The question of teaching staff readiness to digitalize the educational process is considered in this paper. Digital education is a prerequisite for training of specialists meeting the requirements for the XXI century digital economy. There are a number of challenges in introducing digital learning, including those in engineering education. Digitalization of the technical subject area is very costly process that has its own specifics and requires developers to possess not only professional competencies related to a particular discipline, but also to be advanced in the arear of information and communication technologies. Besides modern teaching and laboratory facilities, and computer systems for various purposes, an important condition for promoting of digitization in subject teaching is teaching staff willingness to improve their teaching skills along with fluency in modern digital technologies. 
 As an example of subject teaching, in this paper are considered informatization and digitalization of basic geometric and graphic training for students at technical higher education institutes. The analysis is carried out from the point of view related to preparation of the academic teaching staff for creation and implementation of the educational environment that meets the requirements for dynamically developing design as a type of engineering activity. The scheme for realization of mixed learning has been presented, which introduction is determined by students' individual work implementation, and the process of students' online geometric-graphic training during self-isolation for COVID-19 prevention has been described. An analysis of teacher's activity content increase in the full online training mode has been carried out. Has been presented a set of practical measures acting to raise the chair’s teaching staff qualification and providing readiness to solving urgent problems of students’ learning through the digital educational environment. 
As a conclusion of the study, it is stated that in digitalization conditions the most successful form for implementing of basic geometric and graphic training is the form of blended learning.

To the Question of Teaching Staff Readiness to Digital Training

The purpose of this study is to develop an algorithm for solving educational computational and graphic work from a cycle of constructive tasks of engineering and construction design (construction graphics) by computer geometric modeling in the environment of the domestic nanoCAD program. Algorithmization of the solution of the problem was carried out on the example of a training task from the cycle of graphic works in the course "Engineering and computer graphics", which is performed by students in the first semester and is the basis for solving problems of engineering and construction design. It is shown that the use of computer geometric modeling methods by means of modern software products makes it possible to speed up the process of solving a problem, simplify the calculation of the necessary data and visualize the results, which together contribute to an increase in the didactic effect and mastering the learning competencies necessary in future professional activities. Computer geometric modeling contributes to the understanding of the principles of modern information technologies, and also instills the skills to use them to solve more complex educational problems and tasks of future professional activity. Thus, the application of the proposed algorithm of computer geometric modeling in solving educational and applied problems within the framework of the training course "Engineering and Computer Graphics" in the preparation of students of engineering and construction profile, as well as in the performance of research and design activities is appropriate.

Solving Educational and Applied Engineering and Construction Problems by Computer Graphics Methods

The availability of the material and technological capabilities of modern information and communication technologies in the field of education allows, on the one hand, to realize the creative potential of each teacher in creating such tools as educational and methodological complexes, applications, simulators, educational games, and so on, significantly changing the pedagogical tools, and on the other hand, the expanding range of newly created teaching aids causes an urgent need for an adequate assessment of their impact on learning outcomes. The purpose of the work is to evaluate the effectiveness of using the simulator program for independent studies of students in the discipline "Descriptive geometry". The work used such research methods as questionnaires using Google Forms, testing, timing, statistical data processing, comparison of control and experimental groups, construction of bar and pie charts, SWOT analysis. In the process of pedagogical research, the following platforms and programs were used: LMS Moodle, Microsoft Excel, an original simulator program for the development of students' spatial thinking. It has been established that the developed simulator program for the development of spatial thinking of students of engineering specialties studying the discipline "Descriptive Geometry" allows increasing students' interest in mastering the topics of the discipline, favorably affects the formation of skills for constructing orthogonal projections of a point, reducing the time for solving problems on this topic by 40% and also positively affects the degree of adequacy of students' self-assessment. It has also been established that to check in a semi-automatic mode 80 reports of students on the implementation of individual tasks in the simulator program, the teacher will spend only about 30 ... 40 minutes of his time. At the end of the article, ways to improve the simulator program are given and directions for further research are outlined.

Performance evaluation of simulator by curriculum «descriptive geometry»

This study proposes the introduction of reverse engineering technology into a graphic workshop in the discipline «Engineering Graphics». The purpose of this study was the scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics. The article considers the concept of «reverse engineering», its application for solving engineering problems and in the educational process. It is shown that reverse engineering of a part and a sketch of a part are used in solving issues of production organization, in pilot production, repair and other cases, to solve similar and sometimes identical engineering problems. It has been suggested that the technology of reverse engineering in production conditions can replace the function of sketching a part. In the educational process for some areas of training, it is proposed to consider reverse engineering of the part in addition to the topic “part sketch”. A comparison is made of the use of reverse engineering technology and part sketching to solve the engineering problem of obtaining a three-dimensional digital model of a part. As part of the educational process, it is proposed to consider it as a situational or complex task. The scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics is based on the results of the experiment, which included parallel operations of reverse engineering and part sketching.

Tatiana Musaeva

Papers

Augmented Reality in Conducting Classes in Engineering and Technical Disciplines of Design