Abstract:

The article considers the problems of competency-based and technologically enhanced teaching and learning in Higher Education. The combination of both approaches involves the development of students’ skills that allow them to act in new, technologically enhanced environment, uncertain, problematic situations for which it is impossible to develop the appropriate means in advance.

The pandemic has forced the entire academic community to turn to the use of a virtual environment for collaborative (CVE) work with students as the most effective model for implementing a new paradigm of professional education. Using a collaborative virtual environment (CVE) can reduce the barriers of remote communication, which makes CVEs being increasingly used to support collaborative work between spatially dispersed collaborators. This research paper considers different forms of CVEs that are used in several courses of educational program Data Science. At the same time, there is a need of Tuning the development of similar specific competencies and learning outcomes. So, the architecture of a CVE is based on the pedagogical requirements of Tuning methodology and also includes distinct types of virtual space such as collaborative zones and lecture rooms.

The authors presented an analysis of the experience of modernizing the courses of the educational program for the bachelor's degree "Data Science”, taking into account the TUNING methodology, implemented at the International Information Technology University (KAZAKHSTAN), presented an algorithm for reforming the Data Science subject area curricula in accordance with the TUNING methodology. Some recommendations for the preparation of educational programs are also given.

Keywords:

TEL, virtual collaborative environment, competence, learning outcomes, Tuning methodology, assessment, courses, Data Science.