Electronic educational and methodical complex (EUMK): concept, approaches to definition, advantages and disadvantages, completeness, structural components
An electronic educational and methodical complex (EUMK) is a complex-purpose educational software system that ensures the continuity and completeness of the didactic cycle of the learning process: theoretical material, control of the level of knowledge and skills, information retrieval activities, mathematical and simulation modeling with computer visualization, service functions subject to the implementation of interactive feedback.
The use of EUMC is aimed at solving urgent problems modern education: reducing classroom hours by increasing the proportion independent work students; filling the deficit of educational literature, providing each student with educational and teaching materials; saving study space; automation of students' knowledge control; expanding the student body and providing more flexible and affordable education. The modern educational and methodological complex of the discipline, along with the mandatory and traditional requirements, should provide independent study theoretical material, comprehensive knowledge control (self-control, current control, intermediate certification), methodological support for training, additional information support (additional educational and information and reference materials). Therefore, an electronic CMD must contain a set of electronic training documents(abstract and content training course, work program and study schedule, guidelines); electronic educational publications (textbooks, teaching aids, virtual laboratory workshops, test kits and knowledge control programs); educational-reference and educational-bibliographic electronic editions.
When organizing an EUMC, the main difficulty is the development of electronic educational materials - electronic educational resources (EER), but the technological and didactic capabilities of such an EMC are incommensurably wider. This is the adaptation of the studied material to the level of knowledge of the student and to the individual needs of the student, and computer visualization educational information of the studied object, process, and built-in automated control of knowledge assimilation, and interactive interaction between students and elements of the complex, and full-scale multimedia design, etc.
Thus, when using electronic educational and methodological complexes in the educational process of a modern university, prerequisites are created for intensifying the educational process, as well as creating methods focused on the development of the intellect of the student, on independent extraction and presentation of knowledge, on the production of information. The fundamental factor in the creation and use in the practice of modern higher education electronic educational and methodological complexes is a fairly high level of ICT competence of the teacher high school. In the structure of ICT competence of a teacher, two aspects can be distinguished: basic ICT competence and subject-oriented ICT competence. The systematic use of ICT in the professional activities of a teacher is a system of development, improvement, deepening of basic ICT - the competence of a teacher, that invariant of knowledge, skills and experience that allows him to solve educational tasks, by means of ICT, and will certainly be transformed into a subject-oriented one, involving the development of specialized technologies and resources and their introduction into the educational field of the academic discipline.
It is clear that a necessary and obligatory element of such a system is advanced training in the field of ICT. The integrative quality of such a system and, at the same time, the diagnosable result of its activity as a system, is the information and pedagogical environment, its qualitative composition, scale and degree of stability over time. Defining the list of ICT competencies of a teacher, we are talking about a teacher who is ready and able not only to use ICT as such in his activities, but also to create on this basis new, scientifically backed, effective practices (or practice-oriented, methodically sound solutions to specific problems). ).
To solve the problem of introducing information and communication technologies in the educational process of the university in the Mari regional center for advanced training and retraining of personnel at the Mari state university the advanced training program "Technology for the creation and implementation of electronic educational and methodological complexes in the educational process of the university" was developed and is being implemented. To accompany the program, an electronic educational resource of the same name was created - an electronic educational and methodological complex of a professional development program. A distinctive feature of the EUMK "Technology for the creation and implementation of electronic educational and methodological complexes in the educational process of the university" is the interactivity of learning, implemented through the use of various visual, verbal, multimedia means in the complex. An interactive animation model allows you to use a problem-based learning methodology that ensures the assimilation of scientific concepts and patterns based on personal experience interaction with the model.
Methodology for teaching the creation of EUMC and further work it is a complex process, here it is impossible to use any reference or template forms, even technologically, if only because the structure of the created EUMC is primarily determined by the specifics of the subject area. The teacher himself chooses and structures the educational material in his own complex, determines the level of interactivity, the degree of independence in the study of theoretical material, the types and forms of knowledge control, the depth of methodological support for learning, etc. A systematic approach is fundamental in building a methodology for implementing this advanced training program, which involves phased formation knowledge, skills and experience of first working with an electronic educational and methodological complex, and then, on the basis of a project methodology, creating an EUMC for the discipline being taught.
Initially, the listener is invited to get acquainted with the structure of the complex, to study the main sections. At subsequent lectures, there is an acquaintance with software tools that allow you to create various modules of the complex. In the classroom, the structure and content of each module is discussed in detail. Detailed instructions are given on the compilation and placement of educational material in the EUMC. The further use of the electronic resource in pedagogical activity, the problems encountered when working with it are identified, and the most optimal ways to overcome these problems are proposed. At practical and seminar classes, students initially conduct research on existing electronic educational and methodological complexes, identify their advantages and disadvantages, analyze the content, and evaluate the design. In the future, the listener is invited to choose a program in which he will create the EUMC, and after that only the consistent construction of the complex itself takes place.
The creation of the theoretical and practical part of the EUMC is brought to independent work. The listener himself chooses the main topics and tasks that will be included in the complex. And the teacher of the courses helps to place them correctly. The advantage of creating an EUMC is that the student can constantly supplement and change it, that is, his independent work does not end at the courses, but continues at the place of his work. Therefore, the formation high level ICT - competence does not end at the end of the course, but is improved in the future, which is facilitated by the system of pedagogical support for the teacher in the use of ICT in professional activities.
Set teaching materials by discipline - this is a set of materials (work programs, lectures, workshops, teaching aids, assignments, knowledge control tools, reference books, applications, etc.) that fully ensure the teaching of this discipline. Preparation of a set of educational and methodological materials is the first stage in the preparation of the methodological support of the discipline.
Educational and methodological complex (EMC) is the second stage of preparation of the methodological support of the discipline. Its difference from the set is that the teaching materials have a clear structure that gives the student the opportunity to independently study this discipline. This is ensured by the inclusion in the initial set of educational materials of methodological recommendations on the organization of independent study of a subject by a student. These methodological recommendations describe the procedure for working with educational and methodological materials: what, how much and in what order the student will have to work out at each stage. Based on these recommendations, the content of the teaching materials is created, through which the student is given a trajectory of movement along educational materials. WMD can be created both on paper and on electronic media.
An electronic educational and methodical complex is an implementation of teaching materials in electronic form. EUMC can be used both in network and case versions, depending on the needs and capabilities of students. The use of EUMC in the teaching process allows you to largely use the huge opportunities provided by modern telecommunication technologies.
EUMK is protected by copyright law. Copyright in a work arises by virtue of the fact of its creation. The creation and exercise of copyright does not require registration of the work, other special design of the work, or compliance with any formalities. At the same time, the owner of exclusive copyrights can use the copyright protection sign to notify of their rights, which is placed on each copy of the work and consists of three elements:
Latin letter "C" in a circle: ©;
the name (name) of the owner of exclusive copyrights;
year of first publication of the work.
The copyright in a work created in the course of the performance of official duties or an official task of the employer (official work) belongs to the author of the official work. The exclusive rights to use an official work belong to the person with whom the author has an employment relationship (employer), unless otherwise provided in the contract between him and the author. For more information on copyright protection, see the Copyright and Related Rights Act.
An electronic educational and methodological complex is created in stages as a result of the development by the author (or a team of authors) of a course in the discipline.
Stage 1 - preparation of educational and methodological materials on the discipline. The teaching materials should include: the curriculum of an educational institution, the curriculum of the student, the program of the subject (discipline, training course), a textbook on the subject (discipline, training course), a workshop or a practical guide, test materials for quality control of assimilation of the material, methodological recommendations for the student for the study of a subject (discipline, training course), organization of self-control, current control. In addition, the educational and methodological complex can, if necessary, be supplemented by an educational institution with reference publications and dictionaries, periodic industry and socio-political publications, scientific literature, anthologies, links to databases, websites, reference systems, electronic dictionaries and network resources.
Stage 2 - drawing up a single content (structure) of the teaching materials. The titles of all content snippets should clearly match the section headings in the table of contents. In addition, the hierarchy of headings should be taken into account. The author must clearly formulate all the nuances of the structure; he must understand that the programmer who will create the electronic version is most likely not an expert in this discipline and his task is not to comprehend the "pieces" of educational materials and give them a coherent structure.
Stage 3 - compiling a cover note, which is created in any electronic text format, is attached to the materials of the TMC and must explicitly contain:
the full name of the teaching staff (in accordance with the curriculum of the specialty);
code and name of the specialty and specialization;
the name of the academic discipline (or its section);
the volume of hours in total and in full-time education;
date of creation and date of last update;
indication of the volume of material - the number of typewritten pages of text in Times New Roman, 12 pt, one and a half intervals with margins of 2.0 cm on all sides (single spacing is used in tables);
information about the author (last name, first name, patronymic, academic degree, academic title, place of work and position, e-mail). In addition to these required information, you can include Additional information about the authors, for example, the name of the educational institution where the author studied, circle scientific interests, significant publications, list of taught disciplines, social work etc. It is also desirable to include a photograph of the author.
Stage 4 - approval of the teaching materials committee of the faculty. After compiling the teaching materials and creating its unified structure, the author presents it at the department and at the methodological commission of the faculty for approval. An extract from the decision of the methodological commission must necessarily reflect the following information:
a list of specialties for which this teaching material is intended;
the total volume of materials included in the TMC is the number of pages of text in Times New Roman font, 12 pt, one and a half intervals, with margins of 2.0 cm on all sides (if the TMC includes materials from textbooks published with vultures, then indicate in including the volume of included fragments in pages in the above format);
Stage 5 - the work of the programmer. At this stage, the programmer creates an electronic version of the teaching materials (EUMK) in a format suitable for use, a single design is created, navigation through educational materials, self-control tests are converted into an interactive version, etc. In the process of work, the programmer closely cooperates with the author, who is obliged to explain their position on incomprehensible moments, control the correctness of the presentation of the material and navigation through it. The author in the process of developing the EUMC has the right to make recommendations on its design.
Creation of EUMK structure
Structuring of educational and methodical materials is a very important stage for the author of work on the teaching materials. The need for a clear structuring of the material (more rigid than in a traditional textbook) is dictated by at least two reasons:
Organizational. The breakdown of educational material into blocks not only makes it easier for the student to study it in the absence of a teacher, but also allows you to regulate the order of interaction between the student and the teacher;
Functional. The implementation of hypertext transitions in the development of EUMC should assume the isolation of semantic fragments of topics.
When creating an EUMC, such methodological recommendations can be the structure of an EMC, which is similar to the actual sequence of presentation of educational material - it sets the student's trajectory of movement through educational resources.
When creating the structure of the teaching materials, teaching materials are grouped into topics. This selection includes:
presentation of the theory (for example, the corresponding fragment of the textbook, the content of the lecture);
Control questions(questions for repetition);
a sample of the completed task with the teacher's explanations;
assignments for self-fulfillment by the student;
a fragment of a workshop or a practical guide;
other additional materials depending on the topic.
If several topics represent different aspects of the same general issue under study, then such topics are combined into a module. A module is a logically completed piece of educational material. At the same time, it seems appropriate to precede the study of the module by setting goals and objectives (settings such as "you will study: ..", "after studying you will be able to: .."), and at the end of the study of the module to summarize (for example, "you learned: .. ", "you will need this knowledge:.."). In addition, some fragments related to the topics included in it can be combined into a module: control questions, self-control tests, a list of recommended literature, etc. .
In addition, it should be borne in mind that if a discipline is studied for two or more semesters, then first of all, calendar modules are allocated in the structure of the teaching materials, which include all the material studied during each of the semesters, including materials for midterm knowledge control .
The introduction to the discipline as a whole should briefly describe the subject, goals and objectives of studying the discipline, its place in the educational process. The conclusion sums up the results of the work with the WCU and, possibly, indicates new directions of movement towards knowledge. The introduction and conclusion should be as short as possible (usually within 1–2 screen pages). At the same time, the key points of the material should not be missed. With this in mind, it can be recommended to write an introduction to the module or to the TMC as a whole after the completion of work on them.
Text part
The text of the UMK is divided into separate files with names corresponding to the content (structure). For example: introduction, topic 1.1 (first topic of the first module), topic 2.1 (first topic of the second module), conclusion, etc. This recommendation is due to the fact that it can be difficult to navigate in a text file that is too large. A folder that includes all the materials of the UMK may look something like the one shown in Figure 1.
Figure 1.1 - An example of filling a folder with UMK.
If the text has been scanned, then it must be carefully checked for correctness of recognition. Spelling and punctuation are checked.
The selection of parts of the text (italic, bold) should be clearly defined in terms of meaning. All such copyright symbols will be transferred to the electronic version by the programmer. The use of underlining is undesirable, since on the Internet such marking is typical for parts of text when establishing links to other pages or parts of text, and it is possible to mislead experienced users of the World Wide Web.
Headings should be typed in lowercase letters and distinguished by leaving one blank line before and after the heading. Do not put a dot at the end of the title. Underlining headings and wrapping words in them is not allowed. When creating headings, their hierarchy should be taken into account: headings of the first, second, third, etc. levels should differ from each other in design.
Undesirable content in the text:
double quotes ("text" or "text").
transfers
em dashes,
This is not always correctly displayed on the PC screen after placing the EUMC on the server and makes it difficult for the programmer of the EUMC.
There is no space between the text and the parentheses or quotation marks in which the text is placed.
It is not recommended to put spaces between letters to imitate a word written in a row (because in the place where there is a space, the text editor can make part of the word wrap to another line). To achieve spacing, select a word (or phrase), select Font from the Format menu, then select Sparse for that position on the Spacing tab, and specify how sparse the text should be.
Illustrations
Illustrations in the text enrich it, allow you to better understand the content. The number of illustrations should be sufficient to explain the text presented. Illustrations can be located both in the text (possibly closer to the corresponding parts of the text), and at the end of it, or given in the appendix.
Applications
Much attention is paid to the design of applications in the previously mentioned Regulations on the design of the text and graphic part of educational and scientific works. Here are some fragments of it, almost unchanged. Material that supplements the text of the document may be placed in annexes. Applications can be: graphic material, large format tables, calculations, descriptions of equipment and instruments, descriptions of algorithms and programs for tasks solved on a computer, copies of original documents, excerpts from reporting materials, production plans and protocols, certain provisions from instructions and rules, previously unpublished texts, correspondence, etc. In form, they can be text, tables, graphs, maps, etc. Applications can be mandatory and informational. Informational appendices can be advisory or reference in nature. References should be given to all annexes in the text of the document. Applications are arranged in the order of references to them in the text of the document.
In addition to these recommendations, the following can be added: if the teaching materials include previously created teaching aids or methodological recommendations that were published independently of each other and contain matching applications in the "Appendices" section, then the teacher will have to work hard to compile a single list of applications and clarify references to them from the text.
Self-control tests
There are many methods and techniques for organizing test control. The teaching materials include tests intended only for the purposes of self-control; their compilation does not require mandatory discussion with specialists. At the moment, it is supposed to use only a closed-type test (a list of questions with answer options) in two varieties: with the ability to mark only one correct answer (in this case, the number of answer options should be the same for all questions of the test) and with the ability to mark several items in the list answers (in this case, it is possible to set a different number of answers to the questions of such a test). The correct answers in the test are recommended to be highlighted with a fill or another color so that the programmer can create an interactive version of this test.
When compiling tests, it is allowed:
an arbitrary number of questions (within reasonable limits based on the time for one lesson), but no more than 9 answers to each of the questions;
the ability to limit the time of testing;
determining the correspondence of the number of correct answers to the estimates;
answer options are not allowed:
there is no correct answer;
all answers are correct;
correct answers a), c), d) (here we are talking about the fact that the student should see the correct answers not in the set, but mark each one separately).
The main introductory phrase cannot be interrupted by prepositions or conjunctions (on, from, from, that, how, etc.).
After passing the test, the student will see the grade and the number of questions that were answered incorrectly.
ELECTRONIC EDUCATIONAL AND METHODOLOGICAL COMPLEX FOR THE DISCIPLINE "ENGLISH"
Mineeva Olga Alexandrovna
Nizhny Novgorod State Pedagogical University. K. Minina
Candidate of Pedagogical Sciences, Associate Professor of the Department of Foreign Language Professional Communication
annotation
This article is devoted to the description of the electronic educational and methodological complex "English", developed in the information educational environment Moodle and introduced into the educational process by the teachers of the Department of Foreign Language Professional Communication of the NSPU. K. Minina.
ELECTRONIC EDUCATIONAL-METHODICAL COMPLEX "ENGLISH FOR STUDENT OF NON-LINGUISTIC FACULTIES"
Mineeva Olga Alexandrovna
Nizhny Novgorod State Pedagogical University after K. Minin
PhD in Pedagogical Science, associate professor of Chair «Foreign language professional communication»
Abstract
The experience of the use of Moodle resources in English language teaching is presented on the example of development of the electronic educational-methodical complex "English for student of non-linguistic faculties" at Minin State Pedagogical University of Nizhny Novgorod.
Introduction of new educational standards in the system of higher education in Russia is focused on improving the quality of education and provides for the creation of new curricula and new educational and methodical complexes. As a result, there is a redistribution study load by reducing the hours allotted for classroom studies and increasing the proportion of students' independent work. Therefore, in order to ensure good quality educational process In universities, along with traditional teaching aids, information and communication technologies are being introduced, and electronic educational and methodological complexes (EEMC) of disciplines are being developed and used. Electronic educational and methodical complex(EUMK) is "a structured set of electronic educational resources containing interconnected educational content and intended for joint use in the educational process" .
Nizhny Novgorod State Pedagogical University named after K. Minin, work is underway to develop and use electronic educational and methodological complexes in the learning process, which are based in the virtual educational environment Moodle.
The effectiveness of teaching English to undergraduate students of non-linguistic specialties in the conditions of a small number of hours allotted for classroom work, to a large extent depends on a methodologically competently compiled EUMC in the discipline. Substantial support in face-to-face education serves as the EUMK "English Language", developed by teachers of the Department of Foreign Language Professional Communication of the NSPU named after. K. Minina. Next, we will consider the structure and content of the above course.
The structure and educational content of the EUMK "English Language" were determined by the specifics of the academic discipline "Foreign Language", the requirements of educational programs and other regulatory documents. Academic subject"English" is studied by students in the first year in the first and second semesters and in the second year in the first semester.
The main objectives of the development and implementation of the EUMC "English" were:
- organizing the support of the educational process in the discipline "English" with educational, educational, methodological, reference and other materials in electronic form, which improve the quality of student training;
- improving the efficiency of managing students' independent work;
EUMK "English language" has thematic structuring and includes:
– instruction block organizational and methodological nature. This block contains:
- annotation of the EUMC indicating the developers of the EUMC, the target group, approaches, principles and teaching methods;
- goals, objectives and educational outcomes. The purpose of the discipline "English language" is the formation of a foreign language communicative competence students, allowing them to integrate into the international professional environment and use a foreign language as a means of intercultural and professional communication. To achieve this goal, it is necessary to solve the following tasks: - to form a system of knowledge among students about the features of the language being studied (phonetic, lexico-grammatical, stylistic, cultural) in comparison with their native language; - to teach students to find, perceive, and process, in accordance with the task, various information in a foreign language, obtained from printed and electronic sources within the socio-cultural and professional spheres of communication; - to form students' skills and abilities competently, reasoned and logically correct to build oral and written language in English in situations of interpersonal and intercultural interaction; - to form the readiness of students to use a foreign language as a means of general cultural development, self-education and professional self-improvement;
- instructions for working with the EUMC, which is a set of recommendations that help the student organize the learning process in an optimal way;
- a student's rating plan, developed in accordance with the curriculum of the discipline and determining the procedure for studying the elements of the discipline in accordance with the plan for conducting training sessions of all types and control measures. It includes the timing of the passage of the element of the curriculum through specific activities, forms of reporting and types of control;
- V educational block disciplines are included specially selected and clearly structured didactic materials, which are a set of various educational and methodological materials and tools that allow you to optimize the process of interaction between a teacher and students. The didactic block is represented by a set of theoretical and practical materials of the discipline. Consider them:
Theoretical material on the topics studied is presented using the Moodle Lecture element. The content of the lectures is aimed at efficiency, reliability, completeness and depth of study of educational material: the lecture is divided into parts, accompanied by control questions at the end of the lecture. The text of the lectures contains links to illustrations and borrowed material (textbooks, manuals), hyperlinks to presentations, video, audio materials and other educational resources are placed inside the text.
Practical materials include practical and independent work, contain a complete didactic description, including the purpose of the lesson (work), educational results and / or formed competencies, questions and / or tasks (tasks) submitted to the lesson (work), links and / or hyperlinks to resources and literary sources necessary for preparing answers or completing assignments (tasks), as well as indicators and criteria for evaluating a task (work) of a student in a lesson, if they are included in the rating plan. Practice materials also include practice tests containing open correct answers and explanations for them.
- V block control included knowledge testing tools and materials for input, current, boundary control; materials for conducting intermediate attestation of students (test / exam).
Materials for conducting intermediate attestation of students are presented by: - recommendations for preparing for the exam (test); - control questions for the exam (test), where the list of questions is presented in the specified sequence and in full accordance with the declared content of the EUMC; - typical practical tasks for the exam (test), algorithms and / or examples of the implementation of these tasks are given; - training and / or control tests for the entire content of the EUMC; - Criteria and indicators for evaluating the student's response to the exam (test).
- V information and reference The block provides resources for studying the course. Information and reference materials include:
- a dictionary of basic words and expressions, as well as terms, covering the theoretical and practical material of the entire EUMC and made using the "Glossary" element and the function of auto-binding objects;
Explanatory note.
The use of electronic resources in the process of teaching various disciplines in secondary schools today is one of the topical issues of pedagogy. In the context of the development of modern education, they are one of the most important elements of methodological support for the implementation of educational programs. Due to the rapid development of various sciences, changes in curricula and plans of taught disciplines, the use of traditional paper media in pedagogical practice does not allow for the full implementation of full-fledged training of specialists. One of the successful solutions to this problem is the use of educational films, slides, presentations, electronic editions of teaching materials and electronic educational complexes. Their advantage over traditional textbooks is that they allow students to receive new modern information through graphic images, photos, video and audio, as well as their combination. All this serves as an addition to the traditional methods of teaching students.
Electronic educational and methodical complexes (EUMK) - are a combination of educational, methodological, software, hardware and organizational tools that provide a full range of educational services (organizational, methodological, theoretical, practical, experimental, consulting and others) that are necessary and sufficient for studying specific academic discipline.
EUMK should fully provide all types of classes in the discipline and include: theoretical foundations disciplines (information component); practical training support tools; laboratory workshop that allows you to conduct classes with all supported educational institution forms of education; means of knowledge control in the study of the discipline; guidelines for the study of both the entire discipline and individual objects in its composition; means of managing the process of studying the discipline.
Not all of the components listed above are mandatory, for example, if the curriculum does not provide for practical classes, then the means to support them may not be included in the EUMC. The information component of the EUMC includes textbooks, teaching aids, problem books, and methodological developments.
Informatics is a fairly young and rapidly developing science. High rates of development lead to the fact that the teacher has to constantly master a large amount of information from various sources, process, select the main thing and systematize. Based on the collection of information and our own research, we have accumulated a significant amount of didactic, methodological and other materials, which became the basis for the creation of an electronic educational and methodological manual for the discipline "Informatics" Annex 1.
The purpose of creating the EUMC: to systematize the material for organizing and conducting computer science lessons in the 1st year.
This goal is achieved through the following tasks :
- to help the teacher to organize the process of assimilation of educational material more effectively;
- contribute to improving the quality of visual information on the subject;
- develop students' cognitive abilities, activity and independence.
I assume that the use of this manual:
- will allow you to apply the collected material quickly and efficiently, which will affect the quality of the educational process;
- will help any teacher with minimal time to prepare for classes;
- promotes a variety of forms of work in the classroom.
Electronic tutorial created with AutoPlay Media Studio.
EUMC contains the following sections:
1. Explanatory note
2. Regulatory documents:
- work programs (050709 (0312) Teaching in primary school, 050704 (0313) Preschool education);
- calendar-thematic plans.
3. Materials for lessons:
- theoretical material for lessons, lectures;
- presentations.
4. Control and measuring materials:
- control and verification work;
- thematic tests;
- workbooks;
- crosswords, puzzles;
- laboratory and practical tasks.
5. Electronic games by sections.
6. Textbooks and study guides (in electronic version).
7. Abstract topics.
8. Useful programs:
- test constructor ACT testing;
- graphic artist Kengurenok;
- graphic artist Strelochka;
- TurboPascal;
- Calculus (number systems), etc.
Communication between sections is carried out by hyperlinks and control buttons.
Presentations, lectures and test materials are developed by the author, some of them are taken from periodicals.
All materials presented in the manual can be changed, supplemented, and also printed.
The presented manual can be used by teachers of computer science specialties 050709 Teaching in elementary grades, 050704 Preschool education.
Bibliography.
- .Osin, A.V. Multimedia in education: the context of informatization [Text] / A.V. Osin. – M.: Rhythm, 2005.
- Osin, A.V. Creation of educational materials for a new generation of informatization general education[Text] : Thematic Application to the journal "Bulletin of Education" - M .: Education. - 2003. - No. 2.
- The use of electronic educational resources of a new generation in the educational process [Text]: Scientific and methodological materials / Bordovsky G. A., Gotskaya I. B., Ilyina S. P., Snegurova V. I.. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A. I. Herzen, 2007.
ELECTRONIC EDUCATIONAL AND METHODOLOGICAL COMPLEX AS THE MAIN ELECTRONIC EDUCATIONAL RESOURCE
Development of professional educational standards of a new generation, active implementation of innovative pedagogical technologies and the rapid development of information and telecommunications equipment requires the system of vocational education to improve electronic educational resources, their more active use and application in training sessions in order to form professional competencies future professionals and workers.
Currently professional education is undergoing significant changes associated with the introduction of new generation standards, the use of innovative pedagogical and the development of information technologies. Professional educational programs refocused on the competencies declared by employers.
A special role in the implementation of this process is assigned to the information and learning environment, which increasingly uses didactic tools based on high-tech computer, multimedia and communication technologies. Such an approach to the organization of the educational process opens up fundamentally new educational opportunities, requires the identification of reasonable criteria for the selection of such means, their classification, and the development of appropriate methods for assessing quality.
An electronic educational resource (EER) is a product that has an electronic presentation format that can contain various types of information: presentations, drawings, diagrams, diagrams, audio and video files, tests, simulators, etc.
Electronic educational publications (EUI) - educational publications used in the educational process and presented in electronic form on digital media (CD, DVD): textbooks, educational and teaching aids, educational and methodical complexes and other educational and methodical materials.
Among the entire set of electronic educational resources in demand by modern pedagogical practice, electronic educational and methodological complexes (EUMK) are of the greatest interest.
An electronic educational and methodical complex is a software multimedia product for educational purposes (educational electronic edition) that ensures the continuity and completeness of the didactic cycle of the learning process and contains organizational and systematized theoretical, practical, control materials built on the principles of interactivity, adaptability, information openness and distance.
The use of such a tool in the process self-study students changes the typical situation in educational system when the teaching function was wholly owned by the teacher. Electronic educational and methodological complexes enable the student to independently manipulate the proposed educational information in the most flexible way in accordance with their individual abilities, while part of the teaching functions of the teacher is transferred to the student. The teacher only supports the student, orients in the flow of educational information and helps in solving emerging problems.
According to the "Regulations on the educational and methodological complex of the discipline", the educational and methodological complex of the discipline is a set of interrelated educational and methodological materials on various media on academic discipline a specific curriculum of the direction (profile, specialty) necessary for the organization and implementation of the educational process. The electronic educational and methodical complex of the discipline is the educational and methodical complex of the discipline, all the components of which are electronic documents or electronic publications.
Ideally, an electronic educational and methodological complex should include:
Title page and imprint
Explanatory note to EUMK
work program
Bibliographic list, list of basic and additional literature, list of basic designations, indices and abbreviations
Explanatory dictionary of terms (glossary)
Guidelines for the implementation of practical / laboratory work
Evaluation criteria and individual student statements
Questions and tasks for tests, tests, exams
Test for intermediate certification by discipline
Topics of term papers/thesis research papers/projects and guidelines for the implementation of course/graduate research papers/projects
Lecture notes / electronic textbook, presentation material, graphic material
The mandatory minimum composition of the electronic educational and methodological complex of the discipline includes the following components:
– the title page of the EUMC discipline;
- the work program of the academic discipline;
– routing studying the discipline;
– lecture notes and lecture presentations (the latter is desirable);
– guidelines for conducting practical (seminar) classes;
– descriptions of laboratory works;
- options for individual calculation tasks, guidelines for their implementation and a reference sample for the implementation of one of the options;
– topics of abstracts and guidelines for their design and presentation form;
- topics of course projects and works, methodological instructions for their implementation and a reference sample for the implementation of one of the options;
– control materials in accordance with work program disciplines: test tasks, questions control works, colloquia, homework, questions and tasks submitted for tests and exams, exam tickets.
Advantages of EUMK:
1. A variety of forms of information presentation implies the use of audio, video, graphic information, diagrams, drawings, etc.
2. Differentiation of training, which consists in the division of tasks according to the level of complexity, accounting individual characteristics learner
3. Intensification of independent work of students, which consists in strengthening the activities of self-learning, self-control, self-esteem of the student.
4. Increasing motivation, interest and cognitive activity due to the variety of forms of work, the possibility of including a game moment and using various forms submission of information
5. Timely and objective assessment of student performance
The use of EUMC in the organization of the educational process is justified by a number of advantages compared to traditional means of teaching students:
Guaranteed access to educational materials from any geographical location;
Timely delivery of electronic materials;
Simplifying the search for materials, facilitating the preparation for exams;
The ability to use educational materials at the workplace, at home and on the go with an Internet connection and mobile devices;
Timely and prompt updating of electronic materials
Depending on the scale of the subject area covered, there are electronic educational and methodological complexes for a separate academic discipline (EUMKD) and electronic educational and methodological complexes for a specialty (direction) (EUMKS).
When creating an electronic educational and methodological complex, you should pay attention to some important points.
The structure of the electronic educational and methodical complex should consist of logically interconnected elements or modules. Each individual module should open in a separate electronic window, have its own target setting, aimed at solving particular problems.
The interface of the EUMC is built in such a way that it has a strict and expressive appearance, visual toolbars, and is easy for the user to master the technology of working with it. The software implementation of the EUMC should take into account the possibility of technologically simple improvement and modernization of the content of the training course in the future.
The EUMC should be as interactive as possible, contain a sufficient amount of multimedia data, and have convenient means of searching for the necessary information.
This is only a small list of requirements for the development of EUMC. There are criteria for evaluating ergonomics and design, content and volume, material placement, color and font design, and much more.
Behind last years the technological basis of the EUMC has changed significantly. Complexes containing textual information are being replaced by multimedia and interactive complexes containing sound, animation, video, virtual laboratory workshops, modules of search and expert systems and implementing non-linear student-teacher-learning material interaction through internal software and didactic algorithms.
The software and hardware used to create the EUMC can be varied, this is determined by the capabilities and tasks implemented by the teacher in the content of the EUMC.
When using programming languages, a development team participates in the development of the EUMC, including the authors of the educational material, a methodologist, a designer, a programmer. In the extreme case, the development team may include only two people: the author-methodologist and the programmer-designer.
It is no secret that one of the main problems that arise in the development of such products is the problem of interaction between individual groups of developers: the vast majority of authors of educational materials do not have programming skills or use specialized software products (for example, author's development environments), and programmers are not specialists in various subject areas of the studied discipline.
Currently, with the use of programming languages, EUMC has been developed in a number of disciplines taught at the college: drawing, professional Kazakh language, Russian literature, higher mathematics, physics and many others.
Using specialized software tools, the teacher himself, without the participation of a development team, is able to create his own EUMC.
The most common due to simplicity are Microsoft Power Point, as well as programs with the basics of the Hypertext Markup Language (HTML - Hyper Text Markup Language), used to search, receive and transmit the necessary information on the international Internet.
The initial data in the development of the EUMC are materials presented in the standard Microsoft Word format and containing special markup understandable for the shell.
The markup of educational material implies the selection by standard means of the Microsoft Word text editor or the program for creating Power Point presentations of basic structural units (section, topic, question, learning tasks, control questions, etc.), links to a glossary, auxiliary material, etc.
Using the Microsoft Word text editor, it is possible to create full-fledged educational complexes using the concept of a hyperlink. The only condition is that each document must be saved in .html format. The main difficulty may arise in proper organization navigation systems for your educational and methodical complex.
When creating an EUMC using the "Website Builder" technology, you need to go through the following steps:
Website builder is a software package for creating, updating and maintaining electronic publications on the Internet and on CD (websites, electronic courses, manuals, etc.). The electronic textbook in this program is created by the type of a WEB site.
The idea of the constructor is to use standard elements, as well as standard design templates for creating and editing sites.
