system of theories, ideas and concepts, among which the competence paradigm and ideas are decisive: goal setting, professional reflection, professionalization, humanization, anthropologization by K. Ushinsky [13], development of professional subjectivity, pedagogical integration, systematicity, self-actualization, self-realization, knowledge transfer (Nonaka) [14], Aristotle's telos [15]. As system-organizing disciplinary directions, the methodological potential of the innovative paradigm, pedagogical psychophysiology, neuropedagogy, neuropsychology, pedagogical anthropology and the theory of functional systems has been updated [4]. As a methodological and conceptual toolkit, the concept of quantization of mental activity, developed within the framework of the theory of functional systems and presented in this work in the format of quantization of professional activity, is applied.