Theoretical and methodical principles of designing, administration and using a cloud-based learning environment for future computer science teachers

- Олексюк, Василь Петрович (orcid.org/0000-0003-2206-8447) (2023) Theoretical and methodical principles of designing, administration and using a cloud-based learning environment for future computer science teachers Masters thesis, Інституті цифровізації освіти.

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Abstract

The dissertation presents a theoretical foundation and a new solution to the problem of using a cloud-based learning environment in the training process of future computer science teachers. The concept of a "cloud-based learning environment" is interpreted as a system of digital tools (hardware, communication, virtualized). These tools operate in accordance with the principles of cloud computing and provide universal access for students to data, and computing resources, in order to achieve the educational outcomes outlined in the curriculum. Based on the source base, it is substantiated that to design the researched environment means to analyze and determine the target, content, and didactic requirements for the training of education applicants in it. The concept of "Administration of a cloud-based learning environment" has been clarified. It is interpreted as a set of measures related to the design, deployment, management, and maintenance of its components (services, platforms, infrastructures), as well as supporting the activities of applicants in it. The conducted research is aimed at the development of cloud-based learning environments of higher education institutions under the conditions of education reforms. This necessitates the development of scientific, technical, and methodological support to effectively implement these environments. The study of the experience of training future informatics teachers shows that in universities of Ukraine, the EU, and the USA, the study of the concepts and problems of using modern cloud technologies are relevant. Based on the analysis of psychological and pedagogical features of activities in cloud-based environments, it is substantiated that mass open online courses are an effective form of providing educational resources. The general research methodology of the problem of developing theoretical, technological, and didactic principles of design, administration of cloud-based environments, and their use for training future computer science teachers is presented. The prerequisite for the training of competent specialists in the fields of education and information technologies, has been formulated. The tasks of the pedagogical experiment and the basis of the experimental and research work are indicated. A description of each stage of the experiment is provided. In the dissertation, modeling of a cloud-based learning environment for future computer science teachers was performed. So the conceptual, didactic, service and administration environment models were substantiated. In accordance with these models, didactic (ubiquity, invariance, monitoring, control of educational activities, possibility of participants interaction in the educational process, resource manageability, compliance with various models, perspectiveness) and technological-procedural (availability, functionality, standard network protocols support, distribution legality, configuration flexibility, integration potential, controllability, and security) selection criteria are determined as components of the environment of cloud platforms and services. It was established that providing support for the educational process involves a technical and methodical combination into a combined cloud of platforms (public and private) implementing all service models. The author’s experience in the cloud-based learning environment administration technologies is analyzed. A unified user authentication system has been developed to ensure students’ access to environmental resources. The sequence of stages of deploying cloud-based learning environment components for computer science teachers is defined, in particular, the design of user account database, the deployment of public and private cloud platforms, the integration of cloud platforms, the development of cloud laboratories and the implementation of mass open online courses for them. According to the selection criteria of the environment components, the Google Workspace and Microsoft 365 cloud platforms have been identified as appropriate for deployment in the environment. The technologies and methods of administration of the public cloud platform Google Workspace have been developed. Modern authorization protocols were analyzed, and technologies for integration of Google Workspace and Microsoft 365 cloud services were developed for user authentication and access to resources. The necessity of deploying cloud platforms implementing the "infrastructure as a service" model in educational institutions is substantiated. Based on the comparative analysis, open-source platforms Apache Cloudstack and Proxmox VE were chosen for deployment. It was established that the implementation of deployment tasks should follow the provisions of the developed models, and the achievement of the result is possible without the usage of expensive server hardware. Based on the systematization of the experience of deploying and using the Apache Cloudstack and Proxmox VE platforms in the educational process, it has been proven that compliance with the provisions of the author’s methodology enables the implementation of a significant number of virtual machines and modeling of complex network infrastructures. To ensure the productivity and flexibility of the researched platforms as part of a cloud-based learning environment, an evaluation of the performance of selected private clouds was performed, which made it possible to estimate the number of acquirers who can simultaneously receive computing resources of certain characteristics. Backup technologies for its components of the Apache Cloudstack and Proxmox VE cloud platforms have been developed. The use of different approaches to backup storage such as full, incremental, and differential as well as the duplication of cloud and local storage is substantiated. The methodology of using a cloud-based environment for the development of professional competence of future computer science teachers pursuing bachelor’s and master’s degrees has been developed. According to the didactic model at the first level of higher education, it is advisable to use the components of the environment as a means of organizing educational activities. Based on the analysis of educational and professional programmes, the content and methodology of the bachelor’s level courses "Operating Systems", "Computer Networks", "Administration of Computer Networks" and computer practice using cloud laboratories deployed in the environment were developed. The author’s methodology embraces the concept of blended learning using mass open online courses. The author’s educational materials, course themes of the Cisco Networking Academy, virtual computers and networks of the academic cloud, and services of public cloud platforms Google Workspace and Microsoft 365 were implemented in the specified laboratories. A methodology for master’s students training for the creation and deployment of cloud platforms was developed. It should be carried out within educational and scientific programs. For this purpose, the course "Fundamentals of cloud technologies" was developed. It implemented a project methodology for preparing master’s students for the deployment of the Google Workspace platform in secondary schools. Training master’s students to develop their own cloud services is shown in the example of two programming projects. They are aimed at using modern programming and data processing tools from public cloud platforms and services. An analysis of the results of the pedagogical experiment is given. At the ascertainment stage, it was observed that starting from the first year, students often use cloud technologies for educational assignments, communication, and data storage. A conclusion was made about the applicants readiness to use the components of a cloud-based learning environment and study the basics of cloud technologies. The hypothesis regarding the positive impact of the method of using a cloud-based environment on the development of the applicant’s professional competence components has been confirmed. Notably, among bachelor’s students, a preference for practical laboratory sessions over theoretical ones has been established, specifically highlighting the demand for a synthesis of theoretical content and practical tasks. Correlational analysis in the course "Operating Systems" showed that students understand and highly appreciate peer-to-peer writing assignments in the form of essays. The pedagogical experiment did not reveal the influence of students’ previous experience or gender on their educational achievements. An experimental section of educational achievements of master’s students proved that an effective method of organizing their educational activities is active engagement in real projects. They increase the cognitive interest of students and allow future computer science teachers to develop the necessary professional skills of joint work, and awareness of the significance associated with problem-solving tasks pertaining to the implementation of cloud services in educational institutions.

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