umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2025.04.033umj-2148Research ArticleУПРАВЛЕНИЕ ОБРАЗОВАТЕЛЬНЫМ ПРОЦЕССОМMANAGING EDUCATIONAL PROCESSМеханизмы содержательной обратной связи как элемент управления качеством проектного обучения в вузеElaborated Feedback as a Mechanism for Quality Assurance in Project-Based Higher Educationhttps://orcid.org/0009-0007-8712-6018КутузовА. И.KutuzovA. I.

Антон Игоревич Кутузов, аспирант, директор центра

Институт образования

101000;  ул. Мясницкая, д. 20; Москва; 445020; ул. Белорусская, д. 14; Тольятти

Anton I. Kutuzov, PhD student, Director of the Center

Institute of Education

101000; 20 Myasnitskaya str.; Moscow; 445020; 14 Belorusskaya st.; Togliatti

aikutuzov@hse.ruhttps://orcid.org/0000-0002-3553-2272БогдановаА. В.BogdanovaA. V.

Анна Владимировна Богданова, кандидат педагогических наук, начальник отдела

отдел технологий онлайн-образования

445020; ул. Белорусская, д. 14; Тольятти

Anna V. Bogdanova, PhD (Pedagogy), Head of the Department

Online Education Technologies Department

445020; 14 Belorusskaya st.; Togliatti

a.bogdanova@tltsu.ruhttps://orcid.org/0000-0002-1216-5043ПатаракинЕ. Д.PatarakinE. D.

Евгений Дмитриевич Патаракин, доктор педагогических наук, доцент, профессор, профессор департамента

Институт образования; департамент информатики, управления и технологий

101000;  ул. Мясницкая, д. 20; 129226; 2-й Сельскохозяйственный проезд, д. 4; Москва

Evgeny D. Patarakin, Dr. hab (Pedagogy), Associate Professor, Professor, Professor of the Department

Institute of Education; Department of Informatics, Management and Technology

101000; 20 Myasnitskaya str.; 129226; 4 Vtoroy Selskohoziaystvenny Proezd; Moscow 

patarakined@mgpu.ruНациональный исследовательский университет «Высшая школа экономики»; Тольяттинский государственный университетРоссияNational Research University Higher School of Economics; Togliatti State UniversityRussian FederationТольяттинский государственный университетРоссияTogliatti State UniversityRussian FederationНациональный исследовательский университет «Высшая школа экономики»; Московский городской педагогический университетРоссияNational Research University Higher School of Economics; Moscow City UniversityRussian Federation20252901202629497111Copyright © Кутузов А.И., Богданова А.В., Патаракин Е.Д., 20262026Кутузов А.И., Богданова А.В., Патаракин Е.Д.Kutuzov A.I., Bogdanova A.V., Patarakin E.D.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/2148

   В условиях активного внедрения проектного обучения в высшем образовании возросла потребность в новых инструментах мониторинга командной работы. В статье представлен подход к формированию обратной связи на основе анализа цифровых следов, формируемых в профессиональных инструментах командной работы – трекерах задач (Trello, Wekan) и репозиториях кода (на примере GitLab). Проанализированы современные подходы к организации обратной связи и применению анализа цифровых следов, определены источники и структура цифрового следа в проектной работе, разработан подход к извлечению и обработке данных из логов действий студентов, применены методы анализа социальных сетей (SNA) для оценки структуры взаимодействий, а также предложена интерпретационная модель для формирования обратной связи на основе сетевых метрик. Эмпирической базой исследования стали данные 253 проектов, реализованных в 2019–2023 гг. в МИЭМ НИУ ВШЭ. Результаты показывают, что визуализация сетевых характеристик командной работы и динамики ролей участников значительно расширяет возможности выявления ключевых паттернов взаимодействия, а также атипичных моделей поведения, требующих педагогического вмешательства. Интеграция таких механизмов в цифровую образовательную среду предоставляет уникальную возможность для регулярного мониторинга командной работы и управления качеством проектного обучения.

   As project-based learning becomes increasingly integrated into higher education, the demand for new tools to monitor collaborative work has grown significantly. This article presents an approach to generating feedback based on the analysis of digital traces produced within professional collaboration tools – specifically, task trackers (e. g., Trello, Wekan) and code repositories (e.g., GitLab). The study reviews current frameworks for feedback provision and digital trace analysis, identifies the sources and structure of digital traces in project-based work, and proposes a method for extracting and processing student activity logs. Social Network Analysis (SNA) techniques are applied to assess the interaction structure within teams, and an interpretive model is introduced to generate feedback based on network metrics. The empirical basis of the study consists of 253 student projects implemented between 2019 and 2023 at MIEM, National Research University Higher School of Economics. The findings demonstrate that visualizing network characteristics and role dynamics within teams significantly enhances the ability to detect key interaction patterns and atypical behaviors that may require pedagogical intervention. Integrating such mechanisms into digital learning environments offers a unique opportunity for continuous monitoring of team processes and for improving the quality management of project-based learning.

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The authors declare that there are no conflicts of interest present.