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Индекс форума ->Олимпиадное программирование ->Методика подготовки к IOI 2007 - ... 1, 2, 3, 4, 5, 6
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Михаил Долинский

Темы: 1467
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oii-web: an Interactive Online Programming Contest Training System*
Italia

http://cms-dev.github.io/

the system is highly available to extensions supporting, for instance, the production of feedback on problems solutions submitted by trainees. It is also free.


Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
Bridging the Gap Between Bebras and Olympiad: Experiences from the Netherlands

We offered Bebras contestants an introductory course in programming. And we
changed he contest format of the first round of the Olympiad, introducing two new types of tasks.
As a result, the number of contestants increased and girls returned to the Olympiad.
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
IOI 2015 Report

- ускорение тестирования решения одного участника за счёт одновременного тестирования на нескольких машинах (разных тестов)

Another problem is that standard data input classes (Scanner, BufferedReader) in Java are quite slow. With
help of Egor Kulikov we re-wrote all graders to use the raw FileInputStream, buffering
and parsing the input in the grader itself. After this, surprisingly, Java input become
much faster than input on C++. So we had to rewrite C++ input procedures as well (reading number of bytes from the input and parsing them manually). After that the same technique was applied to FreePascal graders.
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
Belarusian Olympiad in Informatics
Iryna KIRYNOVICH, Aliaksei TOLSTSIKAU

Each region forms a team of 15 students to perform at the final stage. In addition, the
team may be expanded at the expense of the last year contest winners (final stage), who
won diploma this year (third stage), but was not ranked in the top 15 in the region, as
well as the winners of the International Zhautykov Olympiad (Kazakhstan).
Михаил Долинский

Темы: 1467
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Competencies of Graduates of High School for State Exam (K-11) Informatics in Russia
Vladimir M. KIRYUKHIN , Marina S. TSVETKOVA

The State Exam in Informatics is an exam of choice for high school graduates in Russia
(it started in 2008).
Those students who chose a university with an IT profile take the test and its results
are taken into account for admission to the university with status of a state exam in math-
ematics and Russian language.

To prepare for the exam in computer science high school students learn Informatics
at the advanced level from 2 to 4 hours per week (a total of 280 hours at 10–11 classes)

Михаил Долинский

Темы: 1467
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Preparing to Olympiads in Informatics in Tatarstan Republic, Russia. The Experience of Kazan Federal University
Ravil HADIEV, Kamil KHADIEV

The main idea is a seamless transition
from “lessons 1.0”(teacher prepares all materials for students)
to “lessons 2.0”(students prepare all materials for students).
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
Innopolis University and Innopolis Lyceum: Education Area of Innopolis City – the New IT Capital of Russia
Nadezda A. SULIMOVA, Marina S. TSVETKOVA

Innopolis is an IT city, the first Russian university focusing on advanced Computer Science:
- Prospective population of 150 thousand people, 60 thousand of them are to be represented by highly-skilled professionals.
- Territory of more than 1,200 Ha.
- A special economic zone of technology development type and technology parks offering preferences for investors and residents.
- Comfortable and affordable housing, modern educational, medical, sports and entertainment infrastructure –
implementation of the “Live, learn, work and play” concept.
- Picturesque, ecologically clean area.

The project was launched in July, 2012.
The first construction stage of Innopolis city is to be completed by August, 2015
(infrastructure for life and work of 5 thousand people).

World Robot Olympiad in Russia.

Innopolis University is a National Organizer of WRO in Russia.
In 2014 the agreement was signed between Innopolis University and World Robot Olympiad Association Ltd. according to which Innopolis University is a national organizer of WRO in Russia for the future 5 years.
Institute of Robotics:
Intelligent Robotic Systems Lab.
Cognitive Robotic and Systems Lab.
Михаил Долинский

Темы: 1467
Сообщений: 35634

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Innovative Model of IT Education: The Digital Bridge “School-University”
Lyudmila N. NUGUMANOVA, Ayrat KHASYANOV, Timerbulat SAMERKHANOV
Kazan Federal University

Whereas only up to 10% of the graduates prefer to pursue an academic career, uni-
versities still keep teaching them to become academicians.


«learning by doing» with a flavor of industrial participation in the process.

Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
Contest “Bebras” on Informatics in Russia and Belarus
Sergei N. POZDNIAKOV 1,2 , Iryna F. KIRYNOVICH 3 , Ilya A. POSOV 1,2
1 Saint Petersburg State Electotechnical University
2 Saint Petersburg State University
3 Belarusian State University of Informatics and Radioelectronics

Tasks of the BEBRAS Contest

In the Bebras contest, the work on tasks is the main tool, uniting its organizers in different countries, thanks to an annual seminar, that gathers representatives of more than 40 countries. During 4–5 days they discuss and correct tasks, presented by participating countries and participation candidate countries.
Different countries according to their traditions of informatics formation pay attention to different aspects of computational (or algorithmic) thinking, that results in the versatile set of tasks that demonstrates new aspects of informatics.

Tasks usually have a textual form analogous to a Kangaroo (Kangaroo in Russia, Institute of Productive Learning, RAE) (2016) competition in mathematics that appeared before. The difference is that there are less problems and a wrong answer (choice of a wrong answer from four presented) subtracts one third of the task’s scores. The time to solve problems is about one hour. One may find detailed competition rules at


http://bebras.org
http://bebras.ru
http://babior.by/babior2015/main/go/p

http://mathkang.ru
http://inf-olymp.ru/resources/informatics-in-school/
http://dmti.ipo.spb.ru/


Tasks cover rounds for 1–2, 3–4, 5–6, 7–8, 9–11 grades. Everybody including teachers and schoolchildren have free access to collections of tasks of previous years.

4. Software Support of a Competition: Main Principles and their Implementation

The Bebras contest is supported by a specially designed competitions system called
DCES (Distance contests execution/educational system, implemented in Java, Play
framework and MongoDB). It is designed to support different types of competitions with
different regulations.

One of the other competitions held by the system is a CTE contest
(Posov and Maytarattanakhon, 2014). To implement some competition, one should use
corresponding types of tasks, specify the process of collecting answers for separate tasks
and the process of merging them into the result of a competition, set up a timing with the
set of actions available for participants during different time segments. Everything that
follows assumes only the Bebras contest.

There are two types of tasks used by the Bebras contest. The first is a simple choice
of an answer from four presented variants. A participant may always select the fifth
special variant “I don’t know”, if her or she does not want to give an answer. This is
important, because rules specify that the wrong answer should subtract a certain num-
ber of scores.

The second type of a task is a dynamic task. These are the tasks that have arbitrary
interaction, which should be implemented in almost pure JavaScript by a task author.
There are libraries that automate the implementation of tasks with drag-and-drop interaction,
such tasks usually ask to drag objects to the correct place. And there is a library
to implement problems with a text field for an arbitrary text answer. One can adjust the
input mask and a reaction to an incorrect input.

All dynamic problems also allow a participant to say “I don’t know”, the interface
makes it obligatory for a participant to press a button “provide an answer” after he or she
makes his or her actions to a task. After this button is pressed, he or she may press the
button again to remove an answer and thus say “I don’t know”.

All tasks used in Bebras contest are entered into the system before the competition
by filling the following fields: a statement, a question, a set of answers or an interaction
depending on the task type, an explanation containing the correct answer, “It’s informatics”
section, that explains to a participant, how the task is connected to informatics.
This separation to fields corresponds to the way the task is prepared by the international
workgroups.

5. An Experience of the Contest Execution in Russian Federation

The faculty of computer science and technology works quite long on establishing
sequence of gradually complicating activities that lead a schoolchildren from a mass
mpetition to an olympiad.
Currently, there are three stages, with the Bebras contest being the first:
1. Bebras: the mass contest on informatics.

2. “Construct, Test, Explore” (held about 15 years) http://kio.spb.ru
The contest, presenting each year three nontrivial virtual laboratories, supporting
research activity of schoolchildren. After the contest, these laboratories are used on
teacher training courses and to support school sections on informatics.

3. The Olympiad in discrete mathematics and computer science for 9–11 grades
(2016). The olympiad combines an idea of constructive work with computer
models and tools with tasks, based on theoretical analysis of experiment results.
The olympiad is held in December (the qualifying round) and March (the
final round). In 2015–2016, 18 leading Russian universities participated as coorganizers.
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
Concept of Algorithmic Problems for Younger Students Olympiads in Informatics

The concept of algorithmic problems for 5–9 year old children is based
on development of various types of algorithms
with help of interactive environment of computer decision modeling
based on control commands of executor.


Virtual Informatics Laboratory

All in Russian:
BINOM (2015). Educational Software Product “Virtual Laboratories in Informatics”
BINOM (2008). Manual for Working with Virtual Laboratories in Informatics
Tsvetkova, M.S., Kuris, G.E. (2008).Virtual Laboratories in Informatics at Primary School: methodological manual. BINOM. Laboratory of knowledge, Moscow
Kuris, G.E., Tsvetkova, M.S. (2013). Informatics. Teaching Materials for Primary School
Kiryukhin, V.M., Tsvetkova, M.S. (2014). Informatics Plans of Olympiads Training Students: ROBOTLANDIA (2015). Educational Software Product “Robotlandia”
Bebras (2015). International Contest in Informatics “Bebras”
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
The ICT Competency MOOCs for Teachers in Russia
Marina S. TSVETKOVA


ACADEMIA . E-Learning
Badarch, D. (Ed.) (2013). Information and Communication Technologies in Education: A Monograph
Coursera
INTUIT . National Open University. Studies, Courses
Lektorium - Educational Project
Midoro (2013) Guidelines on adaptation of the UNESCO ICT Competency Framework for Teachers
RUSERE - Russian Electronic Resources in Education
UNESCO (2011). UNESCO ICT Competency Framework for Teachers. UNESCO, Paris
UNESCO publications
UNESCO Institute for Information Technologies in Education
UNESCO Institute for Information Technologies in Education: IITE Publications
UNESCO Institute for Information Technologies in Education: UNESCO IITE E-Courses
UNESCO E-Book
Universarium - Inter-University e-Learning Platform
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
Volume 11 (2017)
Volume 11+ (2017)


Volume 11 (2017)
Foreword (1-2)

V.A. AKIMUSHKIN, S.N. POZDNIAKOV, A.S. CHUKHNOV
Constructive Problems in the Structure of the Olympiad in Discrete Mathematics and Theoretical Informatics (3-18)

S. COMBEFIS, S.A. BARRY, M. CRAPPE, M. DAVID, G. de MOFFARTS, H. HACHEZ, J. KESSELS.
Learning and Teaching Algorithms Design and Optimisation Using Contests Tasks (19-28)

M. DOLINSKY
A New Generation Distance Learning System for Programming and Olympiads in Informatics (29-39)

A. ERDOSNE NEMETH
Teaching Graphs for Contestants in Lower-Secondary-School-Age (41-53)

M. JANCHESKI
Improving Teaching and Learning Computer Programming in Schools through Educational Software (55-75)

D. KOMM, T. KOHN
An Introduction to Running Time Analysis for an SOI Workshop (77-86)

A. LAAKSONEN
A Competitive Programming Approach to a University Introductory Algorithms Course (87-92)

K. MANEV, N. MANEVA
On a Metodology for Creating School Curricula in Computing (93-107)

O. PAVLOVA, E. YANOVA
Olympiads in Informatics as a Mechanism of Training World-Class Professionals in ICT (109-121)

H. RETNAWATI
Learning Trajectory of Item Response Theory Course Using Multiple Softwares (123-142)


REPORTS

S. KANEMUNE, S. SHIRAI, S. TANI.
Informatics and Programming Education at Primary and Secondary Schools in Japan (143-150)

E. KELEVEDJIEV, R. SHIKOV, Z. DZHENKOVA.
Bulgarian Olympiad in Informatics: Excellence over a Long Period of Time (151-158)

Z. MAKIEVA, F. KHALIKOV, R. ALIMBAEV.
Kyrgyzstan Olympiad in Informatics: Training Students, Conducting the Olympiad and Using Contest Management System (159-166)


REVIEWS, COMMENTS

A. LAAKSONEN.
A New Book on Competitive Programming (167-170)

K. MANEV, B. YOVCHEVA.
First European Junior Olympiad in Informatics (171-173)

B. MATKARIMOV, G. LEE, M. PHILLIPPS, E. SCHRIJVERS.
IOI Host Guidelines: General Aspects (175-192)

S. ZARKESH.
Casual Programming: A Channel for Widespread Computational Education (193-198)



Volume 11 - Special issue (2017)

Editorial (1-2)

P.S. KENDEROV
Three Decades of International Informatics Competitions (How did IOI Start?) (3-10)

Interview with Donald KNUTH
International Olympiad in Informatics: Roads to Algorithmic Thinking (11-20)

M. GHODSI
Almost Three Decades of IOI in Iran (21-23)

M.A. ABAM, A. ASADI, A. JABAL AMELI, S.R. SEDDIGHIN, F. SHAHMOHAMMADI
Iranian National Olympiad in Informatics (25-33)

A. BABAEI, H. ZARRABI-ZADEH, A. SHARIFI-ZARCHI
Kahu and Olympedia: Ideas for Educating Computer Science to High-School Students (35-42)

H. ZARRABI-ZADEH
Informatics Contests in Iran (43-46)

H. MIRARMANDEHI, R. MOHAMMADI
Iranian Market for Computer Programmers (47-50)

G. PIRAYESH, J. ZIARI
Robotics in the Iranian Schools (51-57)

E. BEHROUZ, M. GHAEMI
Isfahan Mathematics House (59-64)

Y. TABESH
Computational Thinking: A 21st Century Skill (65-70)

B. MEHRI
From Al-Khwarizmi to Algorithm (71-74)
Notes (75-76)
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
V.A. AKIMUSHKIN, S.N. POZDNIAKOV, A.S. CHUKHNOV
Constructive Problems in the Structure of the Olympiad in Discrete Mathematics and Theoretical Informatics (3-18)


Computer Manipulators as a Basis for Constructive Tasks and Experiments

- Graphs
- Finite state machines
- Regular expressions
- The Turing Machine
- Logical schemes
- Tarski world
Olympiad of the Olympiad in Discrete Mathematics and Theoretical Informatics consists
of three stages: training, qualifying and final.

S. KANEMUNE, S. SHIRAI, S. TANI.
Informatics and Programming Education at Primary and Secondary Schools in Japan (143-150)
http://www.ioinformatics.org/oi/pdf/v11_2017_143_150.pdf
Японцы с 2020 года планируют фронтальное сквозное обучение программированию с 1-го класса

M. DOLINSKY
A New Generation Distance Learning System for Programming and Olympiads in Informatics (29-39)
http://www.ioinformatics.org/oi/pdf/v11_2017_29_39.pdf

E. KELEVEDJIEV, R. SHIKOV, Z. DZHENKOVA.
Bulgarian Olympiad in Informatics: Excellence over a Long Period of Time (151-158)
http://www.ioinformatics.org/oi/shtm/v11_2017_151_158.shtml
- как учат программированию в Болгарии с 4 класса

K. MANEV, B. YOVCHEVA.
First European Junior Olympiad in Informatics (171-173)
http://www.ioinformatics.org/oi/shtm/v11_2017_171_173.shtml

A. LAAKSONEN.
A New Book on Competitive Programming (167-170)
http://www.ioinformatics.org/oi/shtm/v11_2017_167_170.shtml
http://www.ejoi.org
Михаил Долинский

Темы: 1467
Сообщений: 35634

Мой профиль
Volume 12 (2018)

Foreword (1-2)
T. BELL
Computer Science in K-12 Education: The Big Picture (3-11)
M. DOLINSKY, M. DOLINSKAYA
How to Start Teaching Programming at Primary School (13-24)
M.C. FONTAINE
Tidal Flow: A Fast and Teachable Maximum Flow Algorithm (25-41)
D. GINAT
Algorithmic Cognition and Pencil-Paper Tasks (43-52)
M. JOVANOV, M. MIHOVA, B. KOSTADINOV, E. STANKOV
New Approach for Comparison of Countries’ Achievements in Science Olympiads (53-68)
T. KAKESHITA
National Survey of Japanese Universities on Computing Education: Analysis of Departments Majored in Computing Discipline (69-84)
B. KOSTADINOV, M. JOVANOV, E. STANKOV
Platform for Analysing and Encouraging Student Activity on Contest and E-learning Systems (85-98)
H. MANABE, S. TANI, S. KANEMUNE, Y. MANABE
Creating the Original Bebras Tasks by High School Students (99-110)
P.S. PANKOV, A.A. KENZHALIEV
Combinatorial Property of Sets of Boxes in Multidimensional Euclidean Spaces and Theorems in Olympiad Tasks (111-117)
W. van der VEGT
How Hard Will this Task Be? Developments in Analyzing and Predicting Question Diffculty in the Bebras Challenge (119-132)


REPORTS

N. AMAROLI, G. AUDRITO, L. LAURA
Fostering Informatics Education through Teams Olympiad (133-146)
M. ANDERLE
PRASK – an Algorithmic Competition for Middle Schoolers in Slovakia (147-157)
A. ERDOSNE NEMETH, L. ZSAKO
Grading Systems for Algorithmic Contest (159-166)
Y. NAKANO, K. IZUTSU
The Next Course of Study from 2022 and a History of the Subject “Informatics” in Japanese High Schools (167-176)
Y. NAKAYAMA , Y. NAKANO, Y. KUNO, B.T. WADA, H. KAKUDA, M. HAGIYA, K. KAKEHI
Current Situation of Teachers of Informatics at High Schools in Japan (177-185)
M.S. TSVETKOVA, V.M. KIRYUKHIN
International School in Informatics “Junior” for IOI Training (187-193)
 
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