Purpose of the study. The relevance of the article is due to the digital transformation of the educational process and the increasing requirements for digital education. The purpose of this study is to develop a cognitive model of the learning path based on the digital footprint and analyze the results of its testing.Materials and methods. The study includes a review and analysis of bibliographic sources on the problems of using the digital footprint in the education system, as well as the construction of a model of the e-learning path management system taking into account the digital footprint of students with its implementation in the e-learning system based on LMS Moodle.Results. In this paper, the concept of the digital footprint of trainees is given, the structure of its components is considered. In this case, the digital footprint is understood as the electronic form ofpresenting data based on the results of the educational, professional and social activities of a person, characterizing the level of their professional competence in terms of the trajectory of personal and professional development. At the same time, components of digital footprint are distinguished as technical, technological, personality-psychological, behavioral, active, competent, communicative, and reflective. The concept of the cognitive model structure of a learner is also given, which includes personal experience and competence, cognitive abilities, socially-determined and biopsychic characteristics, the ability to reflect, and technical equipment. At the same time, we can conclude that the digital footprint of the student is to a certain extent a digital imprint of the current cognitive model, fixed at a certain point in time and showing the place of a particular person in social and professional environment.Based on the results of modeling the e-learning trajectory, the concept of an electronic training course has been designed to form and evaluate the professional competencies of students taking into account their digital footprint. The model was tested in the LMS e-learning system of the Bashkir State Agrarian University for both full-time students and students of a distance group of continuing education courses as part of further professional education. The proposed electronic course allows, in particular, to realize the cognitive model of the educational process by varying the learning tasks and their learning paths.Conclusion. The considered methodology for formation of an educational trajectory based on a digital footprint is intended to improve the educational process, increase its efficiency by strengthening control over the current level of formation of students’ competencies. The proposed concept of e-learning, taking into account the cognitive model of the learner, allows you to build a flexible learning path that takes into account the existing level of professional competence of the student and individual characteristics and needs. At the same time, it is concluded that the formation and assessment ofprofessional competencies of students is a complex task, the effective solution of which requires the integration of the efforts of all participants in the educational process, including lecturers and students.

The purpose of this studyis to analyze possible problems in issuing digital diplomas, using the blockchain technology, and to promote solving these problems as well as to show the possibility of practical implementation of the blockchain technology, using a test example. Materials and methods.The study included a review of bibliographic sources on the use of blockchain technologies in the education system, as well as computer modeling of the task of registering and verifying a digital diploma in the blockchain.Results.In the course of the work, a model of the process of issuing and verifying digital diplomas was built, and a number of problems related to the practical implementation of this model were also considered.At the same time, the following groups of problems that restrain the spread of blockchain in the education sector of the Russian Federation were identified: technical and technological problems (lack of a national blockchain platform); legal issues (lack of legal force of digital diplomas); organizational problems (lack of a centralized management structure that coordinates the “educational” blockchain as a single digital information space).An example was also realized, showing the hardware and technological capabilities of the implementation of the task under consideration using the currently open (freely available) platforms. To implement the proposed test case, the Ethereum blockchain network was used, in particular, its RinkeBy test network.The project implementation consisted of the following stages: creating a digital diploma file and placing it in the open file-sharing network in order to obtain the corresponding document hash; obtaining blockchain address (an electronic wallet was created using the MetaMask browser plugin, which allows for the transfer of data on a digital diploma to the blockchain); preparing data to be sent to the blockchain, where the data was a hexadecimal code, containing brief information about a digital diploma, including its hash; transferring data to the Ethereum blockchain (making a transaction); verification of transaction results in Etherscan.Conclusion.The blockchain technology provides great opportunities in improving the concept of e-learning, taking into account the current requirements of the digital economy. This technology can conceptually change the data archiving system, increase the reliability of information protection against falsification, and significantly speed up the execution of requests for information and data processing. The problems that arise can be successfully resolved, as long as that the blockchain becomes one of the principles of the unified information educational space.At the same time, the blockchain gives the following new opportunities: transparency and verifiability of the system of certification of graduates of educational institutions; the possibility of liquidation of intermediary organizations that implement a variety of support monitoring and certifying functions, associated with the “paper” requests for confirmation of diplomas; the overall reduction in paper workflow, the transfer of the classic “paper” business-processes into the information space, and as a result of all this – the practical implementation and example of the realization of the concept of digitalization of the knowledge economy.

Аннотация.Введение. Вопросы формирования и оценки профессио-нальных компетенций студентов высших профессиональных образовательных учреждений широко обсуждаются в научном сообществе. Проблемам компе-тентностного подхода посвящено огромное количество российских и зарубеж-ных публикаций. Однако общей методики определения уровня сформирован-ности компетенций до сих пор не существует, так как характеристики каждо-го направления подготовки специалистов настолько специфичны, что невоз-можно все профессиональные компетенции подвести под единую универсаль-ную шкалу измерения.Цель статьи -представить разработанную автором методику оцен-ки качества курсовых работ по дисциплине «Базы данных», которая изу-чается бакалаврами направления подготовки «Бизнес-информатика», осу-ществляемой в условиях компетентностно-ориентированного подхода.Методология и методики. Описанное в публикации исследование носит опытно-поисковый, экспериментальный характер. В процессе работы приме-нялись анализ содержания федерального государственного образовательного стандарта высшего образовании (ФГОС ВО), технология data mining (метод интеллектуального анализа данных) и статистические методы обработки мате-риалов.Результаты и научная новизна. Сформулированы критерии, позволя-ющие оценивать качество студенческих курсовых работ с учетом особеннос-тей компетентностно-ориентированной модели образовательного процесса и специфики направления профессиональной подготовки. Показано соотно-шение данных критериев диагностики с заявленными в образовательном стандарте компетенциями. Продемонстрировано, как с помощью предлага-емых индикаторов можно производить экспертизу общей структуры и отдель-ных разделов курсовой работы. Сделаны выводы о том, что 1) необходим сис-темный текущий контроль степени усвоения профессиональных компетенций,

Purpose of the study. The purpose of this article is to consider the theoretical and practical aspects of designing adaptive training courses aimed at creating an individual educational trajectory, taking into account various mechanisms of adaptation.Materials and methods. This study includes a review of bibliographic sources on the formation of an individual learning path and the implementation of adaptive learning in e-learning courses. It also includes constructing of a structural model of an adaptive learning management system with a description of possible adaptation mechanisms that act as parameters for the formation of a personalized learning path, and a description of an example of the implementation of an adaptive course in the LMS of the Bashkir State Agrarian University.Results. An analysis of factors that influence the choice of a professional educational trajectory is presented. At the same time, different levels of formation of factors are described, for instance, such groups as macrofactors, mesofactors and microfactors are distinguished and characterized. The concept of a flexible adaptive learning model is considered and possible resources (mechanisms) for its adaptation are analyzed. With regard to the management model of the formation of an individual trajectory of training, such parameters as the form of training, the content of training, training methods, the organization of e-learning in the electronic training course, the model of a student, and the trajectory of training are distinguished as adaptation resources. A structural model of an adaptive learning management system is being made, including the following series of structural elements: block of educational content; block of the knowledge control, skills and abilities; communicative block; reflection block; personal identification unit; navigation system; learning path control module. Various approaches to the concept of a learner’s model are also considered (in particular, scalar, overlay and cognitive models).To test the adaptive learning model, an electronic course in the discipline “Informatics and Information Technologies” was designed and implemented in the e-learning management system of the Bashkir State Agrarian University on the LMS Moodle platform. The e-course is used in the educational process for full-time and parttime education, as well as a form of support for distance learning during periods of self-isolation. A comparative analysis of the progress of students who study by using linear and adaptive versions of the e-course is carried out. Students studying with the adaptive version of the e-course showed better learning outcomes. From this, it is concluded that the adaptive course allowed students to better adapt to the conditions of forced distance learning in the new reality.Conclusion. An individual educational trajectory is one of the effective ways of realizing the professional and educational potential of an individual and is based on certain forms, methods, technologies and learning mechanisms. Modern e-learning technologies provide vast opportunities for implementing the concept of personalized flexible learning, in particular, using adaptive training courses. In this case, both the parameters of the learning management environment and the characteristics of the students can act as a resource (parameter) of adaptation.

Введение. Востребованность выпускников на  рынке труда  — один из  важных критериев социального благополучия молодежи, а  также оценки качества предоставляемых учебным заведением образовательных услуг. Цифровизация социально-экономических процессов вносит коррективы в требования работодателей к  выпускникам и  актуализирует вопросы практической подготовки IT-специалистов. Изменение запросов рынка труда должно стать основой для трансформации образовательных программ в  контексте практико-ориентированной модели обучения. Цель — представить модель оценки практикоориентированности основных профессиональных образовательных программ среднего профессионального (СПО) и высшего образования (ВО) с учетом изменений на рынке труда и требований работодателей к выпускникам. Методы. Библиографический анализ научных публикаций по теме исследования, контент-анализ вакансий, размещенных на  сайтах сервисов онлайн-рекрутинга, анализ действующих образовательных программ подготовки IT-специалистов. Результаты. Предложены критерии, позволяющие выстроить модель оценки практикоориентированности основных профессиональных образовательных программ при подготовке IT-специалистов. Рассмотрены вопросы преемственности образовательных программ СПО и ВО. Научная новизна. Многофакторность представленной модели оценки практикоориентированности образовательных программ позволяет учитывать изменение требований рынка труда. Практическая значимость. Предложенная модель оценки практикоориентированности основных профессиональных образовательных программ может использоваться при внешней оценке качества подготовки выпускников, а также в порядке самообследования учебных заведений. Introduction. The demand for graduates in the labour market is one of the important criteria for the social well-being of young people, as well as assessing the quality of educational services provided by  an educational institution. Due to  the digitalization of socio-economic processes, employers have to adjust the requirements for graduates, thus updating the issues of practical training of IT-specialists. Changing demands of the labour market should provide a basis for the transformation of educational programs in the context of practice-oriented learning model. Aim. To present a model for assessing the practice orientation of the main educational programmes of secondary vocational education, taking into account changes in the labour market and employers’ requirements for graduates. Methods. Bibliographic analysis of scientific publications on the research topic, analysis of the data from the websites of online recruiting services, analysis of existing educational programmes for training IT specialists. Results. A model of criteria for assessing the practical orientation of the main vocational educational programmes for training IT specialists was formulated. The issues of the continuity of educational programmes in the systems of secondary vocational education and higher education are considered. Scientific novelty. The multifactorial nature of  the presented model for assessing the practical orientation of educational programmes allows for consideration of the changes in the requirements of the labour market. Practical significance. A model proposed to assess the practical orientation of basic professional educational programs is available for external evaluation of the quality of graduates’ training, as well as for self-evaluation of educational institutions.