46-ғылыми-әдiстемелiк конференция материалдары

9 
 
1.2.  
Elective 
module 
Elective module 
#3 
MOKP 5307 
 
Mobile and cloud 
computing platforms  
3 1+1+1   
 
References 
1.  Welcome to MEDIS. 2015. Retrieved from www.medis-tempus.eu. 
2.  ABET. 2012. Criteria for accrediting engineering programs. Retrieved 03-21-12 from 
 
http://www.abet.org/DisplayTemplates/DocsHandbook.aspx?id=3143. 
3.  Hassan Mohamed Houcine and others “A Hybrid Structured Methodology for Developing 
Computer-based Industrial Computer Systems” International Conference on Frontiers in Education (FECS). 
LasVegas (EE.UU.) 2012 
4.  Houcine Hassan Mohamed and others "An innovative proposal for the Industrial Informatics 
subject". International Conference on Engineering Education (ICEE). Valencia (Spain) July 2003 
5.  Yessengaliyeva Zh., Mussiraliyeva Sh. “A Methodology for the Formation of Highly Qualified 
Engineers at Masters Level in the Design and Development of Advanced Industrial Information Systems 
(MEDIS project)”. International Conference “Competence-oriented system of knowledge evaluation”. 
Kazakhstan, Almaty, 17-18 january 2015. 
6.  Al-Farabi Kazakh National University. 2015. Retrieved from http://www.kaznu.kz/en. 
 
 
 
Tukeyev U., Rakhimova D. 
 
ON THE EXPERIENCE OF THE FORMATION OF AN INTERNATIONAL  
EDUCATIONAL PROGRAM OF DOUBLE-DIPLOMA TRAINING MASTERS  
OF COMPUTER SCIENCE AS A SECOND COMPETENCE 
 
1. Проект ТЕМПУС PROMIS.  
 In Al-Farabi Kazakh National University on the Mechanics and Mathematics Department in the 2013-2016  
years is performing TEMPUS project PROMIS «PROfessional network of Master's degree in Informatics as a 
Second competence". Partners in the project are 5 universities in Europe, 2 from each of the University of Central 
Asia / 1 /. 
Tempus PROMIS project objectives are: 
1) improving the professionalization of master's programs by establishing strong links with local businesses in 
the sectors of IT and ICT; 
2) the development of the participation of enterprises in the learning process online master's degree programs. 
3) implementation of the Master's programs Master by adapting training schedule to the students working at 
the enterprise.  
WHAT WE HAVE NOW in current situation: 
1.  Join educational program PROMIS of Master’s Informatics as second competence. 
2.  Training mobile seminars for trainers in european universities. 
3.  Agreements between Al-Farabi KazNU and other universities in frame of project PROMIS. 
4.  Educational process of Master’s Informatics as second competence in KazNU. 
5.  Mobility of PROMIS masters by financing of KazNU in the European universities. 
6.  Collaborations in branch of preparing of PhD students.  
 
2. JOIN EDUCATIONAL PROGRAM OF MASTER’S INFORMATICS AS SECOND 
COMPETENCE 
 
Name of the discipline 
Lec+  lab (hours), ECTS 
     I semester  (15 weeks) 
Algorithms and Data Structures 1 
30+30,  6 ECTS 

10 
 
Programming 1 
30+30,  6 ECTS 
Operating Systems and Networks 
30+30,  6 ECTS 
Mathematics for Computer Science 
15+15,  3 ECTS 
Databases 
30+30,  6 ECTS 
English professional 
0+30, 3 ECTS 
Research  work 
0+30, 3 ECTS 
 
 
2 semester  (15 weeks) 
Software Engineering(analysis, modeling and design) 
30+30, 6 ECTS 
Project Management   
15+15, 3 ECTS 
Web Development 
30+30, 6 ECTS 
Algorithms and Data Structures 2 
15+15, 3 ECTS 
Programming 2 
15+15, 3 ECTS 
HMI-Human machine interaction 
15+15, 3 ECTS 
Choose 2 course (6 кредита) 
30+30, 6 ECTS 
Information retrieval                                                                                     
15+15, 3 ECTS 
Advanced OS and networks                                                               
15+15, 3 ECTS 
Data mining                                                                                          
15+15, 3 ECTS 
French for double diploma                                                                 
15+15, 3 ECTS 
Computer English                                                                                
15+15, 3 ECTS 
 
  
3 semester  (15 weeks) 
Mobile applications  development 
15+15, 3 ECTS 
Multimedia Documents (XML)  
15+15, 3 ECTS 
Numeric Multimedia (HTML5) 
15+15, 3 ECTS 
Advanced O. O. Programming  
15+15, 3 ECTS 
Java EE 
15+15, 3 ECTS 
Net  
15+15, 3 ECTS 
Choose 4 course (8 кредита) 
60+60, 12 ECTS 
Industrial language processing  
15+15, 3 ECTS 

11 
 
Application branch of intellectual systems 
15+15, 3 ECTS 
Artificial Intelligence  
15+15, 3 ECTS 
Natural Language Processing  
15+15, 3 ECTS 
Internet and security  
15+15, 3 ECTS 
4 semester  (15 weeks) 
Research  work 
60+420, 16 ECTS 
Company Internship 
60+240, 12 ECTS 
Preparing and State EXAM 
15+90, 4 ECTS 
Master Thesis Preparation and defense 
45+270, 12 ECTS 
 
 
 
 
3. TRAINING MOBILE SEMINARS FOR TRAINERS IN EUROPEAN UNIVERSITIES 
 
NAME 
COURSES 
TRIP PLACE 
PERIOD OF TRAINING 
Tukeyev U.  
Data mining & data 
warehouse  
 
Kaunas University of 
Technology, Kaunas, 
Lithuania 
22-26/06/2015 
Zhumanov Zh. 
Databases 
Kaunas 
University 
of 
Technology, Kaunas, 
Lithuania 
22-26/06/2015 
Buribayev B. 
Programming 
Beuth University of Applied 
Sciences, 
Berlin, Germany 
16-20/02/2015 
Seiketov A. 
Algorithms and Data 
Structure 
Beuth University of Applied 
Sciences, 
Berlin, Germany 
16-20/02/2015 
Kungozhin A. 
Human Machine 
Interaction 
Pierre Mendès France 
University, 
Grenoble, France 
2/05 – 13/05/2015 
 Mathematics 
for
Computer Science 
Pierre Mendès France 
University, 
Grenoble, France 
2/05 – 13/05/2015 
Jomartova Sh. 
 
Operating Systems and
Networks 
Savonia University of Applied 
Sciences, Kuopio, Finland 
May 2015 
Rakhimova D. 
Web development 
Savonia University of Applied 
Sciences,Kuopio, Finland 
May 2015 
Akzhalova A. 
Software Engineering 
Lublin 
University 
of 
Technology, Lublin, Poland 
13/06 – 24/06 
Murzabekov Z. 
Project Management 
Lublin 
University 
of 
Technology, Lublin, Poland 
13/06 – 24/06 
 
4. AGREEMENTS BETWEEN AL-FARABI KAZNU AND OTHER UNIVERSITIES IN 
FRAME OF PROJECT ERAMIS 
There are agreements on cooperation with: 
- Lublin Technological University, Lublin, Poland 

12 
 
- University P. Mendes France, Grenoble, France 
- Savonia University of Applied Sciences,Kuopio, Finland 
- Kaunas University of Technology, Kaunas, Lithuania. 
There are cooperation on the base of project Promis with: 
- Beuth University of Applied Science, Berlin, Germany 
 
5. ORGANIZING OF EDUCATIONAL PROCESS OF MASTER’S INFORMATICS AS 
SECOND COMPETENCE IN KAZNU 
1.  Advertising activities  begin since April , preparing booklets, poster – each year 
2.  University gave for  join educational program four-five grant place each year 
3.  In August each year are accepting exams 
4.  2011: submitted-6, accepted -4, study – 3, diplomed-3;  
2012: submitted-6, accepted-4, study-4, diplomed-3; 
2013: submitted -6, accepted-4, study-4, diplomed-3; 
2014: submitted -4, accepted-2 
2015: submitted -8, accepted-5 
 
6. MOBILITY OF ERAMIS MASTERS BY FINANSING OF KAZNU 
On the base cooperation agreement with Lublin Technological University(Dr. Marek Milosh) KazNU 
financed mobility on two weeks  
2011- 9 masters, PhD-1 
2012 -12 masters, PhD-1 
2013-6 masters, 
2014 – 6 masters, bachalor – 1 for semester 
On the base of cooperation in the project  KazNU financed mobility on two weeks: 
- 3 masters in Beuth University of Applied Science, Berlin, Germany(prof. Agathe Merceron); 
- 18 masters in University Alicante, Alicante, Spain(Dr. Sergio Lujan Moro, prof. Mikel Forcada) 
2015 – 5 masters in Savonia University of Applied Sciences,Kuopio, Finland; 
- 3 masters in in Beuth University of Applied Science, Berlin, Germany(prof. Agathe Merceron). 
 
7. COLLABORATIONS IN BRANCH OF PREPARING OF PHD STUDENTS IN FRAME OF 
ERAMIS AND PROMIS 
On the base of project ERAMIS created collaborations in join preparing of PhD students in KazNU: 
-  Dr. Marek Milosh from Lublin Technological University is co-advisor of PhD student Diana 
Rakhimova since 2010 year; 
-  Prof. Mikel Forcada from University Alicante is co-advisor of PhD student Assem Shormakova 
since 2011 year. 
On the base of project PROMIS created collaborations in join preparing of PhD students in KazNU:  
-  Dr. Marek Milosh from Lublin Technological University is co-advisor of PhD student Aida 
Kozhanova  since 2014 year. 
 
Literature: 
1.  Adam J., Tukeyev U. TEMPUS project in KAZNU: from ERAMIS to PROMIS. Материалы 
международной 
научно-практической 
конференции 
«Применение 
информационно-
коммуникационных  технологий  в  образований  и  науке»,  посвященной 50-летию  Департамента 
информационно-коммуникационных  технологий  и 40-летию  кафедры  «Информационные  системы», 
22 ноября 2013 года, Алматы, Қазақ университеті, 2013, с.12-16 . 
 
 
 
Zhunussova Zh.Kh. 
 
FEATURES OF THE MONITORING AND EVALUATION OF KNOWLEDGE ON THE 
SUBJECT "SCIENTIFIC WRIITING" 
 
One of the topical subjects for students who are studying in mathematics specialty is "Scientific 
writing". At first it is connected with knowledge of mathematics, computer programs and English. The 

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second, students are able to demonstrate their knowledge of several disciplines connected with mathematics, 
computer and English which are prerequisites for studying the discipline.  In general, methodology of 
teaching the scientific writing is designed to answer the following three questions: Why do I need to learn 
scientific writing? What should I study? How to teach scientific writing? In order to reply for these questions 
we should consider communication of scientific writing with other sciences [1]-[3]. 
There is a feature under monitoring and evaluation of knowledge on the subject. A teacher has to 
divide the scores into two main parts: scores for knowledge of computer programs and English. Which of 
them are more relevant? Here we should use some methods and approaches. Now a student-centered 
approach is widely used [4]-[6]. We can compile several groups with different levels of English. According 
to this approach we should consider linear, mosaic and complex structures of the groups. The linear structure 
is one of the simplest and traditional. Here students show their knowledge one by one. Linear structure we 
can use under monitoring of independent work of the students. The mosaic structure is similar to chaos. Here 
students can take part in discussions of other groups. It is recommended to apply the mosaic structure in the 
small groups. Finally, the complex structure consists in mixing the first previous structures. It is intended to 
provide help for students. For example, a student with advanced level of English is able to help to improve 
English of the others. In our case, a difficult theme can be explained by active student. Complexity of the 
theme is dependent on personal skills of the students. Usually it is connected with grammar rules or 
pronunciation. Moreover, the student-centered approach helps shaping the worldview of students, 
development of logical and heuristic components of thinking, algorithmic thinking and the spatial 
imagination. According to definition the student-centered approach broadly encompasses methods of 
teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered 
learning aims to develop learner autonomy and independence by putting responsibility for the learning path 
in the hands of students [4]-[6]. Students learn in different ways and have different learning styles. 
Personalized responses are encouraged. It helps to promote creativity in students. We have to note that an 
educational-methodical complex of the discipline and syllabus are organized around the processes by which 
learning will be developed. 
Knowledge of English is the basis of its program which is the source document for development of 
thematic programs. In the thematic program for studying English, except for the distribution of educational 
material, the requirements for knowledge, skills and abilities of students are set out, interdisciplinary 
communications are expanded, approximate norms of estimations are given. The content of English, in spite 
of the changes occurring in it, for quite a long time retains its basic core. The stability of the main content of 
the program due to the fact that English getting in their development a lot and retains all previously 
accumulated scientific knowledge, not discarding them as obsolete and no longer required. Each of the 
included in this "core" sections has a history as a subject of study in high school for humanitarian specialties. 
The issues of study them in a special methodology of teaching the subject scientific writing are considered in 
detail. English language is needed to explanation of previous research and hypotheses, explanation of the 
new hypothesis, description of the experiments, an analysis of the results and how they affect the new and 
old hypotheses.  
Now scientific papers are published in English. Because English based scientific terminology has been 
created. That is why there is no need to reinvent terms for new ideas in a new language. Most of scientists 
throughout the world understand this language. Finally, it is a flexible language with many words for similar 
things. With help of them we can identify small differences between notions. It is well-known, that 
mathematics, as one of the accurate sciences, requires description, explanation of the material, reading of the 
formulas in detail.  
The second part of the program consists of knowledge mathematics and computer sciences. In most 
developed countries mathematics education at the senior level of general education is differentiated 
according to the specific profile of specialization. Math teaching plays an important role the development of 
functional concepts, mastery of mathematical methods and the formation of research skills. As disadvantages 
of traditional education are the prevalence of verbal methods of presentation, promoting dispersal of 
attention and the impossibility of its emphasis on the nature of the training material, the average rate of 
learning mathematical material, a large amount of material that requires memorization, lack of differentiated 
tasks in mathematics and other.  Disadvantages of traditional education can be eliminated by improving the 
process of teaching with help of modern approaches. 
The course “Scientific writing” is intended to provide help for students which are going to publish 
their abstracts, papers and take report at the conferences. It will be useful both as for beginners and as for 
experienced students involved in the scientific projects. Usually during the course we consider some 
examples which are applied in introduction, definitions, theorems, proofs, comments, references to the 

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literature, acknowledgments and referee's reports. For each example the typical errors are pointed out. In 
order to be understandable for students a test is developed. The main part concerns some problems of 
English grammar. In this case we can present examples taken from the mathematical texts of the reviewed 
journals. 
Seminars on writing scientific English identifying particular problems, group practice at analysing 
some simple papers in English and identification of the conventions used when writing a scientific paper in 
English. 
For independent work the students have to write a very short paper in English based on some provided 
results. Moreover, students of the specialty mathematics can use the literature in English prepared for them 
[7]-[9]. Since the subject is delivered in the third course it is considered that students take responsibility for 
learning and they are active knowledge seekers. Also they are able to construct knowledge by the data 
gathering through different sources and interacting with their teacher. Thus evaluation in the student-
centered approach is not to put a mark, but to encourage learning.   
 
References 
1. Jerzy Trzeciak. Writing mathematical papers in English. Gdansk Teacher's Press, 1993. 
2. Арушанян О.Б. Русско-английский словарь по прикладной математике и механике. – М.: НИ 
ВЦ 2003. – 61 с. 
3.  Глушко  М.М.,  Выгодская  Л.Н.,  Перекальская  Т.К.  Учебник  английского  языка  для 
студентов-математиков старших курсов. -М.: Изд-во МГУ. 1992. -176 с.  
4. Hannafin, M. J., Hannafin, K. M. (2010). Cognition and student-centered, web-based learning: 
Issues and implications for research and theory. In Learning and instruction in the digital age (pp. 11-23). 
Springer US. 
5. Wright, Gloria Brown (2011). "Student-Centered Learning in Higher Education" (PDF). 
International Journal of Teaching and Learning in Higher Education 23 (3): 93–94.  
6.  Баширова  Ж.Р.Личностно-ориентированное  образование  преподавателя  высшей  школы  в 
университете. Білім. 2006, №5 (29). 
7. Айсагалиев С.А., Жунусова Ж.Х.  О реализации интегрированных программ образования и к 
вопросу  триединства  языков  в  контексте  науки  в  области  математики // Материалы 45-ой  научно-
методической  конференции  «Интеграция  образования,  науки  и  бизнеса  как  основа  инновационного 
развития экономики», Алматы, 23-24 января, «Қазақ университеті», С.82-85, 2015. 
8. Aisagaliev S.А., Zhunussova Zh.Kh. Mathematical programming. Учебное  пособие. 
Рекомендовано  к  изданию  РИСО  КазНУ  имени  аль-Фараби, -Алматы,  Қазақ  университеті, 2011. - 
208с.  
9. Aisagaliev S.А., Zhunussova Zh.Kh.. Optimal control: textbook.  - Almaty: Kаzаkh university, 
2014. -200 p. 
 
 
 
Zhussupova A.I., Zhussupova G.E., 
Abshenova L.U., Omirbekova N.Zh., Koshkimbayev K.S. 
 
TEACHER TRAINING MAKING DIFFERENCE 
 
“Education is not preparation for life. 
Education is life itself” 
John Dewey 
 
One overriding challenge is now coming to the fore in public consciousness: We need to reinvent 
just about everything. Whether scientific advances, technology breakthroughs, new political and economic 
structures, environmental solutions, or an updated code of ethics for 21
st
 century life, everything is in flux – 
and everything demands innovative, out of the box thinking.  The burden of reinvention, of course, falls on 
today’s generation of students. So it follows that education should focus on fostering innovation by putting 
curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at 
the center of the curriculum (1-4). 
 

15 
 
 
 
On the other hand, lately, the curriculum of technical specialties has changed dramatically: in general 
programs on many specialties new items were added, which led to a shortage of prerequisites. Solution to 
this problem lies in the application of new technologies, use of problem-based learning techniques, and 
involvement of new problematic and creative tasks in the curriculum possible due to reduction in the lecture 
part: not teacher, but rather student-centered, based on understanding rather than memorizing, project based 
learning (Figure 2). 
 
 
 
 
Figure 2 – Basic directions of modern education 
 
Teacher training in respect of these pedagogies is crucial to modern education.  Educational benefits, 
i.e. evidence of observable effects on student learning outcomes not sufficiently delimited as a separate 
subject.  It can however be addressed through the development of curriculum enrichment material that can be 
integrated into and enhance existing teacher training programmes the teachers themselves would be better 
able to respond to changes in their role as education moves away from being teacher-centred it was clear that 
students’ purposes tend to be social and perhaps superficial, while those of teachers focus on engaging 
critically with information, developing analytical, organizational and evaluative skills, problem solving and 
communication.  In other words, teachers focus on the competencies that underlie intentional learning and 

16 
 
that will allow critical engagement pedagogical approach that differs from that traditionally used in some 
countries, i.e. student- rather than teacher-centred and resource-based rather than centred on set texts (5-9).   
Syllabus might motivate teacher retention in countries where a teaching qualification may be treated 
as a step towards moving into other professions.  Can be used to integrate subject contents and development 
of competencies in a manner that may streamline teaching and learning integrated into existing programmes 
rather than being a stand-alone addition.   
Different approaches to syllabus design are categorized into two main types: product-oriented versus 
process-oriented and analytic (target samples) versus synthetic (composed of discrete items for presentation 
one at a time referring to a learner’s role) syllabus. 
According to Wikipedia’s definition distance education or distance learning is a mode of delivering 
education and instruction, often on an individual basis, to students who are not physically present in a 
traditional setting such as a classroom.  Distance learning provides “access to learning when the source of 
information and the learners are separated by time and distance, or both”. Distance education courses that 
require a physical on-site presence for any reason (excluding taking examinations) have been referred to as 
hybrid or blended courses of study (10-15). 
The success of the distance learning throughout the semester within the framework of the course 
“Organization of scientific research on creation of naturally based medicines” taught by Professor Galiya E. 
Zhussupova to two graduate students (who currently are at the University of Valencia, Valencia, Spain) was 
in providing the complete list of information, including guidelines and recommendations to the study of 
theoretical material, set of material for lectures and seminars, including a complete list of normative 
documents in the form of temporarily administrative normative documentation, industrial regulations for 
production of medicines in the form of substances, ointments, tinctures, syrups, capsules, suppositories, 
developed at the Department of Chemistry and Technology of organic substances, natural compounds and 
polymer of al-Farabi Kazakh National University.   
In general, distance learning technologies at our University are used in the learning process for 
students of corresponding department (second higher education and the first higher education on the basis of 
medium-specific), as well as for students who went abroad on scientific and language training programs. 
 
 
 
 
Another example is a set of electronic lectures, including Polymerase Chain Reaction (PCR) 
developed in correspondence with Center for distance education, KazNU. 
The PCR course is intended for a full-time study in computer classes and online learning network (as 
present on introductory and supplementary level to the general training or upon becoming a part of a larger 
on-line course or electronic manual) and might be useful not only for the students of our own faculty, School 
of Biology and Biotechnology (as was shown on third year bachelor students specialty “Biotechnology” 
during the course “Molecular diagnostics”), but also during classes with the students of other specialties (for 
instance such as law, mathematics and computer modeling). 
 
 
 

17 
 
  
 
 
  
 
 
Figure 3 – Set of electronic lectures on PCR course 
 
International experience valuable for teaching at the Department of Molecular Biology and 
Genetics, School of Biology and Biotechnology: 
-  Own training through local and international programs and Institute for Advanced Studies; 
-  Involvement of international readers for a year (Prof. Asim Esen), semester (Dr. 
D.Utepbergenov), two weeks (international consultants of PhD candidates); 
-  Student training abroad through various international programs; 
-  Webinars and other Internet-based resources and courses (like Coursera, TedX), including 
Department initiated International scientific-practical Internet-based Conference “Modern 
achievements and perspectives of molecular biology and genetics”. 
Teacher training has been by far one of the most fulfilling experiences in my life. It has made 
me realize my potential, testing the limits of my patience, confidence, organizational skills and 
empathy, as well as academic ability.  I deeply believe that a modern teacher needs not only to have 
proper organizational skills and appropriate professional knowledge, but should also be full of 
commitment, affection, inspiration, respect to self, students and colleagues, energy and life to transmit, 
willing to accept new things and ideas in order to improve the teaching. And yes, teachers can learn to 
make their students “wonder”, want to “explore”, and “discover”, and thus be “great” teachers.  Also 
what I personally found fulfilling is sometimes try to use the student’s own interests during the class, 
and here I am addressing not only their eager to get the maximum number of points possible in order 
to get higher GPA (which can be addressed by clear indication of scores gained during the course for 
the fulfillment of certain tasks depending on their complexity).  Sometimes it is possible to speak on 
the impact of a certain concept on their everyday life or how a definite skill might further be helpful in 
getting a well-paid job.  Of course, it is also important to remember that each student is personality 
having a certain potential and it is important to give him or her oral praise and encourage for a 
thoroughly prepared or unique project.  It is good to be in good relations, however there another 
constraint might be found, sometimes dangerous for the overall result – too much informality can 
make a student unmotivated in reaching higher standards.  Do not forget about the feedback, 
especially an anonymous one after the course (16-21).  

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Using innovative methods should not make a student feel like a laboratory test object – have 
respect and empathy with your students about the challenges of learning.  Also it is crucial to consider 
how to teach better next time and to maintain energy to keep giving out what students need.  And, this 
for a certain extent means that the process of learning is everlasting. 
 

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