INCREASING INFORMATION AND COMMUNICATION READINESS BASED ON COMPUTER-BASED DESIGN TOOLS

ABSTRACT

This article examines modern scientific approaches to improving information and communication training through the use of computer-aided design and digital technologies. It analyzes the potential of using CAD and CAE in digital model design, data processing, and professional training optimization. Particular attention is paid to the role of software, computer modeling, and automated design systems in developing digital competencies. The importance of scientific and methodological support for the use of computer-aided design for developing technological thinking and professional preparedness in the context of the digital transformation of education is substantiated. It is noted that the integration of modern IT tools contributes to increased learning effectiveness and the alignment of training with the demands of the digital economy.

АННОТАЦИЯ

В статье рассматриваются современные научные подходы к совершенствованию информационно-коммуникационной подготовки на основе применения средств компьютерного проектирования и цифровых технологий. Анализируются возможности использования CAD, CAE в проектировании цифровых моделей, обработке данных и оптимизации профессиональной подготовки. Особое внимание уделяется роли программных средств, компьютерного моделирования и автоматизированных систем проектирования в формировании цифровых компетенций. Обоснована значимость научно-методического обеспечения применения компьютерного проектирования для развития технологического мышления и готовности специалистов к профессиональной деятельности в условиях цифровой трансформации образования. Отмечается, что интеграция современных ИТ-инструментов способствует повышению эффективности обучения и соответствию подготовки требованиям цифровой экономики.

Keywords: preparation, design, information, approaches, educational process, professional training, quality, improvement, pedagogical activity.

Ключевые слова: подготовка, проектирование, информация, подходы, образовательный процесс, профессиональная подготовка, качество, совершенствование, педагогическая деятельность.

Introduction

During the training, scientific research is being conducted on the wider use of the capabilities of computer-aided design hardware and software, the improvement of components and technical means of computer-aided design, operating systems, computer-aided design tools (AutoCAD/Compass), the implementation of the AutoCAD/Compass editor, two-dimensional design and three-dimensional modeling, automated calculation (MathCAD), algebraic calculations in MathCAD, and the solution of differentiation and integration problems in MathCAD based on modern requirements.

Methods

The active use of information and communication technologies and computer design tools in education allows not only to look at the pedagogical process in a new way, but also creates the necessary scientific and methodological basis for its analysis and updating. Informatization and computerization of the educational process is one of the main factors of development of its content, updating of forms and methods. Currently, information and communication technologies perform a number of tasks, including the subject of study; solving issues related to the subject; training, development of the learner's personality; knowledge control; communication; serves as a tool for managing the educational process. These, in turn, make important changes to the content of pedagogical activity [1, p. 3].

In general, information and communication training of future engineers consists of the process of formation of information and communication competence, which means the acquisition of knowledge, skills, abilities and experience of using them to solve certain social and professional issues by means of information technologies, as well as the ability to improve knowledge and experience related to the field of professional activity [2, p. 4]. Information and communication competence of an engineer includes mastering the following four types of experience:

• experience of cognitive activity in the field of information and communication (knowledge recorded in the form of its results);
• experience in applying the most advanced methods of information and communication activities in the subject area and related areas - the ability to perform work according to a model, experience in solving typical problems using information and communication technologies in certain areas;
• experience of creative activity in the field of professional technologies - ability to make effective decisions in problem situations;
• the implementation of emotional-value relationships associated with the use of information and communication technologies in various fields is the orientation of the person.

Results

The study and analysis of the information and communication training of engineers shows that within the framework of information and communication training, researchers are trained to use practical packages for performing and processing engineering calculations based on automated design systems, including AutoCAD, Compass, SolidWorks, as well as Mathcad and Mathlab programs. In the formation and improvement of the information and communication training of engineers, special attention is paid to the formation of competencies in the design of structures and equipment, ­calculations of the processing processes of mechanical engineering structures, visualization of the assembly and installation processes of various equipment, and preparation of design documentation using automated design systems [3, p. 2].

In scientific and pedagogical literature, much attention is paid to the formation and improvement of information and communication skills of future teachers. Information and communication skills of a teacher are understood as a necessary organizer of the educational process aimed at training specialists who are able to effectively use ICT tools to solve practical problems of professional activity. Information and communication skills are inextricably linked with the formation of information and communication competencies [4, p. 5].

It should be noted that information and communication training is related to the concept of “information and communication competence”. In the scientific and pedagogical literature, one can find many definitions of the terms “information and communication competence”, “information and communication training”. In each of them, depending on the field of scientific knowledge, scientists paid attention to one or another aspect of this type of competence. In particular, O.B. Zaitseva in her research interprets information and communication competence as a complex individual-psychological product formed on the basis of the integration of theoretical knowledge, practical skills in the field of innovative technologies and certain personal qualities. A.G. Peksheva defines information and communication competence as a set of skills and qualifications for receiving and processing information.

Discussion

Designing is a creative activity of the pedagogue, and educational technology reflecting the personal characteristics of the learner is its product.

Computer-aided design is a very broad field of scientific knowledge, which includes methods, technologies and tools for creating two-dimensional, three-dimensional, interactive and animated models on the computer. This requires the training of specialists who have a high level of preparation for computer design and who can use information tools and modern information technologies to solve educational tasks and production situations in technical higher education institutions.

During the preparation of the project, future vocational teachers use various forms of working with information: 1) searching for information in various sources; 2) selecting content to answer questions or prepare reports; 3) understanding the essence of the information read; 4) using information to solve problems; 5) creative processing of information; 6) critical analysis and evaluation; 7) transmitting information to others; 8) creating their own texts and other sources of information.

Design automation is understood as a method of carrying out the design development process in which design procedures and operations are carried out in close interaction between the designer and the computer. Design automation involves the systematic use of computing tools; it is necessary to rationally divide the functions between the designer and the computer and to make a reasonable choice of methods for solving problems on the machine [5, p. 4].

Computer-aided design is a set of automated design tools associated with a design organization or team of specialists performing automated design.

To create a computer-aided design:

• improvement of design based on the application of mathematical methods and methods and computing tools;
• automation of search, processing and information extraction processes;
• use of optimization and multivariate design methods;
• effective use of mathematical models of objects, objects and materials being designed;
• creation of a data bank with systematized information in reference description necessary for computer design of objects;
• to improve the quality of the formation (officialization) of project documents;
• increasing the creative share of designers' work due to the automation of non-creative work;
• unification and standardization of design methods;
• training and retraining of specialists in the field of computer-aided design;
• design departments need to work in close collaboration with automated systems at different levels and with different functions.

Conclusion

Computer-aided design combines technical means and mathematical and software support; mathematical and software support are selected with maximum consideration of the specifics of engineering design and construction issues. In computer-aided design, the convenience of using programs is ensured due to the use of means of operational communication of the engineer with the computer, special problem-oriented languages, and information and database.

The main task of computer-aided design is to automate the design of an object and its components. In computer-aided design and the creation of its components, it is necessary to adhere to the principles of systemic unity, compatibility, division into types and varieties according to typical characteristics, and development.

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