remote resources. Organization of distance learning via the Internet. Yo-stage - electronic educational environment

We are fortunate to live in a world where what once seemed like science fiction became available. How could it have been assumed 10 years ago that through the Internet we would pay utility bills, purchase goods in a store, and receive an education? Now we have a lot of various technological opportunities with the help of which a person solves daily tasks at a qualitatively new level, using his time more efficiently and gaining new experience.

Today, millions of people around the world study online, gain knowledge, master new professions and are convinced of the effectiveness of this form of education. Russia has not bypassed this trend. But not everything that is offered on the Internet can be trusted. Where can you find good courses? How to choose a trusted source for knowledge?

In this article, we have presented to your attention the best Runet resources that can make you even smarter and more educated. If you strive for self-study and self-education, you will surely find interesting and useful information for yourself.

Intuit

This project is a pioneer of distance learning, it provides its services on the Internet and is not tied to existing universities, it has great development potential. With the help of this resource, you can both take refresher courses and get a quality higher education. Directions for training specialists: information technology, economics, management, mathematics, physics, pedagogy and other modern fields of knowledge.

If you want to receive an official document confirming your training on this portal, then the form of training will be paid. Also, several hundred free materials are offered to your attention, which will help you acquire the high-quality knowledge necessary to master a new profession, improve the level of education. Portal "Intuit" cooperates with leading educational institutions, conducts video filming of lectures by eminent professors and reports of scientists.

Universarium

This resource can be considered an analogue of the online educational portal Coursera, which has already consolidated its position in the online education market. Courses for the "Universarium" are recorded by teachers from leading Russian universities, such as Moscow State University, Moscow Institute of Physics and Technology, Russian Academy of Economics. Plekhanov. The advantage of this resource is the focus of some courses on specific employers, which gives students the opportunity to find employment in the future.

Training is the passage of consecutive modules of the course, lasting 7-10 weeks. A new topic is offered every week, the student can either simply listen to lectures and acquire the necessary knowledge, or complete control tasks and receive a certificate of completion. The main difference of the "Universarium" is that education is conducted exclusively in Russian, which perfectly fulfills the function of strengthening the Russian language.

Arzamas

It is a rather peculiar online platform, training is carried out in the humanities, such as history, literature, art, anthropology. A distinctive feature of the courses is the high quality of the recorded video materials, in comparison with other portals. The content of the courses includes short video lectures by scientists, supplemented with reference notes, quotes from famous authors, photographic materials, fragments from films, interviews with specialists in a particular field, that is, everything that will allow you to reveal the topic more fully. Courses are updated weekly. All materials are freely available and absolutely free.

Lectorium

Another interesting resource, which presents a huge number of Russian-language online lectures from teachers of the best universities in the country, video materials from scientific conferences. A distinctive feature of the "Lectorium" is the presence of niche lectures, for example, on hematology, bioinformatics, genetics, which you will not find on any similar resource. This portal is especially suitable for those who wish to understand any subject more deeply, to find out the modern scientific approach to the problem of interest.

"Lectorium" in its training uses educational courses of a new generation of MOOCs (Massive Open Online Courses), video lectures are recorded in the studio, the presentation is carefully worked out to keep within 7-10 minutes. Access to all materials is free and the courses are of a high quality standard.

Open Education

An educational project created by the National Open Education Platform association. On this portal, you can get training in the main subjects of leading Russian universities: Moscow State University, Moscow Institute of Physics and Technology, St. Petersburg State University, St. Petersburg Polytechnic University, Higher School of Economics, UrFU, ITMO, NUST MISIS. The fundamental principle of this resource is openness, which ensures an increase in the availability and quality of education. The courses differ from the materials of other similar sites in that they are focused on the standards of the Russian education system and are created in order to use them in the higher education system.

A distinctive feature of Open Education is that any student, if desired, can not only receive a certificate of completion of an online course, but also credit it in the learning process at the corresponding educational institution. In order to obtain a certificate, it is necessary to pass control measures.

Currently, students are offered courses in completely different areas of professional training: management, mathematics, physics, architecture, medicine, geology, sociology and others. The courses are video lectures by the most advanced university teachers, each educational institution offers courses in its strongest direction. Access to all portal materials is free and without formal requirements for the basic level of education.

OPEN RESOURCES AND CONTROLLED FROM DISTANCE EDUCATIONAL TECHNOLOGIES ARE IN ENGINEERING EDUCATION

G.V. Ivshin

[email protected]

them. A.N. Tupolev, Kazan

The work is devoted to studying the experience of using open educational resources and distance learning technologies in engineering education abroad and in Russia. The main problems of creating and implementing an e-learning system in engineering education are described.

Key words: open educational resources, engineering education, CDIO approach, e-learning system, e-courses.

The work is devoted to studying the experience of the application of open educational resources in engineering education abroad and in Russia. The basic problem of the creation and implementation of e-learning in engineering education.

Keywords: open educational resources, engineering education, CDIO, e-learning, e-learning courses.

Speaking about the training of engineers after 2020, Charles M. West writes: “Modern students should be able to combine natural and information sciences at the nano-, micro- and macro levels, possess professional ethics and feel social responsibility, be creative individuals and innovators, have developed skills oral and written communication. Students must be ready to become citizens of the world and understand how engineers can contribute to the development of society. They are

must understand the principles of business development, be experts in product development and production, know how to plan, design, produce and apply complex engineering systems. They must conduct professional activities applying the principles of sustainable development and be ready to live and work in a global world. Difficult task ... perhaps even impossible.

It is obvious that the challenges of global education and open education technologies around the world pose many questions for modern university education, so new technologies and approaches for engineering education are also on the agenda.

For example, the philosophy of the CDIO approach is becoming more and more attractive, which reflects “the main features of modern engineering education - passion for engineering activities, deep assimilation of basic skills and understanding of the contribution of engineers to the development of society. The CDIO approach allows us to ignite our students' passion for the profession.

So, a few words about the CDIO approach. Key features:

understanding the importance of learning in the context of engineering practice;

determination of the planned learning outcomes of students;

the development of a curriculum and the application of teaching methods in which disciplinary knowledge is integrated with universal,

a as well as professional skills and personal qualities. A feature of the approach is the conduct of research-oriented

activities that significantly improve the quality of higher engineering education. The approach aims to achieve three general goals: to prepare graduates capable of

apply basic technical knowledge in practice;

manage the process of creation and operation of engineering objects, processes and systems;

understand the importance and consequences of the impact of scientific and technological progress on society.

Education organized using the CDIO approach is based on the formation of basic technical knowledge in the context of planning, design, production and use of objects, processes and systems. This approach makes it possible to create an "educational context", which the authors define as an environment conducive to understanding and acquiring knowledge and skills. The educational context in the CDIO approach is planning, design, production. Further, a comprehensive approach was developed to determine the educational needs of students and the sequence of educational activities aimed at meeting them. This creates an educational context that has a dual impact on students in that it contributes to a deep understanding of the theoretical foundations of engineering and the acquisition of practical skills. It should be noted that in this case, teachers need modern

pedagogical approaches and innovative teaching methods to create a new educational environment in which students acquire concrete learning experiences that contribute to the understanding of abstract technical concepts and the active application of the acquired knowledge, which leads to their understanding and assimilation.

Note that the CDIO approach was developed as a workflow based on 12 standards that define requirements for educational programs that can serve as a guide for program reform and evaluation, create conditions for benchmarking and set goals in an international context, and serve as a starting point for continuous improvement.

AT within the framework of the described approach, open education and open educational resources, distance learning technologies that implement the model of student-centered learning, which involves creating conditions for the development of students' ability to self-education, self-education, self-education, self-development, self-determination, independence and self-realization, and also allowing more fully manifest and realize his capabilities in accordance with his training, abilities and psychophysiological characteristics.

Open education involves the development and implementation of open educational resources. The term "open educational resources" (Open Educational Resources, OER) was first introduced into scientific circulation at the Forum on Open Educational Systems for Developing Countries, organized by UNESCO in July 2002. Open educational resources (OER) means any kind of publicly available educational materials , which are placed in accordance with "open licenses" that allow any user to freely use these materials: copy, modify, create new resources based on them.

AT open Department of Information Technologies, Scientific and Technical Library and Department of Electronic Technologies in Education have developed a concept, a package of legal documents for the creation and use of open electronic educational resources, distance learning technologies both in full-time education and in additional education. LMS BlackBoard in full-time education and LMS MOODLE in additional education are used as e-learning management systems in KNITUKAI.

The main identified problem is the unpreparedness of teachers and students for the implementation of open education technologies and the CDIO approach. We believe that the widespread use of MEPs

Massive open online courses, MOOC) - online courses with massive interactive participation and open access, one of the forms of distance education - require a rethinking of the electronic education of future engineers. As additions to traditional course materials,

such as videos, reading, and homework, Massive Open Online Courses provide interactive user forums that help build and maintain communities of students, teachers, and assistants (TAS). As an argument that this should be done, let us cite the opinion of Anantan Agarwal (Professor of MIT), who in his speech speaks about the relevance of MOOC. He reports that at the moment distance education cannot completely replace the classroom, but their mixing will create the most advanced, experimental form of education:

“I really believe that we can change education in terms of quality, level and accessibility with the help of technology. For example, at edX we are trying to change learning with online technology. Traditional education has ossified over these 500 years, it is difficult to think about its modernization or reshaping. We must rethink it. It's like moving from a cart to an airplane. The infrastructure itself must be changed. Everything must change. We must move from chalkboard lectures to online exercises and online videos. We must move to interactive virtual labs and playful approaches in education. We must switch completely to online evaluation of works, as well as to an equal dialogue in the spirit of discussion clubs. Everything must change."

KNITU-KAI conducts a survey of teachers and students on the feasibility of restructuring engineering education using foreign and domestic experience and the use of distance learning technologies, and develops e-learning qualimetry tools.

REFERENCES

1. Crowley, E.F. Rethinking engineering education. The CDIO approach / Edward F. Crowley, Johan Malmquist, Soren Ostlund [and others]; per. from English. S. Rybushkina; under the scientific editorship of A. Chuchalin. - M. : Publishing House of the Higher School of Economics, 2015. - 503 p.

2. Ivshina, G.V. The paradigm of open education within the framework of reforming the educational space of the university / G.V. Ivshin // Uchenye zapiski ISGM, 2013, no. 1-1. - S. 144-150.

3. Agarwal, A. Mass open online courses (MOOC) are still relevant [Electronic resource] / A. Agarwal. – Access mode: http://web-in-learning.blogspot.ru/2014/05/mooc.html.

PEDAGOGICAL MODEL OF SYNTHESIS OF MEDIA EDUCATION AND MEDIA CRITICISM IN THE PROCESS

TRAINING FOR FUTURE TEACHERS

PEDAGOGICAL MODEL SYNTHESIS OF MEDIA AND MEDIA CRITICISM IN THE PREPARATION OF FUTURE TEACHERS

A.A. Levitskaya, A.V. Fedorov

A.A. Levitskaya, A.V. Fedorov

[email protected]

Taganrog Institute of Economics and Management Taganrog Institute named after A.P. Chekhov, Taganrog

Key words: pedagogical, model, media criticism, media education, media literacy, media competence, analytical thinking, students.

The authors offer our readers the pedagogical model synthesis of media education and media criticism in the preparation of future teachers.

Keywords: pedagogical model, media criticism, media education, media literacy, media competence, analytical thinking, students.

The pedagogical model developed by us for the synthesis of media education and media criticism in the process of preparing future teachers is intended to be introduced into the educational process of the university (within elective subjects) for future teachers of any profiles, specialties, but to a greater extent correlates with humanitarian and social profiles. In our experimental work, this model is being implemented at the Faculty of Social

psychology and pedagogy for students - future social teachers (Taganrog Institute named after A.P. Chekhov).

Rice. 1. Pedagogical model of synthesis of media education and media criticism in the process of training future teachers

1. Block of historical and theoretical training of future teachers in the field of media education:

key concepts of media education (media agency,

main stages in the development of the history and theory of media education

(media education based on the material of the press, photography, radio and cinema in the 1920s–40s, the dominant of the practical concept of media education. Media education in the era of the development of mass television: 1950–60s, the dominants of the aesthetic concept of media education. The development of new media education theories (“critical thinking”, semiotic, culturological,

sociocultural) in the 1980s–90s. Modern tendencies

media education: synthesis of information and media literacy, an attempt to synthesize media education and media criticism).

2. Block of historical and theoretical training of future teachers in the field of media criticism:

the main stages in the development of media criticism: literary,

theater, music criticism, photo criticism, art criticism (art criticism), film criticism (from the beginning of the 20th century), television criticism (from the 1940s–50s)) as the basis of modern media criticism. Ideological, political and thematic differences between (media) criticism in the West and in the USSR in the 20th century. The emergence of the term "media criticism" as a reaction to the intensive development of mass media in the 20th century. The most influential Russian and foreign newspapers and magazines of the 20th century in terms of media criticism;

media criticism in the context of the modern socio-cultural situation: tasks, features : the current socio-cultural situation and its impact on the media and media criticism. Features of the development of media criticism in Russia and abroad in the XXI century. Typology of media sources containing texts by media critics (the most famous newspapers, magazines, television, radio broadcasts, internet portals,blogs, etc.). The most influential modern Russian and foreign newspapers and magazines in terms of media criticism. The main tasks of modern media criticism: knowledge of information production; studying and changing the public perception of media content and ideas about the outside world that are formed in the minds of the media audience; influencing the attitude of the public to the media, the formation of a certain public culture of studying and evaluating the activities of the mass media, the development of the spiritual world of the audience; promoting the development and improvement of the creative and professional culture of the creators of media texts; social environment for the functioning of the media, etc. [Korochensky, 2003, p. 32]. The focus of modern media criticism on the scientific community of media culture researchers, media agencies and the mass media audience. Professional and amateur (blog) media criticism. Media criticism and civil society. Media criticism and media education;

main types of media criticism: academic , aimed at an audience of scientists, researchers of media culture, teachers of media courses; corporate, aimed at the audience of managers and employees of media agencies, the media industry; mass, aimed at a mass audience;

main genres of media criticism : an analytical article about the processes, events of the past and present in the media sphere;

7) analysis of stereotypes of media text (Stereotypes Analysis of media text) –

identification and analysis of the stereotypical image of people, ideas, events, plots, themes, etc. in media texts;

8) analysis of the cultural mythology of the media text (Cultural Mythology Analysis of media text) - the identification and analysis of mythologization (including within the framework of the so-called folklore sources - fairy tales, "urban legends", etc.) stereotypes of plots, themes, characters, etc. in media texts;

9) autobiographical (personal) analysis of the media text

(Autobiographical Analysis of media text) - analysis of relationships, emotions,

memories that a media text evokes in a particular individual;

10) iconographic analysis of media text (Iconographic Analysis of media text) - analysis of the visual range, the language of the media text;

11) semiotic analysis of media text (Semiological Analysis of media text) - analysis of the language of signs and symbols in media texts; this analysis is closely related to iconographic analysis;

12) ideological and philosophical analysis of media and/or media text

(Ideological and Philosophical Analysis of media text) - analysis of the philosophy, ideology of the media agency and / or media text;

13) Identification Analysis of media text - recognition/identification of hidden messages in media texts, since media agencies often offer false and/or simplified solutions to certain political, social and other problems;

14) ethical analysis of media text - analysis of media text from the point of view of the moral position of its author(s) and characters;

15) aesthetic analysis of media text (Aesthetical Analysis of media text)

– analysis of the artistic concept of works of media culture of various types and genres, is closely related to the aesthetic (artistic) theory of media education (aesthetical approach, media as popular arts approach, discriminatory approach), the theoretical basis of which largely coincides with the cultural theory of media education. Aesthetic analysis of media texts helps the audience develop aesthetic/artistic perception and taste, understand the basic laws and language of that part of media texts that is related to art;

16) assessment analysis of media text (Assessment Analysis of media text) –

conclusion about the merits of the phenomenon of media culture and / or media text (in whole or in part) based on personal, moral or formal criteria;

17) Hermeneutic Analysis of media & media text in the Social & Cultural Context - a comprehensive study

the process of interpreting the phenomena of the media sphere and / or media texts, socio-cultural, historical, political and other factors influencing the point of view of the agency / author of the media text and the point of view of the audience. Hermeneutic analysis involves the comprehension of the phenomena of the media sphere and / or media text through comparison with the socio-cultural tradition and reality; penetration into the logic of the phenomena of media culture and/or media text. The subject of analysis of hermeneutic analysis is the media system and its functioning in society, interaction with a person, the language of media and its use. Complexity, interdisciplinarity, integration of the use of this method.

3.2. Creative activity of students in relation to the media: creative (creative tasks on media material: literary imitation, theatrical role-playing, visual imitation), associated with penetration into the laboratory of the creators of works of media culture / media texts, media critical texts, the system of media functioning in society as a whole; projects designed for independent research and practical activities of students on media material; practical exercises related to media activity and media criticism - the real creation of media texts on the material of the press, cinema, video, Internet).

4. Block of technology for preparing future teachers for media education of schoolchildren: using the acquired knowledge and skills in the field of media education and media criticism in the process of student pedagogical practice - in schools, gymnasiums, lyceums, institutions of additional education (aesthetic education centers, clubs in the community), boarding schools, orphanages , summer recreation centers; the main technologies of this work. Practical application of the acquired knowledge on media education and media criticism during current and test classes with schoolchildren (electives, circles, themed mornings and evenings, quizzes, games, etc.) to develop their media competence.

AT As a result of the introduction of this model, students (future teachers) will be able, in our opinion, to effectively develop media competence [Korkonosenko, 2004; Korochensky, 2003; Pocheptsov, 2008; Potter, 2014; Worsnop, 2013]

schoolchildren, relying on the acquired knowledge, synthesizing the foundations of media education and media criticism.

REFERENCES

1. Korkonosenko, S.G. Teaching journalism: professional and mass media education / S.G. Korkonosenko. - St. Petersburg, 2004.

2. Korochensky, A.P. Media criticism in the theory and practice of journalism. Dis. Doctor of Philology / A.P. Korochensky. - St. Petersburg, 2003. - 467 p.

3. Pocheptsov, G.G. Media. Theory of mass communications / G.G. Pocheptsov. - Kyiv: Alterpress, 2008.

4. Potter W.J. Media Literacy. L.A.: Sage, 2014, 452 p.

5. Potter W.J. The Skills of Media Literacy. Sana Barbara: Knowledge Assets, Incorporated, 2014, 226 p.

6. Worsnop, C. Some Thoughts on Assessment in Media Education // The Journal of Media Literacy. 2013. Vol. 60, No. 1-2.

7. Korkonosenko, S.G. Teaching Journalism: professional and mass media education. St. Petersburg, 2004.

8. Korochinsky, A.P. Media criticism in theory and practice of journalism. Ph.D. Dis. St. Petersburg, 2003. 467 p.

9. Pocheptsov, G, G, Media. The theory of mass communication. Kiev: Alterpress, 2008.

10.Potter W.J. Media Literacy. L.A.: Sage, 2014, 452 p.

11.Potter W.J. The Skills of Media Literacy. Sana Barbara: Knowledge Assets, Incorporated, 2014, 226 p.

12. Worsnop, C. Some Thoughts on Assessment in Media Education // The Journal of Media Literacy. 2013. Vol. 60, No. 1-2.

There are two main models of distance education. One, typical of distance learning in Asia, is the open university, which enrolls a very large number of students and teaches exclusively through distance learning methods. These open super-universities are often set up as national institutions funded by public funds.

In another, "two-pronged" model, exemplified by distance education in Australia, New Zealand and Malaysia, learning at a university or college takes place both inside and outside its walls; no distinction is made between distance learning and face-to-face learning in terms of assessment or graduation, and students can move from one form to another. In educational institutions, students can use (and are increasingly using) materials designed for distance learning, including using computers, to supplement or replace the classic lecture and advisory model. Printouts have become the predominant medium of distance learning and are supplemented by audiovisual material (rather than television or radio). Audio teleconferencing (and in some cases videoconferencing) is becoming commonplace.

With any model, the development of distance learning is based on the principle of separation of the educational institution and the student in two directions:

• asynchronous learning (a remote “student”, equipped with a package of information tools, accumulates knowledge, skills, abilities, and the educational institution periodically controls the quantity and quality of their assimilation; according to this form, for example, distance learning in higher education is widespread in Russia);
• synchronous learning (distance learning in the modern sense; a remote “class”, a group, less often an individual student in synchronous interaction with a tutor, a remote information base, a testing device, etc.).

AND ABOUT. Morozov believes that distance learning methods are divided not into two, but into three types: “In practice, three types of distance learning systems are most common: synchronous, asynchronous and mixed.

In synchronous systems, students and teachers participate in the learning process at the same time. Such systems include interactive TV, computer teleconferencing, instructor-led distance learning.

Asynchronous systems do not require the simultaneous participation of students and the teacher. The student himself chooses the time and plan of classes. Such systems include courses based on printed materials, physical electronic media (CDs, audio/video cassettes), e-mail, and Internet/Intranet systems. Mixed systems use elements of both synchronous and asynchronous types of learning.

Distance education is based on the following principles:

1. The principle of humanistic learning.

This principle is decisive in the system of continuous intensive learning and is enhanced in relation to LMS. Its essence lies in the orientation of training and the educational process as a whole to a person, in creating the most favorable conditions for students to master the socially accumulated experience contained in the content of training, mastering their chosen profession, for the development and manifestation of creative individuality, high civic, moral, intellectual qualities, which would provide him with social security, a safe and comfortable existence.

2. The principle of the priority of the pedagogical approach in the design of the educational process in LMS.

The essence of this principle is that the design of LMS must begin with the development of theoretical concepts, the creation of didactic models of those phenomena that are supposed to be realized. The experience of computerization allows us to assert that when the pedagogical side is a priority, the system is more efficient.

3. The principle of pedagogical expediency of using new information technologies.

It requires a pedagogical assessment of the effectiveness of each step in the design and creation of a LMS. Therefore, it is necessary to put in the forefront not the introduction of technology, but the corresponding content of training courses and educational services.

4. The principle of choosing the content of education.

5. The principle of ensuring the security of information circulating in the LMS.

It is necessary to provide, if necessary, organizational and technical methods for the safe and confidential storage, transfer and use of the necessary information, ensuring its security during storage, transfer and use.

6. The principle of the starting level of education.

Effective learning in LMS requires a certain set of knowledge, skills and abilities. For example, for productive learning, a candidate for study must be familiar with the scientific foundations of independent educational work, have certain computer skills, etc.

7. The principle of conformity of learning technologies.

Learning technologies should be adequate to DL models. So, in traditional disciplinary models of education, lectures, seminars and practical classes, simulation or business games, laboratory classes, independent work, industrial practice, term papers and theses, control of knowledge assimilation are used as organizational forms of training (types of classes). In the process of formation of the LMS, new models may appear, which, if necessary, should be included in it. An example of such new models are object-oriented or project-information models. Among the organizational forms of training in these models, computer conferences, teleconferences, information sessions, teleconsultations, project work, etc. will be used.

8. The principle of learning mobility.

It consists in creating information networks, databases and banks of knowledge and data for distance learning, allowing the student to correct or supplement his educational program in the required direction in the absence of appropriate services at the university where he studies. At the same time, it is necessary to preserve informational invariant education, which provides the possibility of moving from university to university to study in related or other areas.

9. The principle of non-antagonism of DL to existing forms of education.

The projected LMS will be able to give the necessary social and economic effect, provided that the information technologies being created and implemented become not an alien element in the traditional system of higher education, but are naturally integrated into it.

Distance education resources primarily include materials placed on the servers of educational portals, on the websites of educational organizations, public, as well as universities and even schools.

The current stage of development of the Russian higher school is characterized by a very intensive interpenetration of the methods of education of the Western school into the Russian one and vice versa. Russia is actively developing large university centers in the image of the leading centers in the US and Europe. The modern stage is characterized by the creation of their branches by leading universities. This dramatically expands the market for educational services and saves money invested in education, but leads to a deterioration in the quality of education, unless adjustments are made to the methods of education.

Possible deterioration in the quality of education is due to the following factors:

• the possible lack of a sufficient number of qualified teaching staff in the branches;
• the impossibility of quickly creating the necessary material educational and laboratory base in the branch;
• the economic inexpediency of deploying complete laboratory complexes and lecture multimedia systems in the branch due to the small number of students;
• the lack of traditions and experience in the branches in setting up and conducting research and educational work and experiments.

The solution to the current problem is possible on the basis of the introduction of distance learning into the field of education based on new information technologies and a modern approach to the creation and functioning of the educational process. The main directions of this approach:

informatization of existing educational and scientific laboratory equipment based on modern tools and technologies;

development of a new generation of educational equipment using computer models, animations and physical modeling of the studied objects, processes and phenomena, focused on solving the following problems: focusing on the physical side of the process under study; reduction of the routine part of the educational process due to the automation of control systems, measurement and processing of results; the laboratory stand should cover a large section of laboratory work of the applied thematic direction; laboratory stands must have a telecommunications system that provides modes of remote and collective use of equipment, integrating laboratory stands into the distance education system;

In addition to the listed educational resources, we will also name the resources of museums, which can rightfully be classified as educational, various types of electronic libraries and encyclopedias, and periodicals.

Among the numerous educational resources on the Internet, we especially note the electronic journal Issues of Internet Education, the resources of the Federation of Internet Education, which will be discussed in more detail below.

INTRODUCTION

Distance learning (DL) is learning at a distance, when the teacher and the student are spatially separated and when all or most of the learning procedures are carried out using modern information and telecommunication technologies.

Distance learning via the Internet is training in which the provision of a significant part of the educational material to students and most of the interaction with the teacher are carried out using technical, software and administrative tools of the global Internet.

A distinctive feature of distance learning is to provide students with the opportunity to acquire the required knowledge themselves, using the developed information resources provided by modern information technologies. Information resources: databases and knowledge, computer, including multimedia, teaching and control systems, video and audio recordings, electronic libraries - together with traditional textbooks and teaching aids create a unique distributed learning environment accessible to a wide audience.

Conducting video and television lectures, round tables, computer video and text conferences, the possibility of frequent, up to daily, consultations with a teacher on computer communications make the interaction of students with teachers even more intense than in the traditional form of education.

Intensive telecommunication interactions between students and with teachers-consultants make it possible to conduct electronic seminars and business games.

FEATURES OF THE DEVELOPMENT OF TRAINING MATERIALS

A complete online learning project consists of: an instructive block, an information block (resource content system), a control block (testing and evaluation mechanism), a communicative block (interactive teaching system) and a control system that combines all this together.

The DL course is not only the text of the lessons itself, but a holistic process, including the search for suitable information in networks, the exchange of letters, both with course teachers and with other students, access to databases, periodic information publications distributed via the Internet.

Distance learning, individualized in its essence, should not, however, exclude the possibility of communication not only with the teacher, but also with other students, cooperation in the process of various kinds of cognitive and creative activities.

The success of distance learning largely depends on the organization of educational material. If the course is truly for learning, i.e. for the interaction of a teacher and a student, then, accordingly, the requirements for the organization of such a course, the principles of selection and organization, structuring of the material will be determined by the features of this interaction. If the course is intended for self-education (and the overwhelming majority of such courses are on Internet servers), then the selection of material and its structuring and organization will be significantly different. In this case, we are talking about learning, i.e. about the interaction of the teacher and students, therefore, the requirements for the organization of such courses should be determined by the characteristics of the interaction between the teacher and the student in a telecommunications network. At the same time, it is necessary to take into account, on the one hand, the general didactic principles for creating training courses, the requirements dictated by the psychological characteristics of the perception of information from the screen and on a printed basis (since any text can be printed on paper using a printer), ergonomic requirements, and on the other hand, maximum use the opportunities that provide us with the software of the telecommunications network and modern information technologies.

When creating a distance learning course, it is important to take into account the characteristics of the target group for which this course is being created and choose a distance learning methodology, taking into account the characteristics of the technical support of the student.

The effectiveness of any type of distance learning depends on four components:

a) effective interaction between the teacher and the student, despite the fact that they are physically separated by distance;

b) the pedagogical technologies used in this case;

c) the effectiveness of the developed methodological materials and methods of their delivery;

d) feedback effectiveness.

In other words, the effectiveness of distance learning depends on the quality of the materials used (training courses) and the skill of the teachers involved in this process. Therefore, the pedagogical, meaningful organization of distance learning (both at the design stage of the course and in the process of its use) is a priority. Hence the importance of the conceptual pedagogical provisions on which it is supposed to build a modern distance learning course. Briefly, they can be summarized as follows:

1. At the center of the learning process is the independent cognitive activity of the student (learning, not teaching).

2. It is important that the trainee learns to independently acquire knowledge, using a variety of sources of information; he knew how to work with this information using various methods of cognitive activity and at the same time had the opportunity to work at a time convenient for him.

3. Self-acquisition of knowledge should not be passive, on the contrary, the student from the very beginning should be involved in active cognitive activity, not limited to mastering knowledge, but certainly providing for their application to solve various problems of the surrounding reality.

4. The organization of independent (individual or group) activities of students in the network involves the use of the latest pedagogical technologies that are adequate to the specifics of this form of education, stimulating the disclosure of the internal reserves of each student and at the same time contributing to the formation of social qualities of the individual. The most successful in this respect are learning in collaboration (to enhance the cognitive activity of each student in networks), the method of projects (for the creative integrated application of the acquired knowledge), research, problem methods.

5. Distance learning provides for active interaction both with the teacher - the coordinator of the course, and with other partners, cooperation in the process of various kinds of cognitive and creative activities. The problems of socialization are very relevant in distance learning.

6. The control system should be systematic and based both on the basis of operational feedback (provided for in the structure of the educational material, prompt contact with the teacher or course consultant at any time convenient for the student), automatic control (through testing systems) and delayed control ( e.g. in face-to-face testing).

When creating DL courses, the following requirements must be taken into account:

Motivation. Motivation is a necessary component of learning, which must be maintained throughout the learning process. Of great importance is a clearly defined goal that is set for the student. Motivation quickly declines if the level of tasks assigned does not correspond to the level of the student's preparation.

Setting a learning goal. A student from the very beginning of working at a computer should know what is required of him. Learning objectives should be clearly and clearly stated in the program.

Creation of prerequisites for the perception of educational material. To create the prerequisites for the perception of educational material, auxiliary materials (guidelines for students) that are included in the finished package or prepared by the teacher himself can be useful. Preliminary testing is possible.

Submission of educational material. The strategy for presenting the material is determined depending on the educational tasks being solved. An important problem is the design of the frames supplied to the display screen. Known principles of readability must be used.

Feedback. This criterion is of key importance for the trainee, less - in the testing program, more - in the simulator. The computer is able to provide feedback, and this help can be individual.

Grade. In the course of working with a computer, students should know how they cope with the educational material. However, it is preferable not to report the number of incorrect answers until the final tally. Most students tend to stimulate a small number of remaining tasks, a large number of completed tasks stimulate less. The most important thing in a distance course is the organization of communications "student - teacher - students". For these purposes, it is recommended to organize the work of students in projects or "learning in cooperation", discussions.

When creating DL courses, hypertext technologies and multimedia tools are widely used. The use of hyperlinks leads to a non-linear structure of the course, to the ability for the learner to navigate according to his own learning strategy throughout the text of the course. Hypertext - the ability to create "live", interactive educational material, provided with links between different parts of the material. The possibilities of hypertext give the teacher the opportunity to divide the material into a large number of fragments, connecting them with hyperlinks into logical chains. The next step here may be to create "own" textbooks based on the same material for each student, depending on his level of knowledge. Hyperlinks allow you to access

It is important to emphasize that the quality of education does not improve simply by giving students access to new technologies. Quality depends on methods by which these technologies are used in the educational process.

No less effective is the use of other Internet services in education: e-mail, Internet conferences and educational forums are excellent means of discussing educational material and mutual assistance to students. But practice shows that without the teacher's control, they are either used for conversations or not used at all.

Like any technical innovation, each of the Internet services, from e-mail to the WWW, has its own niche of optimal application in the educational process. And this niche has its limits. Perhaps one of the most important decisions when creating a web course is measure to what extent it can supplement or replace the face-to-face course, to what extent it can and should take advantage of other forms of education.

Modern DL courses are distinguished by a concise, abstract presentation of the material, make it unnecessary to read the material continuously, allow you to build the learning process depending on the level of preparation, the speed of assimilation of the material, the interests of the student, etc.

When developing distance courses, the following aspects should be taken into account:

Distribute all material into known steps and small finished parts; - indicate at each step separate parts of the subsequent material and, without allowing significant breaks, cite separate data from it in order to arouse the student's curiosity, without, however, fully satisfying it; - distribute and arrange the material in such a way that, wherever possible, at the next stage, when learning a new one, the previous one is repeated again.

It is necessary that the material captures, captivates the student. The use of a variety of graphics, animation and simulation should help increase the attractiveness of distance courses

The DL course should be divided into relatively small, logically closed parts (sections). Hypertext allows you to break the text of the section into smaller structural units - lessons. Each section should have a heading, and the section's activities should have subheadings.

The distance learning course is developed on a modular basis: each module is a standard educational product that includes a clearly defined amount of knowledge and skills intended for study over a certain period of time, or a credit unit, the quality of work with which is fixed by term papers and tests, as well as test, test and examination tools.

Programs that are used in distance learning can conditionally be divided into three groups:

1. Programs that allow you to see, hear the student / students, exchange educational files with the student / students, quick messages. These include programs: iChat, Skype, OppenMeetings.
2. Programs that allow you to see / work with the student's screen remotely. These include Remote Desktop, TeamViewer, Skype (only presentation mode), iChat (with video conferencing replacement), OppenMeetings (not in all versions of operating systems).
3. Opportunities that allow the teacher / teachers and the student / students to work in a single information space. This is the school's email and website.

A hotlist is a list of links compiled by the teacher containing addresses of sites on the topic being studied. The use of a thematic list allows students to save time, which they spend searching for the necessary material on the Internet. The second advantage of this technique is that students can choose from the proposed sites in which, in their opinion, the material is most fully and clearly presented. In the process of work, the hotlist can be easily supplemented, which is also an advantage of this method.

Techniques for organizing educational work using remote resources

Currently, variable types of educational work using Internet resources have become widespread. Let us give examples of their practical implementation in the classroom with schoolchildren.

1. Thematic list (Hotlist)

A hotlist is a list of links compiled by the teacher containing addresses of sites on the topic being studied. The use of a thematic list allows students to save time, which they spend searching for the necessary material on the Internet. The second advantage of this technique is that students can choose from the proposed sites in which, in their opinion, the material is most fully and clearly presented. In the process of work, the hotlist can be easily supplemented, which is also an advantage of this method. An example of working with a hotlist in the lessons "Environmental disasters and environmental expertise", 11th grade.

• Get a hotlist using keywords.

• Study the information provided on the web pages.
• Make a list of links to web pages that, in your opinion, most fully cover the content of this topic.
• Give a brief written summary of the information presented on selected web pages.