Problems and experience of using electronic resources. Problems and Prospects for Using Digital Educational Resources in Basic Schools

Some problems of creating electronic educational resources for the system general education, as well as the principles of forming an integral system for their development and mass use, providing opportunities for individualization of the educational process, taking into account the starting level of competencies, health characteristics, preferences and the degree of student motivation.

Informatization is one of the most important directions in the modernization of the education system. Skills in the use of information and communication technologies (ICT), the availability of information and communication culture, the ability to adapt to the rapidly changing information flows and technologies are an indispensable requirement for each participant in the educational process today.

Thanks to federal and regional programs, as well as private initiatives, over the past few years, a basis has been created for the mass introduction of ICT in the educational process. Compulsory informatization is fixed in the new educational standard (FSES), the introduction of which began in the 2011/2012 academic year. Availability specifications confirm many data, in particular, conducted in 2011 NFPK studies. Thus, all 100% of respondents from more than 5,000 educational institutions (EI) in 53 regions of the Russian Federation noted the presence of computers in educational institutions, more than 90% noted the presence of the Internet, and more than 40% - the presence of a school-wide local network.

However, the effectiveness of the use of ICT in education today leaves much to be desired. Today, all educators are required to use ICT in their professional activity, but according to various estimates, this amount is from 10 to a maximum of 50%, and the efficiency of use is not more than 10%.

The main reasons for this situation can be summarized as follows:

There is no wide range of high-quality electronic educational resources (EER) that meet the requirements of the Federal State Educational Standard, training programs and pedagogical practices. Only 14% of teachers pointed to the complete provision of EER, almost half of the teachers (48.6%) speak of a lack or complete absence of EER in their subject;
There are no publicly available and proven methods for the use of EER in the educational process;
There is no certification system for electronic content;
There is no system for disseminating the best pedagogical practices, an integral system for the exchange of experience and methodological support for teachers in the use of EER. Only a third of those surveyed wrote that they were supported methodical associations different levels;
Most professional development programs are related to the study of software, and there are practically no courses on the study of various methods of embedding EER in the educational process;
An integral system of teachers' motivation has not been formed to ensure their interest in the implementation of EER. Thus, more than half of the teachers noted that the use of EER only increases the burden on the teacher, and the seemingly obvious financial incentive for the use of EER matters only for 8% of teachers;
Most teachers noted the lack of the necessary spectrum technical means, as well as their constant availability, although the more experience the teacher has in the field of ICT, the less significant this shortcoming is for him.
Of particular note are the problems associated with the development of EER:
Developers of educational content are far from always interested in creating high-quality expensive products;
When implementing competitive procedures, as a rule, it is difficult to build an integral system of interrelated government orders that provide a solution to the problem as a whole, and not its individual parts;
Competitive procedures often provoke potential executors to significantly reduce the time and cost of work, which cannot but affect their quality;
The duration of competitive procedures may not ensure the relevance of the tasks to be solved at the stage of concluding a contract.

The formation of an integral system for the development of EER, which ensures the creation of new generation resources and overcoming or minimizing the above factors, is one of the most important tasks of the project currently being implemented by the Ministry of Education and Science of the Russian Federation "Development of electronic educational Internet resources of a new generation, including cultural and educational services, as well as systems remote general and vocational training(e-learning), including for use by people with disabilities.

As part of this project an integrated system is being created to ensure:

Development of EER and methods of their use in full accordance with the Federal State Educational Standards and existing pedagogical practices;
Development of a system for assessing the quality of resources, their approbation in the real educational process and mass implementation;
Professional development of teachers in the field of using EER in all subjects of school pedagogy;
Creation of a system of methodological and technical support implementation and use of ICT and ESM;
Creation of a unified information system (content aggregator) that provides aggregation of resources, their expertise and distribution.

To date, about 3,000 resources have been developed, an EER evaluation system has been formed, on the basis of which all developed EERs have been analyzed and recommendations have been given for their improvement or transfer for testing. More than 700 methods for using various types resources in the educational process. More than 25,000 teachers have completed advanced training in the use of ESM in teaching specific subjects. About 100,000 teachers are part of the on-line methodological associations, who have developed almost 22,000 recommendations for the use of individual EERs in the educational process. A prototype content aggregator has been developed and the process of its trial operation has begun.

Shumikhina T.A., Avdeeva S.M.
National Training Foundation (NFTC)

A teacher who includes an EER in studying proccess, it is necessary to recognize the importance of such specific aspects of the use of digital information as legal regulations, information security issues.

Knowledge legal framework The use of digital information and Internet resources is important for a modern teacher, since he can act both as a consumer of electronic resources and as their developer. Using electronic materials as part of remote educational technologies, the teacher involves students in the exchange of information using local and global networks. It is important for the teacher to know how he can legitimately use information from the Internet; What are the ways to protect your own information. He must build network communication with his students on an understandable legal basis, focus their attention on problematic issues, and demonstrate examples of competent information behavior.

In the context of the formation of the legal foundations of the global information society, the issues of using information technologies in the educational sphere are of particular relevance. Therefore, participants in the educational process should be aware of current trends that affect the development of organizational and legal mechanisms for the use information resources and technologies in the educational sphere. It is also necessary to take into account legal requirements aimed at maintaining the confidentiality and security of data contained in information systems educational purpose.

The current legislation regulating relations on the use of information and information technologies is based on the Constitution of the Russian Federation, international treaties Russian Federation and a number of federal laws. The Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ for the first time consolidated legal status e-learning.

Another important document related to the development of the electronic educational environment is Government program Russian Federation "Information Society (2011-2020)", which emphasizes the need for a free exchange of information and knowledge.

Norms of information law are not defined specifically for the educational sphere, they are general. Many of them are described in such normative legal act how the federal law“On information, information technologies and information protection” (as amended on 12/31/2014, as amended and supplemented on 09/01/2015). Rights to the results of intellectual activity, including educational resources, are regulated by the Civil Code of the Russian Federation (Chapter 4).

Addressing students to Internet resources, the teacher should focus their attention on the fact that any information has an author. According to copyright law, this right arises at the moment when the information is fixed on some medium. A server that hosts information published on the Internet is also considered as a carrier of information. Only the author of a resource can allow the use (for example, copy) of its content. But the author can also allow the free use of electronic content without restrictions or determine the permitted uses.

If the user does not find clearly formulated rules for using the resource on the site or disk, he must apply for permission to use the content in a certain way to the author of the resource ( Contact Information for feedback usually stated). Publication of the entire material, in accordance with applicable law, is possible only after obtaining the written permission of the author or copyright holder.

For certain purposes (informative, educational, scientific) it is permitted to cite published works. The scope of the citation should correspond to the purpose for which the text is used. At the same time, it is necessary to ensure that the used works do not suffer from such quoting, which is also a violation of copyright.

It is allowed to use texts (illustrations, musical fragments, videos) for educational purposes. But at the same time, it is forbidden to republish borrowed materials in their entirety on their sites. Facts, ideas are not protected by copyright, but the teacher cannot borrow their descriptions, he must tell (write) about them on his own or refer students to other available resources.

The Civil Code of the Russian Federation does not contain a special article related to Internet resources. Thus, in accordance with this document, as well as international standards, when citing publications whose primary source is located on a website, portal or other Internet resource, the same rules apply as when citing printed publications. But the link format is slightly different.

When quoting Internet resources, you must specify the author's name, title, date of publication (if it is indicated), provide a link to the source (site name, Internet address of the resource). Also indicate the date of access to the resource. The beginning and end of the quoted fragment are always enclosed in quotation marks.

Computer programs, databases are also subject to copyright. They are subject to the same terms of use as other works.

Along with digital resources, the rights to which can be limited only to reading, viewing, there are open resources that are voluntarily transferred by the authors for free use. You will learn more about open electronic resources for educational purposes in section 2.1.4.

Personalities

Nelson, Ted (Theodore Holm Nelson, English Ted Nelson, Theodor Holm Nelson; born May 17, 1937) is an American sociologist, philosopher, and information technology pioneer. Inventor of the concept of "hypertext" and a number of other terms (Wikipedia).

Lanier, Jaron (English) Jaron Zepel Lanier is a scientist in the field of data visualization and biometric technologies, the author of the term "virtual reality".

Bim-Bad, Boris Mikhailovich - Russian teacher, full member (academician) of the Russian Academy of Education. Doctor of Pedagogical Sciences, Professor.

Questions and tasks

1. What are the main features that the user gets when reading e-books.
2. Explain how hypertext activates the student's interaction with educational content.
3. Develop the hypertext structure of the content fragment by yourself using one of the hypertext technologies.
4. Explain how each of the qualities of modern electronic educational resources (interactivity, multimedia, adaptability, individualization of actions with educational content, virtualization of the educational context, game techniques, accessibility, mobility) allows you to create a new information and activity basis for the organization various forms knowledge.
5. Give examples of the use of virtual reality for educational purposes.
6. Review your academic work that you have done in the past in different disciplines. Evaluate critically the correctness of citing Internet resources.

1. Voropaev, A. N. Electronic book and electronic library systems in Russia: industry report / A. N. Voropaev, K. B. Leontiev. - M.: federal agency on press and mass communications, 2010.
2. Bashmakov, A. I. Development of computer textbooks and teaching systems / A. I. Bashmakov, I. A. Bashmakov. - M.: Information and publishing house "Filin", 2003.
3. Noskova, T. N. Audiovisual technologies in education. - St. Petersburg. : SGSHGUKiT, 2004.
4. New Philosophical Encyclopedia: in 4 volumes / Institute of Philosophy RAS; nat. social-scientific fund; pres. scientific-ed. council V. S. Stepin, 2nd ed., corrected. and add. - M. : Thought, 2010.
5. Subbotin, M. M. Results of science and technology. Ser. Informatics. T. 18. - M. : VINITI, 2009.
6. Bryson, S. Virtual Reality in Scientific Visualization // Communications of ACM. - 1996.
7. Virtual reality systems: textbook method, manual / compiled by M. I. Osipov. - Nizhny Novgorod: Nizhny Novgorod State University, 2012.
8. Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ.
9. Civil Code Russian Federation (Chapter 4).

Introduction……………………………………………………….
1 Theoretical basis development and use of electronic educational resources …………………………
1.1 Electronic educational resources: concepts and varieties ………………………………………………………...
1.2 Software tools for creating electronic educational resources …………………………

Conclusion………………………………………………………….
Bibliography ………………………………………………...
Applications

Introduction

Currently, in the field of informatization of education, the main attention is focused on the problems of creating effective electronic educational resources (EER).

The relevance of the development of EER is associated with a lack or absence of full-fledged materials on newly introduced disciplines, the introduction of methods distance learning into the educational process, systematization and generalization of materials of teachers, the need to adapt materials for curricula and the contingent of students studying in this educational institution. It is also important to be able to constantly develop and improve the available teaching materials, to make them as accessible as possible for students. E-learning aids, of course, are not a copy of the paper ones, they should include navigation tools for educational material, a thesaurus, search tools, questions and tasks for self-testing the assimilation of educational material, as well as means to attract students' attention, including animation sequences and active content.

The purpose of the work: To develop an EER for use in the classroom and as a teacher's methodical piggy bank;

To study the methodological literature and sources of the Internet;

To study modern software tools for creating electronic educational resources and websites.

Determine the structure and content of the electronic educational resource "Profile training in informatics".

Develop an EER "Profile training in informatics".

Research methods

1 Theoretical foundations for the development and use of electronic educational resources

Electronic educational resources: concepts and varieties

Currently, the rapid informatization of the education sector continues, in particular, the development of electronic learning tools. In this regard, educational institutions are faced with the task of creating sets of electronic educational resources (EER) that complement textbooks: electronic lecture courses, electronic teaching aids, control and measuring materials with a gradual transition to the creation of complete electronic modules and electronic educational and methodological complexes in disciplines that support conducting all types of classes to obtain the relevant specialty competencies.

In accordance with world experience, text-based electronic products are being replaced by highly interactive, multimedia-rich EERs. Particularly important are the requirements for interactivity and multimedia richness for educational products used in general education. Obviously, it is possible to expect an increase in the efficiency and quality of education from informatization only on the condition that new educational products will have some innovative qualities.

Electronic educational resources are educational materials for the reproduction of which electronic devices are used.

In the most general case, EER includes educational videos and sound recordings, for which a household tape recorder or CD player is enough to play.

The most modern and effective for the education of EER are reproduced on a computer. It is on these resources that we will focus our attention.

Sometimes, to distinguish this subset of EERs, they are called digital educational resources (DER), implying that the computer uses digital recording / playback methods. However, audio/video compact discs (CDs) also contain recordings in digital formats, so introducing a separate term and abbreviation DVR does not provide noticeable advantages. Therefore, following the interstate standard GOST 7.23-2001, it is better to use the general term "electronic" and the abbreviation EOR.

EERs are different, and it is very convenient to classify them just by the degree of difference from traditional printing textbooks.

The simplest EORs are textographic. They differ from books mainly in the basis of presentation of texts and illustrations - the material is presented on a computer screen, and not on paper. Although it is very easy to print, ie. transfer to paper.

EERs of the next group are also textographic, but they have significant differences in text navigation.

We read the pages of the book sequentially, thus carrying out the so-called linear navigation. At the same time, quite often in the educational text there are terms or links to another section of the same text. In such cases, the book is not very convenient: you need to look for explanations somewhere else, flipping through many pages.

In ESM, this can be done much more comfortably: specify an unfamiliar term and immediately get its definition in a small additional window, or instantly change the screen content when specifying a so-called keyword (or phrase). In essence, the key phrase is an analogue of the line of the book table of contents familiar to everyone, but this line is not placed on a separate page (of the table of contents), but is embedded in the main text.

In this case, text navigation is non-linear (you view text fragments in an arbitrary order, determined by logical coherence and your own desire). Such a textographic product is called hypertext.

The third level of EER is resources that consist entirely of a visual or audio fragment. The formal differences from the book are obvious here: neither cinema, nor animation (cartoon), nor sound for a printed publication is possible.

But, on the other hand, it is worth noting that such ESMs are essentially no different from audio / video products played on a household CD player.

The most significant, fundamental differences from the book are in the so-called multimedia EER. These are the most powerful and interesting products for education, and they deserve separate consideration.

The English word multimedia in translation means "many ways". In our case, this is the representation of educational objects in many different ways, i.e. through graphics, photo, video, animation and sound. In other words, everything that a person is able to perceive with the help of sight and hearing is used.

Today, the term "multimedia" is used quite widely, so it is important to understand what exactly it refers to. For example, a well-known multimedia player is called multimedia because it can play photos, videos, sound recordings, text in turn. But at the same time, each currently playing product is “single-media” (“two-media” can only be called a dubbed video film).

The same can be said about the "multimedia collection": in the aggregate, the collection is multimedia, but each separately used element of it is not multimedia.

When we talk about ESM multimedia, we mean the possibility of simultaneous playback on the computer screen and in the sound of a certain set of objects presented in various ways. Of course we are talking not about meaningless confusion, all represented objects are logically connected, subject to a certain didactic idea, and a change in one of them causes a corresponding change in others. It is fair to call such a connected set of objects a "scene". The use of the theatrical term is quite justified, since most often in the multimedia of the ESM, fragments of real or imaginary reality are presented.

The degree of adequacy of the representation of a fragment of the real world determines the quality of the multimedia product. The highest expression is "virtual reality", which uses multimedia components of the highest quality for human perception: three-dimensional visuals and stereo sound.

Is interactivity an opportunity for interaction?

Quite right, the translation of English interactive is interaction.

Note that it is the interaction (by agreement or opposition) with the surrounding natural and social environment that is the basis of rational existence. Therefore, the role of the interactive in the educational process cannot be overestimated.

Quite often, the phrase "interactive mode of operation" is used. However, as with the definition of "multimedia", you need to understand what exactly is interactivity.

Generally speaking, working with a computer is in itself interactive in nature: with the help of the keyboard and the mouse, the user produces some results, in particular, he searches for a certain piece of textual information. But from the point of view of education in this version, he interactively solves the educational problems of computer science. The found text fragment, of course, can be devoted to another subject area, but reading the text, firstly, is not interactive, and secondly, it is not effective if the same information is available in a school textbook.

The dominant feature of the introduction of computers in education is the sharp expansion of the sector of self-study work, and this applies, of course, to all academic subjects. The fundamental innovation introduced by the computer into the educational process is interactivity, which allows the development of active-activity forms of education. It is this new quality that allows us to hope for a real possibility of expanding the functionality of independent study work - useful in terms of educational goals and efficient in terms of time costs.

Therefore, instead of a text fragment with information on a particular subject, interactive electronic content is needed. In other words, the content of the subject area, represented by learning objects that can be manipulated and processes that can be interfered with.

Thus, the interactive is the main pedagogical tool of electronic educational resources, but there are other new pedagogical tools that create an application environment for it (interactive).

What new pedagogical tools are used in EER?

There are five in total:

interactive;

multimedia;

modeling;

communication;

performance.

We have already talked about interactive and multimedia. If we add modeling to them - simulation modeling with audiovisual reflection of changes in the essence, type, qualities of objects and processes, then an electronic educational resource, instead of a description in symbolic abstractions, will be able to give an adequate representation of a fragment of a real or imaginary world.

Multimedia will provide a realistic representation of objects and processes, interactive will provide an opportunity to influence and receive responses, and modeling implements the reactions characteristic of the objects and processes under study.

The fourth tool - communication - is the possibility of direct communication, the efficiency of information presentation, remote control of the process status. From the point of view of EER, this is, first of all, the possibility of quick access to educational resources located on a remote server, as well as the possibility of on-line communications of remote users when performing a collective educational task.

Finally, the fifth new pedagogical tool is user productivity. Thanks to the automation of non-creative, routine operations of searching for the necessary information, the creative component and, accordingly, the effectiveness of educational activities increase dramatically.

New generation EERs are open educational modular multimedia systems (OMS).

In the simplest terms, these are electronic educational products that have made it possible to solve three main problems of modern EER.

The first problem was that the EERs distributed on the Internet were predominantly textographic. It is obvious that an electronic copy of a textbook will not bring any benefit to a student, and working with many information sources for a school, unlike a university, is not typical.

Moreover, at any level of education, the educational process is far from being exhausted by obtaining information; it is also necessary to provide practical training and certification (best of all on a subject basis).

It is clear that to solve these problems, EERs with interactive multimedia content are required, but the distribution of such products in global network ran into serious technical difficulties.

In the new generation ESM, the problem of network access to highly interactive, multimedia-rich content is solved. In other words, all five new pedagogical tools can be used in these products.

The second technological problem is closely related to the solution of the first one. Until now, interactive multimedia products have been produced on CDs, with each manufacturer using its own software solutions, loading methods, and user interfaces. This often resulted in the fact that learning how to work with the disk required almost the same diligence and time as it took to learn the content.

EOR new generation (EOR NP) - network products manufactured by different manufacturers in different time and in different places. Therefore, the architecture, playback software, user interface have been unified. As a result, for the ESM NP, the problem of independence of the methods of storage, search and use of the resource from the manufacturing company, time and place of production was solved.

For students and teachers, this means that today and in the future, the use of any EER NP requires one set of client software, and in all EER NP the content-independent part of the graphical user interface is the same.

The third problem is specific to education. It has been declared for many years that the computer will provide student-centered learning. In pedagogical practice, the concept of individual educational trajectories of students has long been used.

Indeed, the need for a different approach to teaching different students is obvious, but in the class-lesson system it is practically impossible. However, even in the current binary system “teacher-class”, teachers are still different, each of them wants to teach in his own way. Accordingly, EER should allow creating author's training courses.

Under traditional conditions, the teacher is quite free to use a variety of information sources (textbooks from different publishers, methodological materials, scientific publications ...) and limited freedom in terms of practical exercises (for example, optional laboratory complexes are, unfortunately, a utopia). Therefore, when the first serious educational products on CD-ROM appeared, their shortcomings were immediately attributed to the rigid set of the training course. The teacher would like to change something, but a lot of different specialists are involved in the creation of interactive multimedia content, which, of course, are not in the school.

In the new generation of EER, the problem of the teacher creating an author's training course and individual educational trajectories for students is also solved.

Obviously, it is possible to expect an increase in the efficiency and quality of education from informatization only on the condition that new educational products will have some innovative qualities.

The main innovative qualities of ESM include:

1. Providing all components of the educational process:

receiving the information;

workshops;

certification (control of educational achievements).

Note that the book only provides information.

2. Interactivity, which provides a sharp expansion of the possibilities of independent educational work through the use of active-activity forms of learning.

What do EOR give to the teacher?

Here is the opinion of the teacher. On the website pedsovet.org, E. I. Begeneva from the Voronezh region formulates the answer as follows:

do not write abstracts;

do not carry bags with notebooks for verification, while we have a frontal survey every day, and there is no problem of objectivity of assessments - you can’t argue with a computer;

we save “throat” efforts, get rid of the routine part of the lesson, in return we get well-prepared children for “dessert” - creativity;

the problem of discipline in the classroom was solved: students either stared at the screens or participate in a general discussion that is interesting for everyone, since everyone is prepared for it;

Indeed, perhaps the main thing is that it is much more interesting and efficient to work with a trained student.

However, not all so simple. A progressive teacher is modestly silent about the fact that he uses elements of new pedagogical technologies that must first be recognized and then started to be applied, following the difficult path of trial and error.

This refers to flat LCD monitors, the operating time with which is not limited to tens of minutes, allotted by the outdated SanPiN for cathode ray tubes.

Electronic textbooks (ET) are the main electronic learning tools. Such textbooks are created at a high scientific and methodological level and must fully comply with the component of the discipline of the educational standard of specialties and areas, determined by the didactic units of the standard and the program. In addition, ES should ensure the continuity and completeness of the didactic cycle of the learning process, subject to the implementation of interactive feedback. One of the main properties of the ES is that its reduction to the "paper" version (printing out the contents of the ES) always leads to the loss of the specific didactic properties inherent in the ES.

The classification of electronic educational resources should be correlated with the types of educational activities. The most famous type is academic work, which is regulated by the State Educational Standards (SES), curricula and is organized in various forms: full-time, part-time (remote), etc. Educational work also includes a segment of self-education, which is characteristic of professional development.

A significant place in the educational activities of the widest strata of the population is determined by activity aimed at satisfying cultural and social needs, the versatile development of the individual and the formation of a social position.

Educational activities also include obtaining background information necessary in work, study, and personal life.

Accordingly, EERs are divided into three large groups: educational, socio-cultural, information and reference - Figure 1.

Figure 1 - ESM classification

Within the framework of the modern educational paradigm, which combines three main components of learning: obtaining information, practical exercises and certification, it is advisable to divide educational products into three corresponding types.

ESM can also be classified according to technological features, delivery methods and other criteria. It is important for us to separate textual EERs (illustrated text), audiovisual (consisting of one media element) and interactive multimedia EERs.

According to the method of delivery to the user, EERs are divided into products for global computer networks, also called Internet resources, and EERs on local media (most often on optical CDs).

The classification system of ESM, which allows:

1) promptly determine the type of ESM within the proposed system;

2) choose an adequate technology for developing a new or improving a previously developed EER that ensures its teaching effectiveness;

3) optimize the process of analyzing the needs of higher education in specific types of EER (faculties and departments) in accordance with the competence model of a specialist (graduate of a department, university).

When developing the ESM classification system, we focused on innovative transformations in the field of higher vocational education and, above all, for the approval of competency-based, project and personality-oriented activity approaches in modern higher education.

The following principles became the conceptual basis for the development of an operational classification system for ESM:

determination of the target (functional) orientation of the developed EER in accordance with:

with the logic of the educational and cognitive process unfolding in a specific academic discipline

with the requests of the department and the expected educational results in the form of specific professional competencies or their structural elements;

with the need to ensure the declared level of development of competencies for specific specialties;

determination of the correspondence of the educational content of the EER to new models (technologies) of the organization of higher education (ensuring the necessary level of interactivity in the organization of the educational content of the EER);

using the achievements of new information technologies in the development of ESM;

provision of all components of the educational process for the formation of the necessary competencies in the specialty (at the relevant departments of UrFU).

These principles formed the basis for the choice of criteria for our classification system, according to which the entire variety of EER created at the university can be grouped into the following groups:

EER, differing according to the criterion of functional purpose, namely:

information EER (auxiliary and reference sources of information: directories, dictionaries, electronic encyclopedias, bibliography (basic and additional literature), siteography, etc.);

educational EER (video lectures, electronic teaching materials, electronic textbooks system of electronic practical exercises, virtual labs, etc.,);

control and diagnostic EOR.

EERs that differ in the level of interactivity (according to the form of user interaction with EER content - Osin):

EER, involving the user's work with the same type of content (conditionally passive form of interactivity);

EOR providing interaction with content at the level of elementary operations with its elements (conditionally active form of interactivity);

EER, implying an independent choice by the user of a methodically justified sequence of actions leading to a given learning result (an active form of interactivity);

EORs that provide arbitrary manipulation of objects and processes presented or generated in the process of interacting with content (exploratory form of interactivity).

3. EERs that differ in the way the user interacts with the resource:

using a personal computer (from local media, via the Internet);

accompanying EER (used by a teacher in a multimedia classroom, in a computer class, for a webinar);

work using mobile devices;

integration into the learning process management system (LMS);

using an electronic book (Elnk).

4. EER, differing in the presentation format:

text documents (MS Word, Adobe PDF, HTML, CHM);

texts with automatic verification;

video and audio files;

interactive multimedia resources (Adobe Flash);

presentations (Power Point);

software products (virtual workshops);

with integration of video, audio and flash components;

SCORM packages.

5. EOR, differing in manufacturing technology:

electronic textbook in SCORM format;

video resource;

HTML + Flash (mediatransformer) ;

Flash resource.

The developed classification of EER in accordance with the specifics of teaching activities at departments and faculties will contribute to the adequacy of the choice of EER and increase the effectiveness of training based on them.

In order to ensure a unified terminology, the following classification of ESM is introduced:

Normative and methodological EER (curricula, work programs of disciplines).

Educational – basic teaching aids, the main source of scientific and disciplinary knowledge; on a functional basis (value and place in the educational process) are divided into:

informational and educational (textbooks: online, multimedia, electronic textbooks; teaching aids; electronic educational publications; lectures (lecture texts (full, short), lecture notes, video and audio lectures (their courses and fragments);
information and auxiliary (reference books, dictionaries / glossaries, electronic encyclopedias, collections of documents and materials, indexes of scientific and educational literature ( bibliography - basic and additional literature - siteography) , scientific publications of teachers, materials of conferences, articles of specialists, primary sources, fragments from paper teaching aids, fragments of chat classes, transcripts of previous chat discussions on the topic under study, author's works of students on the topic being studied or their significant fragments, reviews of students' work by specialists, presentations accompanying the lecture / practical / laboratory work, anthologies);
practice-oriented (tasks for independent work students, workshops, collections of tasks and exercises , virtual laboratory and practical work, seminars, etc.);
control and diagnostic (tasks for self-control).

Controlling (attestation and pedagogical measuring materials, testing programs, banks of topics for essays, course projects and papers, control tasks).

Electronic educational resources greatly simplify the work of the teacher. They allow you to fully use new pedagogical tools - interactive, multimedia, modeling. The student becomes interested in studying this subject. Moreover, the student can move at an individual pace. If the student did not understand or missed any material, then it becomes much easier to repeat the material - just go to the desired topic and the theory on this topic will be told to him again. The student can use the electronic textbook at home.

Keywords

ELECTRONIC EDUCATIONAL RESOURCES / PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF DEVELOPMENT / SYSTEM-ACTIVITY APPROACH / / PSYCHOLOGICAL-PEDAGOGIC ASPECTS OF ELECTRONIC EDUCATIONAL RESOURCES DEVELOPMENT/SYSTEM-ACTIVITY APPROACH

annotation scientific article on the sciences of education, author of scientific work - Suvorova Tatyana Nikolaevna

The article analyzes the current state of development and application electronic educational resources. The reasons for the creation are revealed electronic educational resources(EER) with a low level of didactic and consumer characteristics. One of these reasons is that customers (teachers and methodologists), as a rule, are not able to provide comprehensive psychological, pedagogical and didactic requirements, on the basis of which it would be possible to create a detailed terms of reference for the development electronic educational resources by IT specialists and computer designers. Ways out of the current situation based on the application of system-activity approach. There are a number of prerequisites for this, one of which is that system-activity approach to date, it most fully describes the main psychological conditions and mechanisms of the process of mastering knowledge and the structure of the educational activity of students.

Groundings for system-activity approach in solving problems during development of electronic educational resources

The paper analyzes the current status of development and application of electronic educational resources. The reasons of electronic educational resources with low didactic and consumer characteristics are revealed. One of the reasons is that customers (teachers and methodists) are usually not able to provide comprehensive psychological-pedagogic and didactic requirements, on which base it would be possible to create the detailed specification for development of electronic educational resources by IT professionals and computer designers. The reasons can be solved by use of system-activity approach in process of resources design. There is a number of preconditions, one of which is that system-activity approach is fully describes the basic psychological conditions and mechanisms of learning process and the structure of students learning activities

The text of the scientific work on the topic "Application of a system-activity approach to solving the problems of developing electronic educational resources"

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T. N. Suvorova

Application of a system-activity approach to solving the problems of developing electronic educational resources

The article analyzes the current state of development and application of electronic educational resources. The reasons for the creation of electronic educational resources (EER) with a low level of didactic and consumer characteristics are revealed. One of these reasons is that customers (teachers and methodologists), as a rule, are not able to provide comprehensive psychological, pedagogical and didactic requirements, on the basis of which it would be possible to create a detailed specification for the development of electronic educational resources by IT specialists and computer designers. Ways out of the current situation based on the application of a system-but-activity approach are proposed. There are a number of prerequisites for this, one of which is that the system-activity approach today most fully describes the main psychological conditions and mechanisms of the process of mastering knowledge and the structure of students' learning activities.

The paper analyzes the current status of development and application of electronic educational resources. The reasons of electronic educational resources with low didactic and consumer characteristics are revealed. One of the reasons is that customers (teachers and methodists) are usually not able to provide comprehensive psychological-pedagogic and didactic requirements, on which base it would be possible to create the detailed specification for development of electronic educational resources by IT professionals and computer designers . The reasons can be solved by use of system-activity approach in process of resources design. There is a number of preconditions, one of which is that system-activity approach is fully describes the basic psychological conditions and mechanisms of learning process and the structure of students learning activities

Keywords: electronic educational resources, psychological and pedagogical aspects of the development of electronic educational resources, system-activity approach.

Keywords: electronic educational resources, psychological-pedagogic aspects of electronic educational resources development, system-activity approach.

As practice shows, only a small percentage of the developed electronic educational resources is subject to regular use in the educational process, and of all the EERs used, only about 5% have high efficiency. Among the reasons for the low level of didactic and consumer characteristics of developments in the field of e-learning are the backwardness of the methodological aspects of e-learning from the development of technical means and the closeness of most developments, which does not allow teachers and students to make changes and use any fragments of the EER for their own developments. In addition, most of these developments are not based on the methodology of didactics, nor on theoretical or conceptual developments in the field of informatization of education, etc.

Often, electronic educational resources are built into the traditional learning model (for example, instruction lectures are used, to which slides, animated pictures and video clips are sometimes added “to develop cognitive interest,” etc.). However, this form of learning is passive, not active in nature. Practical work, as a rule, is realized through interaction with simulator programs. Control is increasingly reduced to tests for choosing the correct answer from several proposed ones. At the same time, the interaction between the teacher and students is extremely limited, which inevitably creates social isolation, complicates the understanding of the problems of perception of educational material by students and the development of their communication skills.

And this picture is emerging, despite the fact that a huge number of psychological and pedagogical works declare the unique capabilities of information technology tools to achieve high educational outcomes. Indeed, modern Information Technology have significant potential for the implementation of new types of educational activities, for the individualization of the educational process, the organization of joint activities and the expansion of educational content.

Then the question arises, what is the reason for such a dissonance between the unique potential of information technology tools and the widespread use of low-quality ESM?

In fact, there are a number of reasons. One of them is economic. EERs aimed at developing reproductive skills necessary, for example, for passing exams (USE), are relatively inexpensive and are in demand in the tutoring market. And the production of high-quality EER, built on the basis of developing programs that stimulate the thinking processes of students, requires significant time costs (development, testing, taking into account the comments of the participants in the educational process using the tested EER, testing, debugging, etc.), resource costs (all of the above stages are performed by a whole team of specialists in various fields using software and hardware systems) and, as a result, it becomes expensive, and can hardly be implemented without the support of large firms or the state (the estimated cost of developing one training course is $15-30 thousand).

Among the psychological and pedagogical reasons are the following: 1) an attempt to integrate the EER into the traditional (in terms of goals, content, forms and methods) educational environment; 2) the focus of EER on the use of their most obvious potentialities (visualization, automation of control, development of typical skills) instead of their orientation on solving current and future problems of education; 3) the lack of a clear scientifically based procedure for the pedagogical examination of the developed EER; 4) lack of continuity software tools as part of the study of topics, sections, and even more so a holistic course on any subject; 5) insufficient professional preparedness of teachers introducing EER into the educational process; 6) the lack of a system for preparing teachers for the independent development of the simplest EER and the formulation of requirements terms of reference for the development of more complex ESM. These reasons have common roots, which, ultimately, are due to the insufficient elaboration of the psychological and pedagogical aspects of creating an EER.

The development of electronic educational resources most often occurs according to one of two scenarios. In the first variant, these are attempts to create an EER by subject teachers on their own, which, as a rule, lead to the creation of a product that is primitive from a technical and design-ergonomic point of view. In the second option, this is the development of an EER by IT specialists without clearly formulated requirements for a future product by teachers, which leads to the emergence of products created by programmers “at their own discretion”, according to their ideas about the educational process that have developed in the process of their own life experience: while studying at school, at a university, etc. In this case, EER are created under the traditional model of education without relying on modern achievements in the field of psychology and didactics. As a result, the developed EERs turn out to be inadequate to the real needs of education, the purpose of the EER as a tool for the implementation and support of educational activities.

The problem of the second option is that customers (teachers and methodologists), as a rule, are not able to provide exhaustive psychological, pedagogical and didactic requirements, on the basis of which it would be possible to create a detailed terms of reference for the development of an EER:

Clearly outline the learning objectives they plan to achieve using this product,

Structurally and procedurally describe the activities of the teacher and students in the course of work

Effectively implement the didactic functions of information technology in the educational process, while making the most of the specific didactic capabilities of the EER,

Integrate didactic, methodological, psychological, pedagogical and other requirements for the created environment into a single system of requirements.

This aspect of the problem comes to the fore especially in present stage development of information technology, when programmers already have colossal software and hardware resources that allow them to create information products that meet almost any customer request. And as practice shows, there are many development companies that strive to implement high-quality software products for educational purposes and are waiting for an order with detailed requirements for their content and functionality. In this chain of information interaction between the customer and the contractor, the main problems are concentrated at the stage of the "external" design of the ESM, on the customer's side.

They come in stages:

When developing the concept of a specific information educational environment and EER as a component organically included in it, interacting with other components of the system and increasing the efficiency of the environment as a whole by obtaining a synergistic effect;

When wording unified system requirements for the created EER (didactic, methodological, technical, psychological and pedagogical requirements of the system-activity approach in teaching);

When formulating the terms of reference for the development of a software product.

It cannot be said that this problem is recognized for the first time. Back in 2012, a team of authors

V. V. Belaga, V. V. Zhumaev and M. S. Stetsenko, based on their own experience in creating computer educational products, came to the conclusion that conceptual flaws in the field of design electronic means training lead to a lack of understanding between the specialists involved in the development, to additional financial and time costs and unsatisfactory quality of the final product. In order to compensate for these shortcomings, the authors propose a methodology for managing requirements and formally setting a problem at the initial stage of designing computer teaching aids for a general education school. One of the guidelines of the study is the focus of the created products on the further implementation of the system-activity approach and the individualization of learning. However, unfortunately, the traces of the system-activity approach in the description of this technique are lost.

To solve the problem of mutual understanding and interaction between groups of specialists (teachers and programmers), the authors of the methodology introduce the role group "Methodist", which includes specialists who adapt the materials of the training course and teaching methods to the conditions of its use in the form of an electronic educational product. However, firstly, the following question remains unanswered: how does the methodologist solve the problem of formalizing objects and processes in such a difficultly formalized and creative area as educational activity, and secondly, this proposal does not have any novelty: back in 2003 A. I. Bashmakov and I. A. Bashmakov, listing the basic categories of specialists necessary for the formation of a team of developers of computer textbooks and computer training systems, have already proposed the role of a “computer methodologist” as an intermediary between authors (“specialists in the subject area, considered in a computer textbook") and programmers, but nevertheless, as practice shows, such a "breakthrough" in the ideology of developing ESM did not bring tangible results.

Thus, there is reason to believe that by now the problem of mutual understanding between the participants in the process of developing electronic educational resources has not been fully resolved and there are still a number of tasks that require theoretical understanding.

One of the steps to solving this problem can be the introduction of a system-activity approach to the development of EER as a basis for formulating requirements for the created EER, fixed in the terms of reference. There are a number of prerequisites for this.

Firstly, the system-activity approach to date most fully describes the main psychological conditions and mechanisms of the process of mastering knowledge and the structure of students' learning activities.

Secondly, electronic educational resources should be developed as a component of the system - the information and educational environment, and the foundation for its design, as follows from the federal state educational standards of the new generation, is 102

there is a system-activity approach. It would be natural to develop the environment component in line with the same ideology, according to which the environment itself is developed.

Thirdly, the apparatus of the system-activity approach has the potential to solve the issue of formalizing knowledge in such a difficult to formalize area as pedagogy. Recall that, according to this approach, educational activity is decomposed into actions, and those, in turn, into elementary operations, and the operational composition of the activity is very important for the unambiguous perception of the technical task by programmers.

Fourth, one of the directions for improving the methodology for developing an ESM is to make it flexible and mobile in modern conditions the rapid development of information technology and the needs of education (including the diversity of subject areas). In this sense, the system-activity approach is of particular value, since its principles are invariant and universal. They can be applied to the development of EER in any school subject and remain unchanged, unlike, for example, the technical aspects of development, the requirements for which are rapidly becoming obsolete (for example, device weight, screen diagonal, screen resolution, number of displayed shades, screen brightness, memory size). , active battery life, frequency characteristics of audio information playback tools, requirements for operating systems, application programs, etc.).

Considering the process of designing an information and educational environment and creating electronic educational resources as its key component, we consider it necessary to equip customers of software products for educational purposes (teachers and methodologists) with such a tool as a system-activity approach to developing technical specifications and formulating requirements. To do this, it is necessary to include the relevant sections in the programs of pedagogical universities and programs for retraining and advanced training of educators.

Notes

1. Mashbits E. I. Psychological and pedagogical problems of computerization of education. Moscow: Pedagogy, 1988; Pechnikov AN Theoretical foundations of psychological and pedagogical design of automated learning systems. Petrodvorets: VVMURE them. A. S. Popova, 1995.

2. Solovova A. B. E-learning: problems, didactics, technology. Samara: " New technology", 2006.

3. Robert I. V. Modern information technologies in education: didactic problems; prospects for use. M.: IIO RAO, 2010.

4. Online education coursera. URL: https://www.coursera.org

5. Belaga V. V., Zhumaev V. V., Stetsenko M. S. Methods of requirements management and formal statement of the problem at the initial stage of designing computer teaching aids for general education schools // Open Education. 2012. No. 4. S. 4-14.

6. Bashmakov A. I., Bashmakov I. A. Development of computer textbooks and training systems. M .: Information and publishing house "Filin", 2003.

1. Mashbits E. I. Psihologo- pedagogicheskie problemy komp "yuterizacii obucheniya. M. Pedagogica. 1988; Pechnikov A. N. Teoreticheskie osnovy psihologo- pedagogicheskogo proektirovaniya avtomatizirovannyh obuchayushchih sistem. Petrodvorets. Naval Institute of Radioelec-tronics named after. A. S. S. 19. Popov5 named after. 19. Popov5

2. Solovov A.V. Elektronnoe obuchenie: problematika, didaktika, tekhnologiya. Samara. "New technologies". 2006.

3. Robert I. V. Sovremennye informacionnye tekhnologii v obrazovanii: didakticheskie problemy; perspektivy ispol "zovaniya. M. IIO RAE. 2010.

4. Online education coursera. Available at: https://www.coursera.org

5. Belaga V.V., Zhumayev V.V., Stetsenko M.S. 2012, no. 4, pp. 4-14.

6. Bashmakov A. I., Bashmakov I. A. Razrabotka komp "yuternyh uchebnikov i obuchayushchih sistem. M. Publishing house "Filin". 2003.

eLearning Materials

Electronic resources in education:

For students
For teachers
Organization of a unified information educational environment (school, municipality, region, etc.)

Improving Process Efficiency -

the main purpose of the application of ESM
(achieving the goal with less cost and more quality)

EER for students

eLearning Materials

Usage efficiency

Pedagogical expediency
Technological feasibility

pedagogical design

pedagogical design
Development of instructional architecture
Designing the Learning Environment

- constructivist
goal-oriented

21st century skills

Communication skills
Problem Solving Skills
self-organization
Social responsibility

Information society

Increasing volume of information (from the middle of the 20th century):
The number of scientific publications doubles:
Since 1900 - every 50 years
Since 1950 - every 10 years
Since 1970 - every 5 years
Since 1990 - every year

Changing the structure of the economy in the information society

2/3 of the jobs created since 1990 are in high tech and management
In Europe in 1970 there were 35% of unskilled jobs
In 2010 - only 10% will remain

21st century skills

Responsibility and adaptability.
Communication skills
Creative and intellectual activity
Critical and systems thinking
Information and communication skills.
Interpersonal and collaboration skills
Problem Solving Skills
self-organization
Social responsibility

Two Approaches in Modern Instructional Design

- constructivist
goal-oriented

Definition of learning objectives

Goals are the behavior, knowledge, skills and abilities that the trainee must demonstrate in order to be called “competent”.
Objectives describe the desired learning outcomes, not the learning process itself

Definition of learning objectives

What exactly can the student do?
Under what conditions can he do this?
How well can he do it?

Definition of learning objectives

List at least 5 drugs that adversely affect human health;
Write the names of at least three hallucinogens, describe their harmful effects;
Recognize alcohol as one of the drugs;
List the consequences of excessive or prolonged alcohol consumption.

Three metaphors for machine learning

The position of the developer of educational materials

Computer as a repository of information

A computer is a book where non-linear text (hypertext) is available to the reader, and pictures include static graphics, animation, video and audio fragments.

Advantages:

Ease of material organization
The student is not limited by the logic of the educational material

Conclusion:

This approach is useful for a trained user who can independently organize work with information and knows how to learn.
This approach is unacceptable for a poorly trained user who does not yet know how to navigate the material.

Computer as a development environment

A computer is an environment for free experimentation in which you can "play" with objects and thus get an idea of their capabilities and properties.

Advantages:

Assignment by students of new ways of doing things
The only way to teach solving non-standard problems

Conclusion:

Working with such environments is still considered to be the privilege of gifted children, and it goes beyond the traditional school pedagogy,
Work with developing environments fits into the standard educational process only if the teacher is highly qualified

Computer as a learning device

A computer is a traffic controller that determines the speed and direction of the student's movement when mastering the educational material

Advantages:

Permanent and complete control of students' actions
No independent work skills required

Conclusion:

This approach is suitable for an unprepared student who has not yet fully mastered the algorithms and action patterns.
Within the framework of this approach, it is impossible to teach to solve independent or creative problems.

Criteria for choosing an approach when creating training materials

The level of initial training of students
The content of training, mastered types and methods of activity

Criteria for choosing an approach when creating training materials

Development environment also does not direct the activity of students, but limits it to the rules for the functioning of the educational computer environment.
A student familiar with these rules "creates" what he considers necessary.

Criteria for choosing an approach when creating training materials

inform, remind - encyclopedia
consolidate knowledge of the facts, teach the rules of work (work out the relevant skills - a simulator.
development of creative abilities, ways of arbitrary forms of activity - developing environment

Electronic textbooks

Usually combine the functions of an encyclopedia and a simulator

Explanation of new material

Explanation of new material
Training to consolidate the past
Testing

Disadvantages of electronic textbooks

E-textbooks do not include:
taking into account psychological and pedagogical requirements;
targeting (taking into account the individual characteristics of the student, his state of health (for example, disability), professional orientation in training, etc.);
interdisciplinary connections and strict continuity of the material;

When evaluating ES, the following are taken into account:

Specifications
Ergonomic parameters
Content and methodological component

Online educational resources for students

Educational information materials
Educational Olympiads and competitions
Distance courses

Telecommunication projects

Kangaroo math game

Game-competition - for elementary grades
http://www.kenguru.sp.ru/

Center "Eidos" http://www.eidos.ru/

The Eidos Center for Distance Education conducts distance learning projects for schoolchildren, in which all registered students can take part.
Project winners receive prizes!
To participate in remote projects, you must send an application within the period indicated in the position of the selected project. You can first get acquainted with the work of the winners of previous versions of the project.
VALENTINES
CHRONICLE OF VICTORY
VIRTUAL CITY
KUNSTCHAMBER OF PHENOMENA
LITERARY READER
HYPERTEXT PEDIGREES
SHOWCASE OF CHRISTMAS CARDS
EXHIBITION OF TRIPTYCHS FROM THE THIRD MILLENNIUM

Rights and children on the Internet http://school-sector.relarn.ru/

Children's projects http://www.solnet.ee/

Regional competitions and projects

school teams
Flash card

ESM for the teacher

methodological, regulatory, informational materials (websites, portals, mailing lists)
consulting (forums)
professional networks
educational materials (distance courses)

Portals

http://saripkro.ru/useful_links.html
http://edu.seun.ru/

Online Community of Methodists

http://som.fsio.ru/

Single window of access to educational resources

http://window.edu.ru/

Network of Creative Teachers it-n.ru

Network community of computer science teachers of the Saratov region

http://community.livejournal.com/teachers_sar

Distance courses SarIPKiPRO

Means of organizing a unified information environment

Unified information environment

- inside the school (media library)
municipal (site, community)
http://www.mouoadm.ru/
regional (portals, communities, wiki servers)

The teacher needs on the Web:

Methodological, educational, normative materials;
Opportunity to consult and get help;
Opportunity to learn;
Opportunity to present your experience (competitions, developments)

Help on Tele2, tariffs, questions