Technology of Effective Polytechnical Training at the Basis of Creation of Ontologies

The problem of growth of volume of engineering knowledge and their difficulties is considered when developing and using high technology productions and high technologies in regions. Growth of requirements to competences of engineering personnel and need of structurization and systematization of knowledge result in need of application of ontologic approach to polytechnic education. The expediency of forming of ontologies of two levels is shown: models of subject domain for understanding of essence of the engineering sphere and the structured set of elements of applied knowledge (ontology of the second order), are formalized the maintenance of simple and expanded ontologies. The formal structure of the virtual training environments for engineering education is defined, examples of the developed virtual environments for all levels of training are provided, the efficiency of their practical application is shown.


Introduction
According to the expert opinion [1], up to 40% of GDP developed countries receive as a result of effective education system. So, if in the USA in 1955 the contribution of the intellectual sphere to GDP has made 25%, then in 1980 -more than 60%, in 2007 -more than 70%. The effective education system is necessary for development of economy and society, the higher education has to develop continuously and evolutionarily that will contribute to the maximum accumulation and the development of intellectual and human capital in society. Special importance in the conditions of implementation of difficult technologies has polytechnic education. In it is the most important condition of adaptivity of reproduction of intellectual capital in this sphere. New approach to the organization of training processes is necessary for increase in the index of economy of knowledge. More attention began to be paid to engineering education in recent years about what the national conference on problems of engineering education in NPI [1] speaks. Ontologic approach [2] becomes one of the perspective directions of development of polytechnic education. Ontologies began to be applied to the organization of remote education [3,4], structurization of training materials [5,6], creation of object-oriented management systems by the enterprises [7]. However now in training of engineers technologies of training at fundamentals of ontologies are a little applied. In article approach to expanded application of ontologies in polytechnic education and development on this basis of the virtual training environments (VIOS) is considered.

Essence of ontologic approach to training and education
By T. de Chardin's determination, knowledge shares on declarative ("as the world is arranged") and procedural (methods of transformation of the world). In the world of the equipment the understanding of processes in technical systems and the organization of activity of the engineer ( fig. 1) is necessary.

Figure1.
Features of the organization of engineering activity.
On the basis of separation of process of acquisition of knowledge use of ontologic approach to the organization of activity of the engineer and to his training is rational. The ontology -the doctrine about real, studying of fundamental bases of life, its basic structure, i.e. ontology gives the general description of any sphere of activity.
In extremely simplified, but rather correct form can define ontology as set of concepts given ON, their properties and communications between them. Justification of ontologies is based on practical experience.
Inspections of levels of knowledge of students of older years of the university have shown that real indicators of their preparation differ from desirable [2,7]. The chart reflecting average estimates of the carried-out questioning is provided on fig. 2. Conclusion that weak points in knowledge of disciplines -economy, mathematics of knowledge and information technologies follows. Are the reasons of this provision, in opinions of students, insufficient structuredness and constructibility of concepts and elements of knowledge (methods, models, tools of the solution of tasks), not systemacity of teaching, old technologies. Transition to the new concept of training allowing to eliminate contradictions between is necessary for the existing and demanded training systems.

The system of knowledge and the virtual training environments
In practice of human activity it is important to have opportunity to quickly gain knowledge of certain sphere of activity. For this purpose there have to be accurate descriptions of concepts and their communications. The accurate description assumes compliance between the designated object (denotaty) and its description. For such compliance several tools ( fig. 4) are used.
where Omt -ontology of the higher order (metaontology), operates with the general concepts, Opt -subject ontology, objects, the relations, interpretation, Otc -ontology of elements of knowledge, methods, models, tools of the solution of tasks, MC -output machine model. The information stream contains information noise in training process + useful knowledge, the ontology allows to reduce noise at the expense of pulling like distribution of knowledge. On the basis of the analysis of requirements of employers it is possible to allocate priorities of knowledge and to estimate the required depth of preparation by the size of ontologies.

Creation of the training virtual environments
In training process the student has to create mobile problem-oriented knowledge bases under professional tasks. Knowledge bases create skills and abilities, define systems thinking. Four basic elements ( fig. 5) participate in educational process. they are aimed at development in the student of skills of allocation, assimilation and use of knowledge in different problem situations.   . 7). Knowledge is set of the data forming the complete description corresponding to some level of awareness on the described subject, event, problem, etc. Besides knowledge has such property as activity, that is they are not static element, and change eventually and allow to bring out of them new knowledge. Knowledge applied by the engineer has declarative and procedural character ( fig. 7). (3) The space of these tasks creates field of activity P in which the engineer uses set of terms (concepts) Wij connected with tasks Zi and elements of knowledge E31 … E3K, which integrate in classes of knowledge of NDK ( fig. 7).
The model of subject domain represents structure of the applied terms and transactions of their semantic conclusion. It is formally possible to write down in terms of object grammar of the relation of objects: Real data in economy have the structure consisting of object ωк and predicates P different types: time, place, appointment, etc.: D = ωк Pt .Pp.Pn (4) so when forming the database it is necessary to add the necessary predicates to objects.
Thus, for forming of competences for the solution of separate professional tasks it is necessary to create semantic structure of subject domain in consciousness of the trainee and to give skills of the choice and application of necessary elements of knowledge. That is the curriculum has to form on the basis of declarative components in the form of model of subject domain and procedural knowledges at the level of sets of elements of knowledge which have to create the system of skills in special courses.

Implementation of the offered concept
The concept of development of the virtual training environments (VIOS) for higher education institution is implemented at design of ontologies of training of specialists of different levels: bachelor, master, graduate student, MBA [6][7][8][9]. The virtual training environment represents the structure consisting of sets of the structured special courses constructed by the modular principle: Course = <the electronic textbook, practical work, the thesaurus, cases, tests of three levels of complexity, video cases and clips according to sections of courses, trainings, the system of the automated control> / Concepts are systematized in training courses in the form of model of subject domain: terms and their ratios are presented in the grammar form. The knowledge base has appearance: BZ = <EZ, SEZ, Rez/z> (5) where, Rez/z -display of professional tasks to elements of knowledge.
For example, the economy course for managers [9] contains 24 elements of knowledge in the knowledge base which define methods of the solution of complex of professional tasks of the engineer manager and create necessary competences for economic case of the made decisions: EZ1 -method of the choice of decisions for receiving maximum yield of firm in the known market, EZ2 -method of calculation of the mode of firm providing the minimum cost value of product EZ3 -method of calculation of the decisions providing the maximum profit in the known market EZ4 -method of determination of the mode of steady work of firm, etc.
Application of such approach to structurization of knowledge and to forming of the virtual training environments has shown outstanding performance of assimilation of knowledge by students of specialty management. Achievement quotients have on average increased by 20% that has affected also quality of final qualification and term papers.