Modern information and telecommunication technologies allow not only to provide information required for training students in electronic form, they promote changes in educational process. The electronic information educational environment provides the necessary mechanism for implementing student`s individual trajectories of training. Depending on his or her learning progress the process can vary from basic to intensive, with changes in volumes of information provided. One of the approaches to developing an adaptive electronic educational course is described in this paper. The tree of concepts mastered by students is considered as a basis for knowledge component organization. The tree of concepts will allow not only to organize theoretical material of the course in the form of the separate blocks of educational information intended for studying but also to determine a necessary and sufficient set of questions for testing students.

Effective up-skilling teachers who are involved in teaching software engineering should take into account the challenges of teaching practice. Despite the long practice of organizing the teaching of software engineering and computer science in educational organizations in Russia, relevant up-skilling courses are not methodologically supported. The paper introduces an active, practice-oriented approach to organizing up-skilling courses for teachers who teach software engineering and development. The authors developed the level model for the advanced up-skilling teachers interested in mastering and delivering modern technologies of Agile software engineering and development. Authors implemented the model for organizing teachers’ up-skilling courses in intensive schools for engineering, development, design and management of software products

The paper proposes the use of an activity-based approach to acquiring the competencies of software engineering with the help of the author’s model of level acquiring professional competencies. The approach allows the teacher to organize training software engineering so that students acquire needed knowledge, skills and abilities on the basis of a student’s independent productive action aimed at mastering the levels of organization of thinking and professional activities of the software engineer in the process of designing and developing software products. The author’s model is implemented to design level assignments for students to master some basic concepts of a software engineering course.

The Young Reporters’ Programme (sports journalism and media school) presented at the XXIX World Winter Universiade 2019 in Krasnoyarsk was «a project within the project». The article describes key conditions and methods for organizing the transfer of professional skills and defines key structural elements in sports journalism and media school within a large-scale sporting event. Special attention is given to solving two problems: creating high-quality media content by students during the Universiade; and identifying universal technological elements for designing a sports journalism and media school that would allow participants to master modern tools and apply them after completing the Young Reporters’ Programme. The approach of B. D. Elkonin and M. M. Mirkes to describing components of an educative event is the methodological basis of the study. The presented survey data are the result of implementing the Young Reporters’ programme in Krasnoyarsk in 2019. It was the first time when the professional media training for covering a large-scale international sporting event has been developed, implemented and described. The findings of this study may be used for designing internships and student practical sessions at universities with the main educational process considered as a certain project

The article presents the experience of organizing the use of wearable electronic devices (fitness trackers) by schoolchildren to solve the problem of low physical activity. The existing methods of motivating schoolchildren to increase the level of physical activity do not give the desired result. Physical education classes in school cannot compensate for the movement deficit. During extracurricular hours, most schoolchildren also cannot organize their physical activity independently and choose sedentary types of leisure. One way to tackle the problem is to encourage the use of fitness trackers. The use of fitness trackers allows the teacher to monitor the level of physical activity of schoolchildren, analyze the achievements jointly, and help organize the physical activity of schoolchildren outside the classroom. To solve the problem, the authors of the article have developed two experimental programs of supplementary education for schoolchildren with the use of fitness trackers. The first program involves the regular, supervised use of fitness trackers in animation training. The second program includes training assignments for assembling and testing fitness trackers in the course of programming training. The second program showed higher efficiency. For the statistical assessment of the results of the educational programs implementation, the Wilcoxon T-test was used. The implementation of educational programs led to increase of the level of physical activity of students by 7–15 %. The authors give recommendations on the use of fitness trackers in the supplementary education system.