New law on education provides Russian schools the right to complete transition to electronic textbooks. Library funds are turning into a kind of media centers (electronic school libraries), equipped with electronic educational publications and manuals. Electronic textbooks (ET) and electronic educational resources (EER) are becoming one of the main components of the school information educational environment.
The effective organization of the educational process using ES requires the participants in the process to master new competencies and their active use in conjunction with modern forms and teaching methods.
In the wake of mass approbation of the use of ES, not everyone still clearly understands how to get the best result. What to pay attention to in order to feel not only the economic benefits of replacing paper textbooks, a significant difference in the weight of the portfolio and the very fact of having an ES in the classroom, but also to organize in a new way educational process based on teaching and learning for the 21st century.
Although the role of educational authorities is critical in relation to the effective use of regional funds, the creation of conditions for the introduction of ES and the replication of successful experience at the regional level, the whole narrative will be done with an emphasis on the applied nature of projects, i.e. implementation at the school level.
So. Important elements of the implementation of ES arecomplexity and consistencyproject approach and orientationfor all participantsthe educational process of the school. To simplify, two vectors of work on ES implementation projects can be distinguished:
Analysis of the competencies needed by all project participants and the choice of work models for the school or class.
Formation of the stages of implementation of the ES project, from determining the necessary components of the process (ES project plan, requirements for the creation of infrastructure and participants, advanced training, monitoring and evaluation of effectiveness) to support and development of the project.
In this article, we propose to consider both of these vectors.
1.1 Competencies and professional development options
1.2 ICT-centric educational methods
2.1 The main stages of the project for the implementation of ES in the school
2.2 Basic requirements for infrastructure and software in the school
2.3 Conditions for high efficiency project
2.4 Recommended equipment for teachers and students
2.5 Monitoring
2.6 Maintenance and development of ES implementation projects
3. Sources used
4. Authors
5. Electronic textbooks at school ( Video )
1. Competencies of participants in the implementation of the project of electronic textbooks and work models
1.1 Competencies and professional development options I
Effective work on the use of ES in the educational process requires a certain level of ICT competencies from all participants in the process.
The main role is assigned to the school administration, which decides how the project will be implemented and provides all the necessary resources to start it.
The participants who are fully involved in all stages of the implementation and use of ES include:
1) technicians 2) librarians 3) teachers.In most ICT projects starting stage implementation is ICT training participants. But the question arises, what to teach, what competencies are needed in this case? Let's consider them in more detail.
Technicians and school administrators
it is required to perform a number of tasks related to the organization of the process of using various ES and EER on the scale of individual classes or schools.Their competencies include:
Installation and management of ES distribution software on devices with different software platforms;
Organization of a system of access to ES and ESM on the server and administration of users;
Maintaining the health of the server and local network;
Installation of updates and additional software necessary for the operation of the EU;
Working with educational process management systems in the IEE of the class and school;
Ability to diagnose technical problems when using ES various types and solve them.
Teachers and librarians
who work directly with students, in addition to the basic basic ICT competencies that they should have by default, it is necessary to have additional skills related specifically to their role at the stage of implementing ES in schools.Basic competencies
include:Basic computer literacy, i.e. knowledge of office applications (text editors, spreadsheets, presentation software, etc.)
Possession of techniques for organizing personal information space and the graphical interface of the operating system
Possession of basic services and technologies of the Internet
Possession of training techniques teaching materials and working documents by means of office technologies
Additional competenciesare the requirement of the times. In connection with the entry into force on September 1, 2013 of the new No. 273-FZ of December 29, 2012 “On education in Russian Federation» the requirements for ICT competence of librarians are changing due to the introduction of new forms of maintaining library catalogs, library accounting, and communication with readers.
Library workerswithin school projects can solve the problems of distributing ES to students' computers, advising them on the use of ES, the rules for working with them, the terms of their performance, etc.
In addition, their skills should include:
Ownership legal aspects use of information resources of the Internet in education;
Transformation and presentation of information in an efficient way to solve; specific tasks in the form, compiling your own material from available sources;
Formation of your own digital portfolio;
Working skills in the virtual information space;
Administration of EU funds and work with electronic catalogs;
Using various applications and software products to automate your workplace.
Quite a wide range of skills for workers who have been in the shadows for some time. Moreover, their professional development programs on the use of ICT in their activities have not been given sufficient attention for a long time.
Scroll additional competencies of teacherseven wider. The teacher must also be able to work with ES and the various resources they contain, master the technologies and methods of work associated with the use of ES, and be guided by the changing conditions of the educational environment.
An approximate list of the contents of the competence of the teacher includes the following skills:
Efficient navigation and organization of effective search for resources and information in the ES adding bookmarks
Work in the mode of interactive interaction with the ES components (workbooks, interactive tasks, tests, etc.).
Working with demos and multimedia objects
Saving fragments of tasks and necessary resources EU
Use of tools for accumulating additional resources in the ES environment, if it (environment) allows it;
Development of resources for the lesson in an interactive multimedia modeling environment (if available in the ES).
In addition, the teacher must be able to:
Plan and organize training in the “1 student: 1 computer” model, since students work with ES individually on their device;
Use classroom learning management systems;
Own the methods and techniques of modern pedagogical technologies (blended learning, distance learning, project approach, etc.).
1.2 ICT-centric educational methods
Trends in the development of modern educational technologies are relevant and fit well into projects for the implementation of ES, emphasizing their advantages and giving them the opportunity to expand them with additional educational resources. Examples of such technologies that can be used in conjunction with ES implementation projects are:
Mobile learning "1 student: 1 computer". Gives the opportunity to get access to electronic textbooks for students on their individual personal devices;
Distance learning. Allows you to organize remote interaction between the teacher and the student in solving educational problems;
blended learning. Allows you to combine the process full-time education in class with online learning, which is most suitable for the use of ES, including the flipped class model. The flipped classroom model involves independent study of educational material by students before the lesson, for example, at home. The lesson, in turn, becomes practical. The teacher devotes more time to working with students, including individual work;
Usage educational process management systems(LMS) that provide the teacher with the opportunity effective organization learning in the classroom. For example, the classroom management system from the Intel® Education Software package;
Cloud technologies. Students and teachers use various network services that are part of the school's ITS. The use of cloud services in schools allows solving the problems of licensed software, organizing personal environments for students and teachers, as well as actively organizing joint work when using ES.
The use of ES in the educational process in combination with such ITS components as learning management systems and educational content management systems can additionally provide:
Managing the learning process through interaction mobile devices students and teachers, as well as with other ICT-based learning tools;
Organization of individual support for each student based on information about the results of his progress through the educational material;
Organization of network interaction of participants for the formation of skills of educational cooperation, communicative competence.
An electronic textbook, like a paper one, is an individual tool for each student. The most important condition for uninterrupted work with an electronic textbook is the ability to use it without an Internet connection, especially when individual work with the ES of each student in the class. The distribution system "Azbuka" allows you to work with ES in offline mode and is easily integrated into the school's IOS. At the same time, if the Internet is available, the EC is automatically updated, and the results of tests and examinations are sent to the server.
2. Stages of implementation of the project of electronic textbooks at school
We will focus on the main stages of the implementation of the ES project, from identifying the necessary components of the process (ES project plan, requirements for infrastructure and participants, advanced training, monitoring and performance evaluation) to support and development of the project.
Considering that the ES implementation project requires the active involvement of all participants, its careful preparation and planning is necessary, and all stages of its implementation must be clearly agreed upon, if not regulated.
2.1 The main stages of the project for the implementation of ES in the school
The project for the implementation of ES in the school includes the following main stages:
definition of goals, objectives and content of the project;
formation working group on the introduction of ES;
assessment of the readiness of teachers to use ES and new approaches to teaching;
the choice of teachers, students and models for the use of ES;
development of organizational and methodological documentation of the project;
a comprehensive solution for equipping the educational process with personal devices, including the creation of infrastructure within the school;
equipping students and teachers with mobile and tablet computers, taking into account their compatibility for organizing joint work in the classroom;
development of an implementation plan in the near, medium and long term.
The implementation plan must include:
holding an introductory seminar with the staff of the educational institution;
organization of teacher training in advanced training programs on the use of ES in the training model "1 student - 1 computer";
holding information and methodological seminars during the project implementation;
holding open events and lessons using ES;
organization of advanced training for teachers in training programs, where the result of the training will be the acquisition of additional ICT competencies for effective work with ES, in accordance with the list of content of the teacher's competence indicated in the previous article;
organization of methodological support for project participants;
organization of monitoring the effectiveness of the project in order to determine the impact of the use of ES on the development of subject and meta-subject educational results of students, ICT competence of teachers;
summing up the results of the implementation project and dissemination (replication) of experience.
For successful implementation of the projectbasic requirements for infrastructure and software (SW) in the school:
Availability of information and educational environment;
Availability of an information and library center with working areas equipped with a media library and connected to a distribution system, which will later become the center of an electronic library and allow the school to move to a new level of development of a unified information and educational environment;
Sufficient level of ICT equipment (sufficient number of multimedia projectors and/or interactive whiteboards, broadband communication channel, wireless network);
Availability of mobile computer classes, individual access to educational content and a computer for students during self-study;
Internet access for participants (on computers in the OS and/or at home);
Availability of software:
Lines of electronic textbooks in various subjects
Distribution systems “Azbuka” to obtain content and natural integration of the electronic library into the educational process of teachers and students, collect information on the use of electronic textbooks and manuals for further improvement of the educational process. The system allows you to organize effective cooperation between educational institutions and publishing houses in terms of acquiring electronic content and provides rational use and ES control.
Learning process management systems in the classroom - allowing the teacher to use an electronic textbook, control the learning process, organize individual, group and front work, at the same time to diagnose the assimilation of educational material and much more.
Whatever the set of forms and models of learning is chosen, ES is, first of all, an individual digital tool for a student in any lesson. Therefore, when introducing ES, the mobile learning model “1 student: 1 computer” automatically forms the basis of the entire educational process.
Moreover, for a teacher, ES in the classroom is a modern educational tool that allows not only to increase the motivation for learning, but also to promote high level assimilation of the material. When using ES and any additional ESM this opportunity appears in the presence of the class management system, which was discussed above. The use of this system allows the teacher, being at his workplace, to quickly interact not only with the whole class, but also individually with each student: observe the work, receive feedback, assist the student by controlling the desktop of the child's device. The teacher can use it to create their own tests, organize the testing process during the lesson with the possibility of visual presentation of the results of the completed test by students. Also, the teacher has the opportunity at any time of the lesson to block the work with the computer of a particular student (which becomes extremely important if each person has his own personal ES carrier), if the student is engaged in actions that are not related to the lesson on the computer or to concentrate his attention on his explanation.
2.3 Conditions for high project efficiencyProject efficiency will be much higher at following conditions :
The readiness of the school to introduce innovations, the experience of the team; innovative pedagogical activity, which can be confirmed by victories in national projects, participation in competitions on the use of ICT tools in the educational process, publications, etc.;
The interest of the school administration and teachers in participating in the project;
Mandatory availability of basic basic ICT competencies for all participants.
Depending on the degree of readiness of the teaching staff of the school to use ES and new approaches to teaching, it is necessary to think over the learning trajectories of the project participants.
It is no secret that in order to organize educational activities in a new way, all participants in the implementation project need to constantly improve their skills in various fields. In addition to continuing education courses organized at the regional and federal levels, Intel Corporation provides ample opportunities for professional development, whose educational initiatives allow you to master new competencies, modern pedagogical technologies and techniques. Training is available on educational programsIntel® Learning for the Future" And “Learning with Intel®”, and distance learning programs.
Teachers also have access to a variety of portal tools.Intel® Educational Galaxy , such as annual practice-oriented online conferences, exchange of experience between newcomers, fellow innovators and community experts, distance professional development courses:
"Methodological aspects of the organization of educational activities with electronic textbooks in innovative models of education";
"Educational environment 1 student: 1 computer";
“Using classroom management systems when working in an open educational environment”;
Method of projects;
Assessment methods in the classroom of the 21st century;
Methods of collaboration in the classroom of the 21st century;
Model "1 student: 1 computer": student motivation.
2.4 Recommended equipment for teachers and students
When solving issues of technical equipment, only mobile devices (ES carriers) should be considered, which today are the most promising for playing ES. Among other things, these include devices that must have a USB / SD connector.
In order to introduce ES in this article, we will focus on solutions that are equipped with a class management system (teacher and student versions) from the Intel ® Education Software package, as they have proven their effectiveness in practice.
Solutions for teachers:
Performance laptop and ultrabook, including 2-in-1 transformer systems with operating system windows;
All in One desktop computer(All in One) in the classroom, subject to the presence or open access of the teacher to a laptop for flexible work during extracurricular activities, as well as preparing for the lesson at home or at school;
The presence of Windows OS allows the teacher to work with ES and other materials in a familiar interface.
Student Solutions:
School computer-transformerIntel® classmate PC with swivel touch screen;
School tablet computer - transformer 2-in-1detachable keyboard (Intel® Education 2-in-1);
Laptops and Ultrabooks, including 2-in-1 convertible systems from the Intel® Education Solutions program;
Intel® Education Tabletsrunning Android OS. But it must be remembered that the lack of a full-fledged keyboard on any tablet may limit the activities of students in performing certain tasks in accordance with the Federal State Educational Standard;
License to connect to the distribution systemto receive and work with the EU.
The list of mobile devices is presented taking into account the developed FIRO recommendations based on the results of testing electronic textbooks in general education schools of the Russian Federation, where the need for multifunctional capabilities of mobile devices-carriers of ES was confirmed at the software and hardware levels.
2.5 Monitoring
Organization of monitoring is extremely important for the implementation of the project, since timely examination and evaluation of the results allows organizing project management at a high level.
During the implementation of the project, it is necessary not only to conduct monitoring studies to obtain an assessment of the use of ES in educational activities and determine the impact of the use of ES on educational outcomes students, but also to organize systematic monitoring of research results for the timely adjustment of pedagogical and managerial activities.
Directions of monitoring studies I can be:
Influence on the level of competence and motivation of students of the content and variety of activities when using ES in the classroom or extracurricular activities;
Influence on the level of competence and motivation of students using blended learning models, additional services and tools;
Monitoring the development of the teacher's competencies in the process of active learning of students (the growth of the teacher's self-esteem, the growth of the authority of the teacher or his facilitator qualities, etc.);
Evaluation of the effectiveness of the use of ES from a methodological point of view, etc.
2.6 Maintenance and development of ES implementation projects
Project support for the implementation of ES is one of the important components of success this process. It starts at the start-up stage, from the stage of preparation of the educational institution, from the advanced training of teachers and continues until the stage of replication of the results of the project. This is a rather lengthy process covering various categories of project participants. At the same time, the following components can be distinguished at the support stage:
The use of ES in the educational process of the school: in this case will be given Special attention issues of access to the ES and the effective use of its capabilities. After all, the introduction of ES into the information and educational environment of the school makes it possible to improve the quality of the use of electronic educational resources, to make the learning process not only student-oriented, but also active.
The use of ES in the pedagogical practice of a teacher: when organizing support for the implementation of this component, special attention should be paid to improving the qualifications of teachers in the use of ES in the educational process, which allows teachers to reach a new level of using information and communication technologies, implement new educational standards, and learn how to work “in a new way”.
The introduction of ES in the educational process of the class: the effective implementation of ES in the educational process of the school largely depends on the model that the educational institution chooses for itself. And here are the following options:
introduction of ES based on the class , in this case, the school chooses one experimental class, in whichon all subjectsES are used with all interactive applications. For effective work in this model, it is necessary to have a team of subject teachers who are ready to implement and use modern educational technologies working in the experimental class
introduction of ES subject-basedinvolves the use of electronic textbooks as part of the study of a specific subjectin different educational parallels. To implement this direction, it is necessary to determine the work of the school methodical association subject teachers who will be able to develop and implement a plan for the use of ES in the classroom.
When accompanying this direction, special attention may be paid to the development of a plan for the implementation of the use of ES in the educational process of the school, depending on the model chosen by the school.
The introduction of ES in the information and educational environment of the school: the organization of support for this component will make it possible to draw up the necessary scheme for creating an effective infrastructure of the educational institution for the introduction of ES in the IEE of the school, to determine the minimum and maximum requirements for material and technical equipment, to develop a program for the implementation and development of the project for the use of ES throughout the school.
Use of ES by school students: the use of ES in the educational process allows you to build an individual development trajectory for each student, allowing you to master educational material at the speed and in the amount that allows you to make the educational process as effective as possible. And here it is necessary to pay attention to the level of accessibility of the presented material, the skills of working with electronic content, the possibility of performing interactive tasks. All this can be determined and, if necessary, adjusted in the process of supporting the project for the implementation of ES.
So, when organizing support for the introduction of ES in the educational process of the school, it is necessary to single out the following key stages:
Questionnaire both at the start of the implementation project, and in the process, as well as based on the results of the project implementation. The survey must be carried out among teachers , at the start to assess the level of readiness of teachers to use ES in their lessons, as well as during the project to determine the necessary and sufficient scope of the proposed tasks, the availability and ease of use of ES, to identify further prospects for using ES in the educational process of the school. Questionnaire among students should demonstrate how easy it is to use ES, evaluate their impact on the level and quality of mastering the material being studied. Questionnaire administration schools will allow assessing the readiness of the school infrastructure, human and material potential necessary for the implementation of ES at the start of the project, as well as the effectiveness integrated use ES in an educational institution based on the results of the project.
Organization and remote trainings, workshopsfor various categories of participants in the ES implementation project. After determining the level of readiness of the teaching staff of an educational institution to introduce the use of ES into the information and educational environment of the school, a list of courses recommended for study by various categories of project participants is formed: technical specialists, librarians, teachers. This list can be adjusted, changed, supplemented in the course of the project implementation in accordance with the needs and orders of the school's pilot team.
To be able to share experience among schools that introduce ES into the educational process, it is possible to improve the quality and effectiveness of lessons conducted using ES.holding online competitions different levels(regional, all-Russian). As part of the competitions, lesson notes, interesting techniques for using ES in various subject lessons, secrets that improve the quality of learning and student motivation when working with ES can be presented.
Subject to the implementation of the project for the use of ES in several schools in the region, it is possibleformation of a team of regional coordinatorswho will be able to provide timely methodological assistance and support to all project participants.
Throughout the implementation of the project for the implementation of the use of ES, it is necessary to organizeformation of a base of best practices, which will contain the most interesting and successful examples of the use of ES in the educational process of the school.
The key to the successful implementation of the project of electronic textbooks in the school is the unification of the efforts of all participants in the educational process, strict observance of the stages of preparation and implementation of the project and the continuous professional development of all participants in the educational process together with the structures for advanced training in the region and partner companies. Only under the condition of complex interaction of all project participants can the most successful result be achieved."Recommendations for the development, implementation and use of interactive multimedia electronic textbooks of a new generation for general education based on modern mobile electronic devices, FIRO
Marina Aleksandrovna Livenets, Senior Research Fellow at FIRO, Intel Educational Initiatives Expert
Natalia Vyacheslavovna Kudimova, Senior Lecturer at the Department of Information Technology, Nizhny Novgorod Institute for the Development of Education, teacher of computer science, MBOU “Secondary School No. 14 with in-depth study of individual subjects”, Balakhna, Nizhny Novgorod Region
Galina Viktorovna Utyupina, Head of the Educational and Methodological Department of the State Budgetary Educational Institution of Higher Professional Education of the Novosibirsk Regional Information Technology Center, an expert on Intel educational initiatives
5. Lesson in high school using electronic textbooks
January 2014 Moscow
Electronic textbooks at school
With the advent of the MOOC era, little attention has been paid to how information Technology affect the scope higher education. Higher education institutions are actively represented in the market of mass online courses, but until now the educational community has little data not about individual e-learning phenomena, but about the strategic importance of e-learning in universities.
This question formed the basis for a study conducted by the European University Association, designed to identify big picture implementation level innovative technologies in the field of higher education and predict future IT trends in education. In other words, simply to understand what is working and what is not working in this still new and exciting area of e-learning.
The study involved 38 educational systems in Europe, which is about a third of the total European university educational space. Universities answered three main research questions: what type of e-learning they use, how and what they expect in the future. Questions were also asked about the support received, coordination, and the quality of digital education. Let us briefly describe the most important results.
Key Findings
With very few exceptions, almost all European universities use e-learning technologies in their work. 91% of the surveyed institutions use a blended learning model (when the study of the material and practice can be carried out both within the walls of the institute and at home); 82% of institutions offer online courses. One of the trends is the joint production of courses by different institutions, as well as online courses with the possibility of obtaining a scientific degree. So many institutions offer their students to take an online exam, even if the subject was taught in the traditional way.
Coverage of e-learning technologies within universities
Although almost all surveyed universities indicated that they use e-learning in some form, its prevalence varies greatly depending on the academic discipline. Only a third of the surveyed universities provide e-learning to all or almost all students of their departments. The most popular e-learning disciplines are business and management, pedagogy, engineering and technological disciplines. Rarely e-education used in the fields of jurisprudence and the arts.
Thus, we can say that modern technological initiatives are generated by each department and local enthusiasts separately, and only then can they spread to the entire university. How quickly this happens and whether it happens at all depends on the administrative apparatus, management model and the amount of resources.
Due to the fact that modern technologies are promoted by departments and enthusiastic teachers, only 13.8% of faculties have their own e-learning implementation strategies. Therefore, it is still impossible to talk about at least the beginnings of a unified strategy for the introduction of electronic learning technologies in universities, although almost half of the surveyed institutions have a developed intra-university strategy, and another quarter are at the stage of its development.
e-learning infrastructure
To ensure a successful educational process, universities need a reliable infrastructure. More than 80% of the surveyed universities indicated the use of the relevant software to create courses, online repositories for educational material, electronic systems and educational process management tools; and the availability of online student portals (both at the institution and faculty levels). Almost all universities provide their students with internal e-mail, Wi-Fi access, computer rooms and access to an online library. Also, 80% of the universities surveyed provide student licenses for software, access to catalogs of online courses and educational materials, and use social media. 65% report the possibility of online exams, and another 9% plan to implement such an opportunity in their work. A significant part of respondents note the support provided to students and teachers in e-learning.
The introduction of e-learning technologies almost does not depend on the direction of the university
Contrary to expectations, it turned out that technical and open universities do not always lead in the process of introducing IT and digital technologies into the learning process. Although there are quite surprising differences in how and to what extent individual institutions of the same direction and in the same country implement e-learning technologies in their work. It is not yet very clear why this is happening: perhaps the reason is different additional funding, the difference in teaching and student, and the emphasis on certain disciplines. Nevertheless, the fact remains that most European universities, regardless of country and focus, are actively using e-learning technologies and are working to create a unified internal strategy university.
Benefits and challenges of e-learning
The universities surveyed expressed no doubts about the value of e-learning. Three-quarters of respondents acknowledge that e-learning is changing the way they approach learning and teaching, and 87% see it as a catalyst for future changes in teaching methods. Among others positive features e-learning is noted for its potential in mass education ("It allows you to give material to a larger number of students, and also encourages them to work together"). Only 8% of respondents are not sure about the value of e-learning in general.
However, opinions about certain types e-learning diverge. 45% of those surveyed either deny the benefits of the flipped class or are unsure of them. About half of the respondents either believe that e-learning does not improve the quality of education, or are not sure about it (with a clear bias towards doubt, not denial). The reason for this split may be the relative novelty of this approach to learning; respondents also note that for the successful implementation of e-learning, many factors are needed - time for implementation (76%), budget (43%) and the enthusiasm of the teaching staff.
Whatever the fears, they do not reduce the motivation of universities to develop the sphere of e-learning. Among the motivating factors: the flexibility of the educational process, increasing the efficiency of classroom work, the possibility of distance learning.
MOOC
Interest in MOOCs in Europe does not subside. At the time of the survey, only 12% of universities offered massive open online courses; but almost 50% expressed their desire to launch them. There is no clear relationship between the presence of a MOOC from a particular university and its general involvement in other forms of e-learning, but, judging by this sample, technical universities are most inclined to launch MOOCs.
Popular motives for launching your own massive online course are: representation in the international educational arena, attracting students, developing innovative methods teaching and providing more flexible learning for already enrolled students. Among the motives, budget savings or profit making are almost not mentioned. In addition, in the future, universities see MOOCs as opportunities for cooperation and partnership with other educational institutions.
And for what reasons do universities refuse MOOCs?
Half of the universities that have not launched MOOCs have not yet done so for financial reasons. One fifth cites the lack of preparedness of the teaching staff as the reason (which sounds strange, but given the lack of a unified strategy, it is quite understandable). More than a quarter indicate that they prefer other forms of e-learning, doubting the benefits of MOOCs for students.
What are they, European MOOCs?
On average, the universities surveyed offer from 1 to 5 online courses - it is clear that they are still in the experimental stage. Most MOOCs are offered by universities Western Europe; most a large number of courses on account of Spain. In terms of course coverage, a few courses in the sample attract several tens of thousands of students, but in general, the average online course attracts a couple of thousand participants.
One-third of universities give students extra credits for participating in MOOCs: this explains the large fluctuations in so far and completion rates for individual courses from 4% to 50% (although the average completion rate fluctuates between 10% and 20%). Courses aimed at a global audience are mainly designed to increase their international prestige, and such courses tend to have a low completion rate. More local courses encourage their students to take them all the way.
Due to the small sample (only 31 universities) and the relative novelty of the MOOC at the time of the survey, no conclusions can yet be drawn regarding the future of the MOOC in Europe. All surveyed universities are going to continue their activities in this area, but few are going to increase their performance. And, as with other types of e-learning, universities see MOOCs as a great opportunity to partner with other institutions. What is important: two-thirds of universities noted that they collect data from their MOOCs, which means that these data may soon become an important source of information for analyzing and predicting the future situation.
General conclusions
In general, it is surprising that such different universities from such different European countries (249 universities from 38 countries) have approximately the same motives for the development of e-learning. First of all, it is the effective use of classroom time and the flexibility of the educational process.
Also, the results of the study remind us that digital technologies are not the only and not sufficient way to improve the quality of education. Changes must take place not only in the technological sector, but also in the public and in the mental. E-learning is not a panacea, but only part of a single educational system, the implementation of which requires resources, enthusiastic educators and time to develop.
Based on OpenEducationEuropa research and news
- ELECTRONIC LEARNING
- DISTANCE EDUCATIONAL TECHNOLOGIES
- PEDAGOGICAL UNIVERSITY
The article discusses the pedagogical processes for the introduction of e-learning and distance learning technologies in the development of a pedagogical university. Designing an information model for the activity of the department, as a pedagogical subsystem of a pedagogical university, includes: disclosure of the essence, structure, components and their components of the pedagogical system.
- Advanced training of scientific and pedagogical workers in the field of e-learning
- Network interaction of educational institutions to solve personnel problems in rural schools
- To the question of the formation of communicative competence among students of law schools
- Reflections on the creative individuality of the future specialist graduate
- Pedagogical design of the activities of an educational institution in the context of network interaction
The formation of the stages of development and implementation of e-learning at the Pedagogical University is due to the expansion of opportunities and services for the provision of educational services to students, as well as the use of a flexible continuous education system, conducting classes in synchronous and asynchronous modes. The inclusion of elements of distance learning technologies in the pedagogical process is necessary for the development of areas: bachelor's, master's, postgraduate studies, as well as retraining and advanced training programs. The main feature of flexible learning modes is that they do not strictly regulate the time and space framework for conducting classes and communication between teachers and students, as in traditional learning. This allows you to build curricula taking into account the flexibility of scheduling training time.
The design of educational models of the pedagogical system is based on the classical principles of pedagogy: integrity, nature, culture and socio-image. The problem associated with the definition of the process of pedagogical design and the main approaches to its solution are reflected in a number of studies by scientists in pedagogy, such as: V.P. Bespalko, M.V. Klarin, E.I. Mashbits, V.E. Radionov, Yu.G. Tatur, V.Z. Yusupov and others, the analysis of the relevant literature makes it possible to comprehensively consider the issue of designing pedagogical systems.
V.E. Radionov offers the following interpretation: "Pedagogical design is a multifunctional activity that naturally arises in connection with the need for transformations in educational systems. Its objects have a dual nature, have the ability to self-organize. In this regard, pedagogical design is built as an intellectual, value, informational predetermination of conditions, capable of directing the development of transformed objects".
On the basis of pedagogical design, a pedagogical approach is singled out, which puts the focus on the pedagogical process as such, the conditions for its effectiveness, possible forms of interaction between the subjects of this process, strategies and tactics for making decisions on the implementation of the process, the regulation of educational services and the assessment of their quality. "The designated perspectives of design in the field of education are not strictly delineated. All of them merge in their ultimate purpose: to create a regulatory basis for the functioning of the educational system, to provide value and information for the educational process unfolding in this system, to foresee the quality of educational services and their possible impact on the development of a person" .
Pedagogical design of the educational process is characterized by pedagogical activity within the framework of multifunctional activities. For a more complete display of the characteristics of the activity, we will be based on the methodological justification of this category by E.G. Yudin, "activity is a specifically human form of an active relationship to the surrounding world, the content of which is the expedient change and transformation of this world on the basis of the development and development of existing forms of culture." E.G. Yudin identifies five different functions to the concept of activity:
- activity as an explanatory principle;
- activity as a subject of objective scientific study;
- activity as a subject of management;
- activity as a subject of design;
- activity as a value.
These functions are interrelated, but at the same time, each of them has its own special understanding of activity, and they do not arise simultaneously. In this paper, we will consider the activity of building a training course in a pedagogical university using distance learning technologies based on the second function of activity as a subject of objective scientific study.
The main innovations that affect the forms and methods of the educational process are systems that allow you to speed up the generation of educational materials (processing and editing documents); improvement in the field of storage and retrieval of information; preparation of educational materials (using distance learning technologies) and their distribution; communication activity. Thus, an important pedagogical condition is the presentation of information, taking into account modern requirements to the organization of the educational process.
The modern educational process at the university includes various components, both substantive and organizational, which imposes certain requirements on its implementation. Based on the Law on Education “Article 16. Paragraph 1. E-learning is understood as an organization educational activities using information contained in databases and used in the implementation of educational programs of information and information technologies that ensure its processing, technical means, as well as information and telecommunication networks that provide transmission over communication lines specified information, the interaction of students and teaching staff» the organizational component is distinguished, which implements the component - "interaction".
The main goal of creating training courses using distance learning technologies at the university is to place high-quality educational information for studying, teaching and access to it. The content, structure, main provisions of its presentation should ensure the solution of the current professional tasks of teachers, the creation of discussions in the dialogue mode and the provision of easy access to this information for the end user. Based on paragraph 1 of Article 16 of the Law on Education: “Distance educational technologies are understood as educational technologies implemented mainly with the use of information and telecommunication networks with indirect (at a distance) interaction between students and teachers.” Through the use of interactive means of obtaining and processing information, it appears new type social relations, which involves a faster and better exchange of the latest pedagogical developments, their implementation in practice.
Based on the experience of leading scientists and own experience the development of this direction shows the need and feasibility of implementing e-learning at a pedagogical university, which will allow all educational processes to be carried out at a good technical and methodological level: the educational process, career guidance, advanced training and retraining of personnel, increasing the level of mobility of teachers and students.
The implementation of e-learning at the university is carried out through the activities of the departmental departments. Designing an information model of the department's activity as a pedagogical subsystem includes: disclosure of the essence, structure, components and their components of the pedagogical system. Based on the theoretical analysis and the identified characteristics of the modeling process in pedagogical design, the concept of an information model of a pedagogical system is defined as a set of presentation of background and pedagogical information about the state, functioning and development of an object of the pedagogical system and its subsystems, organized in accordance with pedagogical principles and taken in their relationships.
The principles of designing an information model of a modern university department are determined by its activities in the context of the implementation of e-learning, using distance learning technologies:
- principle systems approach to the organization of the information model;
- the principle of social conformity of goal formation;
- the principle of natural conformity, based on taking into account the psychophysiological and psychological characteristics of teachers, involves the creation and functioning of an information model of the department's activities in the mode of the greatest correspondence to the natural mechanisms of mastering knowledge and the experience of teachers and the development of their intellectual powers;
- the principle of cooperation between teachers and students means a rejection of the authoritarian position of the teacher, the establishment of mutually respectful, relatively equal relations that turn the student into a subject of the learning process;
- the principle of independence and self-organization of teachers and students in the application of the information model of the department's activities;
- the principle of development of information activities of the department involves the constant and timely updating of educational information within the framework of the created model (e-learning based on the use of distance learning technologies);
- the principle of information interaction and cooperation through electronic educational networks means the widespread use of the possibilities of telecommunications to solve pedagogical problems, to improve qualifications and exchange experience between teachers, to use the world's information resources;
- the principle of taking into account sanitary and hygienic and ergonomic standards means taking into account the creation and development of the material base of the department's activities, as well as the organization of its functioning of the existing sanitary and hygienic norms and rules.
information model activities of the university department implements following goals: study of the object (activity of the department of the university); forecasting the reaction of the object to various external influences; optimization of the object (scientifically substantiated choice and implementation of the best option for the given conditions of educational activity of the department, in terms of achieving the goals and objectives set).
Materials in all areas of the department's activities are reflected with the help of electronic submission information model of the pedagogical system through the global and local network. The study of theoretical works and practical experience in presenting educational information for students about the activities of the departmental unit of the Pedagogical University is carried out with the help of educational portal www.altspu.ru and e-learning at the university moodle.altspu.ru.
When designing the content of information arrays and the architecture of a bank of pedagogical information, priority should be set for the forms and methods of presentation and content of information formed by the information need.
The introduction and development of e-learning at the Pedagogical University is a promising component of the activities of the university department and includes various components, both substantive and organizational, and, accordingly, imposes certain requirements for its implementation. The quality and success of the application of distance learning technologies largely depends on the organization of the educational process. Therefore, when creating distance courses important role plays, firstly, knowledge of the features of distance learning that determine the specifics of distance courses, and secondly, right choice distance learning systems; thirdly, knowledge of the basics of pedagogical design, in accordance with which this or that course is built.
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At present, the objective process of informatization of all spheres human activity led to a new social formation called the information society. Classical pedagogy, starting with J. Comenius, has become inadequate information society and therefore it was necessary to develop a new paradigm, new approaches to education. Installations such as: education for social production became clearly unsuitable; teaching in youth as a reserve for life; the teacher transfers knowledge and stands above the student; stable structure academic disciplines and forms of organization of the educational process with an emphasis on classroom activities; The book is the main learning tool. It was imperative to form a new pedagogy. Simply classical pedagogy, together with its branches, was reborn as a living being and turned into electronic pedagogy under the conditions of informatization of education. The old dies off and the new one comes to replace it evolutionarily. e-government, e-commerce, e-business and other "electronic structures".
E-pedagogics still exists, whether we like it or not.The school is the area that not only cannot be lagging behind, but simply must be ahead, including in the field of using modern information technologies.
Terme-learning is an abbreviation for the English phrase Electronic Learning. This is an e-learning system. UNESCO specialists define the termE-Learning as follows: "learning with the help of the Internet and multimedia"E-learning is a set of tools by which we gain access to educational materials. It can be web technologies (on-line training), or multimedia technologies CD-ROM or DVD (off-line training). What do these terms mean: on-line training - “on line”, “on line”, “on the network”, “on the air”, “connected”, off-line training - “offline” Thus, everything that is "offline" -it's off the internet , and "online" - in the Internet.
What should be the school of the future? Of course, these are new educational standards, this is the improvement of the teaching staff, this is a system for supporting talented children, this is a change in school infrastructure, and much more. And all these changes will take place already in the "new" modernized society - open society due to the rapid development of the Internet. What will be new in a modernized society:
Book - e-book
Whiteboard - interactive whiteboard
Desk - interactive desk
Library - media library
Notebook - tablet
Class - network class
Diary/journal - electronic diary/journal
Lesson - BEFORE lesson, network Olympiad
School - video presence
Excursion - Internet travel
museum - electronic museum
Briefcase - laptop
Laboratory - computer laboratory
Teacher's - electronic teacher's
school information board school website
Personal folder of achievements - electronic portfolio
“Technology is changing almost every day. Therefore, we need people who have a wide universal ability to solve problems, no matter how difficult it may be, ” Bill Gates said.
The school needs a universal teacher who is able to learn, change, a creative and mobile teacher,possessing information and communication literacy.
Today everyone knows what informatization is.
There are many programs, electronic textbooks, websites, publications,written and developed for teachers and teachers.
A huge number of various IT courses offer their services to teachers.
The school is supplied with new equipment (computers, projectors, interactive whiteboards).
But, unfortunately, we have to admit thatwork not everyone can use this equipment. - Often teachers are fond of presentations, this comes down to the obligatory support of the lesson or extracurricular activities slide pictures, often even unformatted, low quality, overloaded with animation or sound effects. The situation is no better with the use of media resources.The teacher needs the ability to "change", "correct", "correct" an existing product, or even create your own, author's. And it is then that the use of information and communication technologies opens up unlimited possibilities.BUT only for those who really own ICT!!!
There is an opinion that
Informatics teachers and school staff should help subject teachers in preparing for lessons; This indicates that many subject teachers have already understood the benefits of ICT, felt the need to translate their ideas into concrete study guides and development, as well as their helplessness, lack of competence, lack of knowledge and skills in the field of ICT.
But, dear colleagues,as long as we think that someone owes us something, things will not get off the ground. Nobody owes us anything!
A computer is just a tool, the use of which should organically fit into the learning system, contribute to the achievement of the goals and objectives of the lesson.
Until the subject teacher realizes the need to independently study the basics of computer literacy necessary for him, and does not begin to study and apply them, he will not learn to master this tool at the proper level.
Each teacher cannot be assigned a specialist who will embody his ideas.Therefore, there is only one way out - to learn for yourself! INIt is important to distinguish between ICT literacy and ICT competence of a teacher.ICT literacy - knowledge of what a personal computer is, software products, what are their functions and capabilities, this is the ability to “press the right buttons”, knowledge about the existence of computer networks (including the Internet).ICT competence - Not onlyuse of various information tools (ICT literacy), but also their effective application in pedagogical activity.
Indicative list content of teacher's ICT competence:
Know the list of the main existing electronic (digital) manuals on the subject (on disks and on the Internet): electronic textbooks, atlases, collections of digital educational resources on the Internet, etc.
Be able to find, evaluate, select and demonstrate information from the DER (for example, use the materials of electronic textbooks and other manuals on disks and on the Internet) in accordance with the assigned learning objectives.
Install the program used on a demo computer, use projection equipment, and master the methods of creating your own electronic didactic material.
Be able to choose and use software (text and spreadsheet editors, programs for creating booklets, websites, presentation programs (powerpoint, Flash)) for the optimal presentation of various kinds of materials necessary for the educational process:
olesson materials,
othematic planning,
omonitoring in their subject,
ovarious reports on the subject,
oanalysis of the learning process, etc.
Be able to apply NITI methods (New Information Technologies and the Internet) - these are methods for conducting lessons united by one topic using ICT. They contain links to electronic materials and websites that are useful in conducting lessons on a given topic.
Be able to create a digital portfolio of your own and a student's portfolio.
Be able to correctly choose the form of information transfer to students, parents, colleagues, school administration:
oEmail,
o social network(Diary RU, …),
osite (site section),
oforum,
oblog (network journal or diary of events),
Organize the work of students in the framework of network communication projects (olympiads, competitions, quizzes ...), remotely support the educational process (if necessary).
Thus, without professional growth in the development of information and communication technologies and the desire to apply them in the educational process - you can not do!
Pros and cons of e-learning.
I constantly think about the limitations of e-learning. The enemy must be known by sight. When working with an idea, you need to understand not only its pros and cons.
1. Enrichment of the educational process with educational resources
Information technologies make it possible to supplement and enrich traditional forms of education, for example, with the help of glossaries, electronic libraries, lists of references. The textbook retains its place as the main tool supporting school learning, but its scope is expanding as new technologies provide a greater range of possibilities and allow more targeted attention to both the specific requirements of the teacher and the needs of students. In reality, the responsibility of the teacher for the result of education is significantly increased, despite the use of technical and multimedia tools.
2.Increase the flexibility of education
There is an opportunity to study at home without a rigid time frame. The educational platform makes it easier and more efficient to manage independent work schoolchildren. In the hands of a teacher, e-education is a tool that makes it easier to take into account the different levels of training, academic performance and motivation of schoolchildren.
3. Learning with the help of information technology
The rapid depreciation of information in modern conditions puts before educational institution task: not only to give the student knowledge, but also to develop the ability and ability to study independently and prepare for a life where learning in one form or another will be constantly present. At present, without the use of elements of e-learning, it is unthinkable to independently search for resources, set and consistently achieve learning goals.
4. The need to master modern technologies
Communication with a computer becomes the same civilizational achievement as the ability to read and write. New labor market demands such as joint project work at a distance or an instant search for information is impossible without a computer.
5. Increasing the motivation of schoolchildren, increasing the effectiveness of training.
Multimedia presentations attract schoolchildren, game forms allow from early childhood to master information technologies intuitively and without complexes, where adults are ashamed of their mistakes.
6. Ability to define criteria for assessing knowledge - in e-learning, it is possible to set clear criteria by which the knowledge gained by students in the learning process is evaluated.
7.Mobile and effective implementation of communication between the student and the teacher allows the most successful learning process.
What is the main limitation of e-learning - lack of personal communication between teacher and students.
E-learning is recognized as one of today's progressive forms of education, which is being dynamically introduced into the education systems of many countries of the world. E-learning methods and technologies are very developed and advanced, with a lot of possibilities, but they cannot and should not fully compensate for live communication.
I believe that the most important factor in the introduction of e-education is the presence of a creative working team that appreciates the benefits of new technologies and strives to professional growth. As a rule, if such a situation arises, e-education is rapidly gaining momentum and after a while it is difficult to even imagine that it is possible to organize and conduct the educational process without computer technology.
