The paper draws attention to the comparative dynamics of university ranking factors for the last five years (2013)(2014)(2015)(2016)(2017)(2018). The period under review is characterized by an active transition to the information society. The article deals with a relevant problem of identifying factors in the educational organization ranking formation. These factors are significant in the period of transition to an information society. The aim of the research is development and pilot approbation of the author's algorithm of dynamic subject-oriented analysis on factors forming a ranking of an educational institution. The basic methods of this research include: factor analysis for the university ranking formation, theoretical and experimental substantiation of the author's algorithm of dynamic subject-oriented analysis, statistical methods of comparison of teachers and heads of educational organizations, a uniform experimental basis of interpretation and prediction of dynamics of the ranking reflection in the organization's information environment. The author's algorithm is based on the mechanisms of factor analysis of subjective representations. The dynamic basis of the author's algorithm includes the analysis of stability and sustainability of the considered factors observed in the questionnaire surveys conducted in the period from 2013 to 2018. The poll respondents were 150 leaders and pedagogical staff of technical schools and colleges of the Russian Federation. The subjective focus of the author's algorithm consists of separate opinions of teachers and managers on the educational organization ranking. The significance of a number of factors in the ranking structure, which remain relevant for five years, is confirmed. Among such factors are: the developed information and educational environment, the faculty capacity, the number of accredited specialties and the issuance of degree certificates. The ranking structure revealed the most dynamic positions with a high significance and output beyond the limits of the previously established statistical deviation. In addition, there are factors, the priority of which has been identified recently, for example, the factor of demand by entrants, recommended by the management, and the factor of research activity that was recommended by teachers. The predicted changes for the near and distant future were also revealed. We draw a conclusion about the applicability of the proposed algorithm to identify common factors. The role of education system actors in the formation of university rankings is determined. In the open information environment the algorithm contributes to dynamic forecasting for the near and distant future.

The relevance of this work is conditioned by the important role and aims of a teaching internship within the framework of student teachers' training. The use of a virtual learning environment requires a comprehensive experimental evaluation and may contribute to the resolution of a number of problems which are specific to the teaching internship. The article deals with the evaluation of an educational process implemented outside the university, and this evaluation must be performed with regard to multi-tiered interaction between the participants of educational process. The main theses of this research may be correlated with the stages of planning and undergoing of teaching internships. The following tools are used during development of the motivational and axiological basis of internships, the stage of its implementation, and subsequent self-assessment: a set of videos (which summarize selected topics) created by senior students when they were undertaking similar internships; simple graphic instructions which allow students to plan and undergo their internship effectively, write an internship report, and create and attach videos to their reports; expert analytical forms necessary to assess the course of internship and its results. The research included a survey among student teachers who were asked to identify difficult aspects of internship's planning and implementation in a specifically created collective environment for research data with the use of the following means: creation of collective questionnaires, visual representation of the tabulated survey data, and statistical analysis with the use of summarized tables. Based on the analysis of the work results of student teachers who have already done their internship and acquired the experience of educational process planning, the major issues were identified and described and visual tools for overcoming these issues were tested. The article describes an approach that helps student teachers overcome the barriers between existing visual educational tools within their training and insufficient orientation of school internships towards these tools' effective application in higher education. The methods of students' motivation for self-education and their implementation during the teaching internship were experimentally assessed in this research.