Research: e-learning in European universities. The introduction of e-learning and distance learning technologies at the Pedagogical University The use of e-learning in pre-university training

• ELearning
• REMOTE 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. The design of the information model of the department, as a pedagogical subsystem of a pedagogical university, includes: disclosing the essence, structure, components and their components of the pedagogical system.

• Further training of scientific and pedagogical workers in the field of e-learning
• Networking 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 personality of a future graduate specialist
• Pedagogical design of educational institution activity in the conditions of network interaction

The formation of the stages of development and implementation of e-learning at a pedagogical university is due to the expansion of the capabilities and service of providing educational services to students, as well as the use of a system of flexible continuing education, conducting classes in synchronous and asynchronous modes. The inclusion in the pedagogical process of elements of distance educational technologies is necessary for the development of areas: undergraduate, graduate, postgraduate studies, as well as retraining and advanced training programs. The main feature of flexible training modes is that they do not so strictly regulate the time and space framework for conducting classes and communication between teachers and students, as in traditional teaching. This allows you to build curricula taking into account the flexibility of planning training time.

The design of educational models of the pedagogical system is based on the classical principles of pedagogy: integrity, nature, culture and sociability. 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. Clarin, E.I. Mashbits, V.E. Radionov, Yu.G. Tatur, V.Z. Yusupov et al., Analysis of the relevant literature makes it possible to comprehensively consider the design of 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 are of a dual nature, have the ability to self-organize. In this regard, pedagogical design is built as an intellectual, value, informational determination of conditions, able to guide the development of convertible objects. "

On the basis of pedagogical design, a pedagogical approach is highlighted, which puts the pedagogical process as such, the conditions for its effectiveness, possible forms of interaction between the subjects of this process, strategies and tactics of decision-making on the implementation of the process, the regulation of educational services and the assessment of their quality. “The indicated perspectives of designing in the field of education are not strictly delimited. All of them merge in their final destination: to create a regulatory basis for the functioning of the educational system, to provide value and information support for the educational process unfolding in this system, to anticipate the quality of educational services and their possible impact on the formation of a person” .

The pedagogical design of the educational process is characterized by pedagogical activities in the framework of multifunctional activities. To more fully reflect the characteristics of activity, we will be based on the methodological justification of this category of E.G. Yudin, "activity is a specifically human form of active attitude to the world around us, the content of which is the appropriate change and transformation of this world based on the development and development of existing forms of culture." E.G. Yudin identifies five different functions to the concept of activity:

1. activity as an explanatory principle;
2. activity as a subject of objective scientific study;
3. activity as a subject of management;
4. activity as a subject of design;
5. 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 arise far from simultaneously. In this work, we will consider the activities of building a training course at a pedagogical university using distance learning technologies based on the second function of activity — as the subject of an objective scientific study.

The main innovations that affect the forms and methods of the educational process are systems that accelerate the generation of educational materials (processing and editing documents); improvement in the field of information storage and retrieval; preparation of training materials (using distance learning technologies) and their distribution; communication activities. Thus, an important pedagogical condition is the presentation of information, taking into account modern requirements for the organization of the educational process.

The modern educational process at the university includes various components, both informative and organizational in nature, which imposes certain requirements for its implementation. Based on the Law on Education “Article 16. Clause 1. E-learning is understood as the organization of educational activities using the information contained in the databases and used in the implementation of educational programs and providing information processing, technical equipment, as well as information and telecommunication networks providing transmission of the specified information over communication lines, the interaction of students and teachers ”, the organizational component, the implementation corresponding component - the "interaction".

The main purpose of creating training courses using distance learning technologies at the university is to post quality educational information for study, teaching and access to it. The content, structure, and the main provisions of its presentation should provide a solution to the current professional tasks of teachers, create discussions in a dialogue mode, and provide easy access to this information for the end user. Relying on paragraph 1 of Article 16 of the Law on Education: “Remote educational technologies are understood to be educational technologies that are 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, a new type of social relationship appears, which involves a faster and better exchange of the latest pedagogical developments, their implementation in practice.

Based on the experience of leading scientists and their 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 staff, increasing the level of teachers' mobility and students.

The implementation of e-learning in the university is carried out through the activities of the departments. Designing an information model of the department, as a pedagogical subsystem, includes: disclosing 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 the information model of the pedagogical system is defined as a combination of the background and pedagogical information on the state, functioning and development of the pedagogical system object and its subsystems, organized in accordance with pedagogical principles and taken in their relationship.

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 educational technologies:

• principle of a systematic approach to organizing an information model;
• the principle of social conformity of targeting;
• the principle of nature conformity, based on the account of the psychophysiological and psychological characteristics of teachers, involves the creation and functioning of an information model of the department’s activity in the mode of greatest correspondence to the natural mechanisms of knowledge acquisition 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;
• the principle of development of the department’s information activity involves constant and timely updating of educational information within the framework of the created model (e-learning based on the use of distance educational technologies);
• the principle of information interaction and cooperation through electronic educational networks means the widespread use of telecommunications to solve pedagogical problems, to improve skills and exchange experience between teachers, to use world information resources;
• the principle of accounting for sanitary and hygienic and ergonomic norms means accounting for the creation and development of the material base of the department, as well as for the organization of its functioning of existing sanitary and hygienic norms and rules.

The information model of the university department's activities implements the following goals: study of the object (activity of the university department); predicting the reaction of an object to various external influences; object optimization (scientifically based selection and implementation of the best option for the educational activity of the department for the given conditions, from the point of view of achieving the goals and objectives).

Materials on all activities of the department are reflected using the electronic representation of the 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 department of a pedagogical university is carried out using the 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 the bank of pedagogical information, priority should be established for the forms and methods of presentation and content of information formed by the information need.

The introduction and development of e-learning at a pedagogical university is a promising component of the university department and includes various components, both informative and organizational, and, accordingly, imposes certain requirements for its implementation. The quality and success of the use of distance learning technologies largely depends on the organization of the educational process. Therefore, when creating distance learning courses, an important role is played, firstly, by knowing the features of distance learning that determine the specifics of distance learning courses, secondly, by choosing the right distance learning system, thirdly, by knowing the fundamentals of pedagogical design, in accordance with which one or another is built course.

List of references

1. Bespalko V.P., Components of pedagogical technology. - M.: Pedagogy, 1989. - 192 p.
2. Dronova EN, Using the google docs service to organize a group of work using the example of the “introduction to databases” class // Modern Technique and Technologies. - 2015. - No. 4 (44). - S.76-83.
3. Imakaev VR, Features of modeling in pedagogical design (based on the formation of innovative schools in the Perm region): Diss. ... cand. ped sciences. - M., 1997 .-- 154s.
4. Kosheva D.P., Use of technology for sharing electronic documents in the educational process // E-learning at a university and school / Materials of a network international scientific and practical conference. - St. Petersburg: Asterion, 2014 .-- S.166-168.
5. Kosheva D.P., E-learning in a university as a factor of priority in education // Pedagogical education in Altai. - 2015. - No. 1. - S. 107-111.
6. Kirkolup E.R., Use of the Moodle distance learning system when working with students in lessons and extracurricular hours // Psychodidactics of higher and secondary education. Barnaul - 2014 .-- S.245-247.
7. Popov S.M., School Informatization Model: Theoretical Concept and Implementation Technique: Diss. ... cand. ped sciences. - SPb., 1997 .-- 174 p.
8. Radionov V.E., Theoretical Foundations of Pedagogical Design: Diss. ... dr ped. sciences. - SPb., 1996. - 320s.
9. Sovetov B.Ya., Yakovlev S.A., Modeling systems: Textbook. for universities. - M .: Higher. school., 1998 .-- 319s.
10. Tevs D.P., Information model of the department of a higher pedagogical educational institution // Pedagogical Informatics. -1997. –№2.– P.76.
11. Tevs D.P., Information and pedagogical model of the department of a pedagogical university: Diss. ... cand. ped sciences. - Barnaul, 2000 .-- 160s.
12. Yudin E.G., Methodology of science. Consistency. Activity - M.: Editorial URSS, 1997 .-- 444 p.
13. Federal Law on Education in the Russian Federation dated December 29, 2012 No. 273 [Electronic Resource] / Ministry of Education and Science of the Russian Federation. - Access mode: http: //minobrnauki.rf/documents/2974 (accessed: 02/05/2016).

“The introduction of e-learning into the educational process: problems, prospects”

At present, the objective process of informatization of all spheres of human activity has led to a new social formation called the information society. Classical pedagogy, starting with Y. Komensky, became inadequate to the information society and therefore it took the development of a new paradigm, new approaches to education. Attitudes such as: education for social production have become clearly unsuitable; teaching in youth, as a reserve for life; the teacher transfers knowledge and stands above the student; stable structure of educational disciplines and forms of organization of the educational process with a focus on classroom studies; the book as the main means of learning. It was urgently necessary to form a new pedagogy. Simply classical pedagogy, together with its branches, was reborn as a living creature and turned into electronic pedagogy under the conditions of informatization of education. The old dies away and the new evolutionarily takes its place. The term “e-pedagogy” should not be cut open because concepts such as e-government, e-commerce, e-business and other “electronic structures” have long taken root.

E-pedagogy still exists, whether we want it or not.The school is a site that not only cannot be lagging behind, but also simply must be ahead, including in the field of using modern information technologies.

TermE-learning   This is an abbreviation for the English phrase Electronic Learning. This is an e-learning system. UNESCO specialists define the termE-learning   as follows: "learning through the Internet and multimedia"E-learning is a set of tools with 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”, “connected”, “online”, “on-air”, “being connected”, off-line training - “disconnected from the network” Thus, everything that is "offline" -it's off the internet , but "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 support system for 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 - an open society, in connection with the rapid development of the Internet. What will be new in a modernized society:

Book - E-book

Whiteboard - Interactive Whiteboard

School desk - interactive school 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 - electronic teacher

School bulletin board school site

Personal Achievement Folder - Electronic Portfolio

“Technology is changing almost every day. Therefore, we need people who have broad universal ability to solve problems, no matter how difficult it may be, ”-  said Bill Gates.

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, sites, publications,written and developed for teachers and teachers.

 A huge number of various IT courses offer their services to teachers.

 New equipment is delivered to the school (computers, projectors, interactive whiteboards).

But, unfortunately, we have to admit thatwork not everyone can do this equipment .- Teachers are often fond of presentations, it comes down to compulsory accompaniment of a lesson or extra-curricular event with picture-slides, often even unformatted, of poor quality, overloaded with animation or sound effects. The situation is not better with the use of media resources.The teacher needs the ability to “change”, “correct”, “correct” an existing product, or even create your own, copyright. And just then the use of information and communication technologies opens up unlimited possibilities.BUT only for those who really own ICT !!!

It is believed that

 computer science teachers and staff of the educational institution 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 specific teaching aids and developments, 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, the business will not move off the ground. Nobody owes us anything!

A computer is just a tool, the use of which should organically fit into the training system, to help achieve the goals and objectives of the lesson.

Until the subject teacher realizes the need for independent study of the basics of computer literacy, and does not begin to study and use them, he will not learn to master this tool at the proper level.

Each teacher does not have 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 competency 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 necessary buttons”, knowledge of the existence of computer networks (including the Internet).  ICT competency - Not onlyuse of various information tools (ICT literacy), but also their effective application in pedagogical activity.

An approximate list of the content of the ICT competence of the teacher:

 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.

 To be able to find, evaluate, select and demonstrate information from the Center (for example, use the materials of electronic textbooks and other manuals on discs and on the Internet) in accordance with the assigned educational tasks.

 Install the program you are using on a demonstration computer, use projection techniques, and own techniques for creating your own electronic didactic material.

 To be able to choose and use software (text and spreadsheets, programs for creating booklets, websites, presentation programs (PowerPoint, Flash)) for the optimal presentation of various kinds of materials necessary for the educational process:

omaterials for the lesson,

othematic planning

omonitoring in their subject,

ovarious reports on the subject,

oanalysis of the learning process, etc.

 To 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 useful for conducting lessons on a given topic.

 Be able to create a digital personal portfolio and student portfolio.

 To be able to correctly choose the form of transmitting information to students, parents, colleagues, school administration:

o  school network

o  Email,

o  social network (Diary.ru, ...),

o  site (site section),

o  forum,

o  a blog (online journal or event diary),

 Organize the work of students in the framework of network communication projects (olympiads, contests, quizzes ...), remotely support the educational process (if necessary).

Thus, one cannot do without professional growth in the development of information and communication technologies and the desire to apply them in the educational process!

Pros and cons of electronic education.

I constantly think about the limitations of e-learning. The enemy must be known in person. 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, through glossaries, electronic libraries, and bibliographies. The textbook retains its place as the main tool that supports schooling, but the scope of its use is expanding, as new technologies provide a greater range of possibilities and allow more focused consideration of both the specific requirements of the teacher and the needs of students. In reality, the teacher’s responsibility for the result of education is greatly enhanced, despite the use of technical and multimedia tools.

2. Enhancing the flexibility of education

There is an opportunity to study at home without a tight time frame. The educational platform makes it easier and more effective to manage the independent work of students. In the hands of a teacher, e-education is a tool with which it is easier to take into account the different levels of training, academic performance and motivation of students.

3.Training using information technology

The rapid depreciation of information in modern conditions poses the challenge for the educational institution: not only to give the student knowledge, but also to develop the ability and ability to learn independently and prepare for life, where study in one form or another will be constantly present. Currently, without the use of e-learning elements, it is inconceivable to independently seek resources, set and consistently achieve learning goals.

4. The need for ownership of modern technology

Communication with a computer becomes the same civilizational achievement as the ability to read and write. New demands on the labor market, such as collaborative project work at a distance or instant information retrieval, cannot be carried out without a computer.

5. Increasing the motivation of students, increasing the effectiveness of training.

Multimedia presentations attract schoolchildren, and game forms make it possible from an early age to intuitively and without complexes master information technologies where adults are embarrassed by their mistakes.

6. The ability to define criteria for assessing knowledge   - In e-learning, it is possible to set clear criteria by which the knowledge acquired by students in the learning process is evaluated.

7.Mobile and effective implementation of the relationship between the student and teacher allows the most successful process of learning.

What is the main limitation of e-learning - lack of personal communication between teachers and students.

E-learning is recognized as one of the most advanced forms of education today, which is being dynamically implemented in the educational systems of many countries of the world. E-learning - these methods and technologies are very developed and advanced, with a lot of opportunities, 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 in which they appreciate the benefits of new technologies and strive for professional growth. As a rule, if such a situation arises, e-education is rapidly gaining momentum and after some time it is difficult to even imagine that it is possible to organize and conduct the educational process without computer technology.

The new law on education gives Russian schools the right to fully switch to electronic textbooks. Library funds are turning into a kind of media centers (electronic school libraries), staffed with electronic educational publications and manuals. Electronic textbooks (ES) and electronic educational resources (ESM) are becoming one of the main components of the school information educational environment.

Effective organization of the educational process using EI requires the participants to master new competencies and their active use in conjunction with modern forms and methods of training.

In the wake of mass testing of the use of EU, not everyone clearly understands how to get the best result. What to look for in order to feel not only the economic benefits of replacing paper textbooks, the significant difference in the weight of the portfolio and the very fact of the presence of ES in the classroom, but also in a new way to organize the educational process based on teaching and learning of 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 narration will be made with emphasis on the applied nature of projects, i.e. their implementation at the school level.

So. Important elements of the implementation of EU iscomplexity and consistency  project approach and orientationon all participants  educational process of the school. To simplify, two vectors of work on ES implementation projects can be distinguished:

Analysis of competencies required by all project participants and the selection of work models for a 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 supporting and developing the project.

In this article, we propose to consider both of these vectors.

  1.1 Competencies and professional development options
  1.2 ICT-oriented educational methods

2.1 The main stages of the project for the implementation of ES in the school
  2.2 Basic school infrastructure and software requirements
  2.3 Conditions for high project efficiency
  2.4 Recommended equipment for teachers and students
  2.5 Monitoring
  2.6 Support and development of ES implementation projects
3. Used sources
4. Authors

5. Electronic textbooks at school (Video)

1. Competencies of participants in the implementation of the project of electronic textbooks and models of work

1.1 Competencies and options for professional developmenti

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 given to the school administration, which decides how the project will be implemented and provides all the necessary resources to start it.

The participants fully involved in all stages of the implementation and use of ES include:1) technical specialists 2) library workers 3) teachers.

In most ICT projects, the initial stage of implementation is ICT training for 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 carry out a number of tasks related to the organization of the process of using various ES and ESM on the scale of individual classes or schools.

Their competencies include:

Installation and management of distribution software for devices on devices with different software platforms;

Organization of a system of access to ES and ESM on the server and user administration;

Support for server and LAN performance;

Installation of updates and additional software necessary for the operation of ES;

Work with educational process management systems in the IOS class and school;

The ability to diagnose technical problems when using various types of electronic devices and solve them.

Educators and librarians  who work directly with students, in addition to the basic basic ICT competencies, which they must possess by default, additional skills are needed related precisely to their role at the stage of introducing ES into schools.

Core competencies  include:

Basic computer literacy, i.e. knowledge of office applications (text editors, spreadsheets, presentation preparation programs, etc.)

Proficiency in organizing personal information space and the graphical interface of the operating system

Mastery of basic Internet services and technologies

Proficiency in the preparation of teaching materials and working documents using office technology

Additional competencies  are a requirement of the time. In connection with the entry into force on September 1, 2013 of the new No. 273-ФЗ dated December 29, 2012 “On Education in the Russian Federation”, the requirements for the ICT competence of librarians are changing in connection with the introduction of new forms of maintaining library catalogs, library records, and communication with readers .

Library workers  within the framework of school projects, they can solve the problems of distributing ES to students' computers, advising them on the use of ES, the rules for working with them, the timing of their performance, etc.

In addition, their skills should include:

Possession of legal aspects of using information resources of the Internet in education;

Transformation and presentation of information in an effective solution; specific tasks, compiling your own material from available sources;

Formation of your own digital portfolio;

Skills of work in the virtual information space;

Administration of EU funds and work with electronic catalogs;

Using various applications and software products to automate your workplace.

A fairly extensive amount of skills for workers who have been in the shade for some time. Moreover, the programs of their professional development on the use of ICT in their activities have not been given sufficient attention for a long time.

Scroll additional competencies of teachers  even wider. The teacher must also be able to work with ES and the various resources that they contain, master the technologies and working methods associated with the use of ES, be guided by the changing conditions of the educational environment.

The approximate list of the contents of the teacher’s competence includes the following skills:

Effective navigation and organization of an effective search for resources and information in the EA adding bookmarks

Work in the mode of interactive interaction with the components of the EA (workbooks, interactive tasks, tests, etc.

Work with demos and multimedia objects

Saving job fragments and necessary resources

Use of tools for accumulating additional resources in the environment of ES, if it (the environment) allows it;

Development of resources for a lesson in an interactive multimedia modeling environment (if available in an ES).

In addition, the teacher should be able to:

Plan and organize training in the model “1 student: 1 computer, because students work with ES individually on their device;

Use classroom management systems;

Own methods and techniques of modern pedagogical technologies (blended learning, distance learning, project approach, etc.).

1.2 ICT-oriented educational methods

Trends in the development of modern educational technologies are relevant and fit well into the projects of implementing ES, emphasizing their advantages and giving the possibility of expanding them with additional educational resources. Examples of such technologies that can be used in conjunction with projects for the implementation of ES are:

Mobile training "1 student: 1 computer". It makes it possible to access electronic textbooks for students on their individual personal devices;

Distance learning. Allows you to organize remote interaction between teacher and student in solving educational problems;

Blended learning. Allows you to combine the process of full-time instruction in the classroom with online learning, which is most suitable for the use of ES, including the inverted class model. The inverted class 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;

Using learning management systems  (LMS), providing the teacher with the opportunity to effectively organize classroom instruction. For example, a class management system from Intel® Education Software;

Cloud technologies. Pupils and teachers use various network services that are part of the school’s IOS. Using cloud services in schools allows solving licensed software tasks, organizing personal environments of 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 components of IOS, as learning management systems and educational content management, can additionally provide:

The management of the educational process through the interaction of mobile devices of students and teachers, as well as with other teaching tools based on ICT;

The organization of individual support for each student based on information about the results of his advancement on educational material;

Organization of network interaction of participants for the formation of educational cooperation skills, 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 possibility of using it without an Internet connection, especially while simultaneously working individually with each student in the classroom. The ABC distribution system 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 control unit is automatically updated, and the results of tests and tests 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 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 project support and development.

Given that the project for the implementation of ES requires the active involvement of all participants, careful preparation and planning is necessary, and all stages of its implementation should be clearly agreed, 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;

the formation of a working group on the implementation of EU;

assessment of the degree of readiness of teachers for the use of ES and new approaches to learning;

selection of teachers, students and models of using ES;

development of organizational and methodological documentation of the project;

a comprehensive solution to equip 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 a plan of implementation in the short, medium and long term.

In terms of implementation, it is imperative to provide for:

conducting an orientation seminar with the OS team;

the organization of teacher training in continuing education programs on the use of ES in the learning model "1 student-1 computer";

conducting informational and methodological seminars during the implementation of the project;

conducting open events and lessons using ES;

the organization of teacher training for educational 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 contents of the teacher’s competence specified 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 competencies of teachers;

summing up the implementation project and dissemination (replication) of experience.

  2.2 Basic school infrastructure and software requirements

For successful project implementation identifiedbasic requirements for infrastructure and software (software) at school:

The presence of an educational information environment;

The presence of an information and library center with work 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;

A sufficient level of ICT equipment (a sufficient number of multimedia projectors and / or interactive whiteboards, a broadband communication channel, a wireless network);

The presence 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);

Software Availability:

A line of electronic textbooks in various subjects

Distribution Systems “ABC”   to obtain content and the natural integration of the electronic library in the educational process of teachers and students, to 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 publishers regarding the acquisition of electronic content and ensures the rational use and control of educational institutions.

Learning management systems in the classroom - allowing the teacher to use an electronic textbook, monitor the learning process, organize individual, group and frontal work, simultaneously diagnose the learning of teaching material and much more.

Whatever complex is chosen from the forms and models of instruction, ES is primarily an individual digital instrument of a student in any lesson. Therefore, with the introduction of ES, the model of mobile learning “1 student: 1 computer” automatically forms the basis of the entire educational process.

Moreover, for the teacher, ES in the lesson is a modern educational tool that allows not only to increase the motivation of learning, but also to contribute to a high level of learning. When using EI and any additional ESM, this opportunity appears when there is a class management system, which was discussed above. Using this system allows the teacher, while at his workplace, to quickly interact not only with the whole class, but also individually with each student: observe the work, receive feedback, provide assistance to the student, managing the work table of the child’s device. The teacher can use it to create their own tests, organize the testing process during the lesson with the ability to visualize the results of the test by students. Also, the teacher has the opportunity at any time in the lesson to block work with the computer of a particular student (which becomes extremely important if each of his personal media has ES), if the student engages in non-lesson activities on the computer or to focus his attention on his explanation.

2.3 Conditions for high project efficiency

Project effectiveness   will be much higherat   followingconditions:

Readiness of the school for the introduction of 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 and so on;

The interest of the school administration and teachers in participating in the project;

Mandatory availability of basic core ICT competencies for all participants.

Depending on the degree of readiness of the teaching staff of the school to use EE and new approaches to teaching, it is necessary to think through the learning paths of the project participants.

It is no secret that in order to organize training 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 wide opportunities for professional development, the educational initiatives of which allow you to master new competencies, modern pedagogical technologies and techniques. Training is available in educational programs.Intel® Learning for the Future  "And “Learning with Intel®,”   and distance learning courses.

A variety of portal tools are also available to teachers.Educational Galaxy Intel® such as annual practice-oriented online conferences, the exchange of experience between beginners, fellow innovators and community experts, distance learning courses for professional development:

“Methodological aspects of the organization of educational activities with electronic textbooks in innovative learning models”;

"Educational environment 1 student: 1 computer";

“The use of classroom management systems when working in an open educational environment”;

Project method;

Assessment methods in the class of the 21st century;

Methods of cooperation in the class of the 21st century;

Model “1 student: 1 computer”: student motivation.

2.4 Recommended equipment for teachers and students

When solving technical equipment issues, only mobile devices (EU carriers) should be considered, which today are the most promising for reproducing EU devices. 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, as they have proven their effectiveness in practice.

Teacher Solutions:

Performance laptop and ultrabook, including 2-in-1 transformer systems with the Windows operating system;

All in One desktop computer  (All in One) in the classroom, subject to the availability or open access of the teacher to the laptop for flexible work in extracurricular activities, as well as preparation for the lesson at home or at school;

The presence of Windows OS allows the teacher to work with EI and other materials in the familiar interface.

Student Solutions:

School Transformer Computer  Intel® classmate PC with rotary touch screen;

School Tablet - 2-in-1 Transformer with detachable keyboard (Intel® Education 2-in-1);

Laptops and UltrabooksIncluding 2-in-1 Transformer Systems under Intel® Education Solutions;

Intel® Education Tablets  running Android OS. But it must be remembered that the lack of a full keyboard on any tablet can limit the activity of students in performing certain tasks in accordance with the Federal State Educational Standard;

Distribution System License  to receive and work with EU.

The list of mobile devices is presented taking into account the developed recommendations of the FIRO on the results of testing electronic textbooks in secondary schools of the Russian Federation, where the need for multifunctional capabilities of mobile devices-carriers of electronic devices was confirmed at the software and hardware levels.

2.5 Monitoring

Monitoring organization   It is extremely important for the implementation of the project, since timely examination and evaluation of the results allows you to organize 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 to determine the impact of the use of ES on the educational results of students, but also to organize a systematic monitoring of research results for 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 diversity of activities when using ES in a lesson or after-school activities;

Influence on the level of competence and motivation of students using mixed learning models, additional services and tools;

Monitoring the development of teacher competencies in the active learning of students (growth in teacher self-esteem, growth in the authority of a teacher or his facilitative qualities, etc.);

Evaluation of the effectiveness of the use of EU from a methodological point of view, etc.

2.6 Support and development of ES implementation projects

Maintenance of the project for the implementation of ES is one of the important components of the success of this process. It begins at the start-up phase, from the preparatory stage of the educational institution, with the advanced training of teachers and continues until the stage of replication of project results. This is a rather lengthy process, covering various categories of project participants. At the same time, at the support stage, the following components can be distinguished:

The use of ES in the educational process of the school: in this case, special attention will be paid to issues of access to ES and the effective use of its capabilities. Indeed, the introduction of ES in the information and educational environment of the school allows you to improve the quality of use of electronic educational resources, to make the learning process not only personality-oriented, but also active.

The use of ES in teacher’s teaching practice: special attention when organizing support for the implementation of this component should be given to teachers' advanced training in the use of ES in the educational process, which allows teachers to reach a new level in the use of information and communication technologies, implement new educational standards, and learn 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 a school largely depends on the model that OS chooses for itself. And here we can distinguish the following options:

implementation of class-based ES , in this case, the school chooses one experimental class in whichon all subjects  Used by ES with all interactive applications. To work effectively in this model, it is necessary to have a team of subject teachers ready to introduce and use modern educational technologies working in the experimental class

implementation of EU based on subject  involves the use of electronic textbooks in the study of a specific subjectin different educational parallels. To implement this direction, it is necessary to determine the work of the school methodological association of subject teachers, who will be able to develop and implement a plan for using ES in lessons.

Accompanied by this direction, special attention may be paid to the development of a plan for introducing 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 educational information 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 OS infrastructure for the implementation of ES in the school’s IOS, to determine the minimum and maximum requirements for material and technical equipment, to develop a program for the introduction and development of a project for using ES throughout the school.

Use of EI by school students: The use of ES in the educational process allows you to build an individual development path for each student, which allows you to master the educational material with 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, skills to work with electronic content, and the ability to perform 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 a school, it is necessary to highlight the following key stages:

Questioning   both at the start of the implementation project, and in the process, as well as the results of the project. Questioning is necessary to carry outamong educators , at the start, to assess the level of readiness of teachers for the use of ES in their lessons, as well as during the project to determine the necessary and sufficient volume of the proposed tasks, the accessibility and ease of use of ES, to identify further prospects for using ES in the educational process of the school. Questioningamong students   It should demonstrate how convenient ES is in using, evaluate their impact on the level and quality of development of the studied material. Questioningthe administration   schools will assess the readiness of the school infrastructure, personnel and material potential necessary for the introduction of ES at the start of the project, as well as the effectiveness of the integrated use of ES in the educational institution according to the results of the project.

Organization and conducting distance training workshops  for various categories of participants in the project of implementation of ES. After determining the level of readiness of the teaching staff of the educational institution to implement the use of ES in the information and educational environment of the school, a list of courses is recommended that are recommended for study by various categories of project participants: technical specialists, library workers, and teachers. This list can be adjusted, changed, supplemented during the project in accordance with the needs and orders of the school's pilot team.

To share experience   among schools introducing ES in the educational process, improving the quality and effectiveness of lessons conducted using ES, it is possiblenetwork contests various levels (regional, all-Russian). Within the framework of the competitions, lesson summaries, interesting techniques for using ES in various subject lessons, secrets that enhance the quality of training and students' motivation when working with ES can be presented.

With the implementation of the project on the use of ES in several schools in the region, it is possibleformation of a team of regional coordinatorswho can provide timely methodological assistance and support to all project participants.

Throughout the implementation of the project for the implementation of the use of electricity, it is necessary to organizebuilding a base of best practices, in which the most interesting and successful examples of the use of ES in the educational process of the school will be placed.

The key to the successful implementation of the project of electronic textbooks in the school is the joint efforts of all participants in the educational process, strict adherence to the stages of preparation and implementation of the project and the continuous professional development of all participants in the educational process in conjunction with regional training institutions 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 new generation of interactive multimedia electronic textbooks for general education based on modern mobile electronic devices”, FIRO

Electronic educational-methodical complex “Binom School”

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated September 5, 2013 N 1047 Moscow "On approval of the Procedure for the formation of a federal list of textbooks recommended for use in the implementation of state-accredited educational programs for primary, basic, general, secondary general education "

4. Authors

Marina Alexandrovna Livenets, FIRO Senior Researcher, Intel Educational Initiative Expert

Natalya Vyacheslavovna Kudimova, Senior Lecturer, Department of Information Technology, Nizhny Novgorod Institute for the Development of Education, Computer Science Teacher, MBOU “Secondary School No. 14 with in-depth study of individual subjects”, Balakhna, Nizhny Novgorod Region

Galina Viktorovna Utyupina, Head of the educational-methodical department of SBEI DPO NSO Regional Center for Information Technologies of Novosibirsk, expert of educational initiatives Intel

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 affects higher education. Higher educational institutions are actively represented in the market of mass online courses, but so far the educational community does not have a lot of data not about individual e-learning phenomena, but about the strategic importance of e-learning in universities.

This question served as the basis for a study conducted by the European University Association, designed to outline the general picture of the level of introduction of innovative technologies in higher education and to predict future IT trends in education. In other words, to simply understand what is working now and what is not very in this still new and exciting area of \u200b\u200be-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. We will briefly describe the most important results.

Key Results

With very few exceptions, almost all European universities use e-learning technology in their work. 91% of the surveyed institutions use the blended learning model (when material and practice studies can be conducted 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 various institutes, as well as online courses with the possibility of obtaining a scientific degree. Many institutes 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

Despite the fact that almost all universities participating in the survey indicated that they use e-learning in some form, its prevalence varies greatly depending on the academic discipline. Only a third of the universities surveyed cover e-learning for all or almost all students in their departments. The most popular disciplines for applying e-learning are business and management, pedagogy, engineering and technological disciplines. It is extremely rare that e-education is used in the fields of law and art.

Thus, we can say that modern technological initiatives are generated by each department and local enthusiasts separately, and only then can 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 not yet possible to talk about at least the beginnings of a unified strategy for the introduction of electronic educational technologies in universities, although almost half of the institutions surveyed have a developed internal 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 universities surveyed indicated the use of appropriate software for creating courses, online repositories for educational material, electronic systems and educational process management tools; as well as the availability of student online portals (both at the institution level and at the faculty level). Almost all universities provide their students with internal email, Wi-Fi access, computer rooms and access to the online library. Also, 80% of the universities surveyed provide student licenses for software, access to catalogs of online courses and study materials, and use social media. 65% report the possibility of online exams, and another 9% plan to introduce this opportunity into their work. A significant part of the respondents noted the support provided to students and teachers in e-learning.

The introduction of e-learning technologies is almost independent of the focus of the university

Contrary to expectations, it turned out that technical and open universities are not always leading 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 orientation and in the same country embody e-learning technologies in their work. It is not yet clear why this is happening: perhaps the reason is in various additional funding, the difference in teaching and student and the emphasis on certain disciplines. Nevertheless, the fact remains: most European universities, regardless of country and focus, actively use e-learning technologies and work on creating a unified internal strategy of the university.

Benefits and challenges of e-learning

Interviewed universities did not express doubts about the value of e-learning. Three quarters of respondents acknowledge that e-learning is changing the approach to teaching and teaching, and 87% see it as a catalyst for future changes in teaching methods. Among other positive features of e-learning, its potential is noted in the context of mass education (“It allows you to give material to more students, and also stimulates them to work together”). Only 8% of respondents are not sure about the value of the e-learning sector as a whole.

However, opinions regarding specific types of e-learning differ. 45% of respondents either deny the advantages of an inverted class, or are not sure about 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 in doubt and not in denial). The reason for this split may be the relative novelty of this approach to learning; Respondents also noted that for the successful implementation of e-learning, many factors are necessary - time for implementation (76%), budget (43%) and dedication of the teaching staff.

Whatever the fear, they do not diminish the motivation of universities to develop the e-learning field. Among the motivating factors: the flexibility of the educational process, improving the efficiency of class work, the possibility of distance learning.

MOOC

Interest in MOOC in Europe does not cease. During the survey, only 12% of universities offered massive open online courses; but almost 50% expressed their desire to launch them. There is no obvious connection between the presence of MOOC from a particular university and its general involvement in other forms of e-learning, but judging by this sample, technical universities are still more likely to launch MOOC.

Popular motives for launching your own massive online courses are: representation in the international educational arena, attracting students, developing innovative teaching methods and providing more flexible training for students already studying. Among the motives almost no mention of budget savings or profit. In addition, in the future, universities see in MOOC opportunities for cooperation and partnership with other educational institutions.

And for what reasons do universities refuse MOOC?

Half of the universities that did not launch MOOC 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 understandable). More than a quarter indicate that they prefer other forms of e-learning, doubting the benefits of MOOC for students.

What are they, European MOOC?

On average, the universities surveyed offer from 1 to 5 online courses - it is clear that while they are in the experiment stage. Mostly MOOCs are offered by universities in Western Europe; the largest number of courses on the account in Spain. If we talk about the coverage of courses: several courses in the sample attract several tens of thousands of students, but basically an average online course attracts a couple of thousand participants.

One third of universities enroll students with additional points for participating in the MOOC: this explains the significant fluctuations in the rates and completion rates of individual courses from 4% to 50% (although the average completion rate varies between 10% and 20%). Courses designed for a global audience are mainly designed to increase their international prestige, and in such courses, as a rule, a low indicator of completion. More local courses encourage their students to complete them completely.

Due to the small sample (31 universities in total) and the relative novelty of MOOC at the time of the survey, no conclusions can be drawn regarding the future fate of MOOC in Europe. All the universities surveyed are going to continue their activities in this area, but few are going to increase their performance. And, like with other types of e-learning, universities see in MOOC wide opportunities for partnership with other institutions. What is important: two-thirds of universities noted that they are collecting data from their MOOC, which means that this data can soon become an important source of information for analyzing and predicting the future situation.

General conclusions

In general, it is surprising that so different universities from so 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 class time and the flexibility of the educational process.

The results of the study also remind us that digital technology is not the only and not sufficient way to improve the quality of education. Changes should occur not only in the technological sector, but also in the public and the mental. E-learning is not a panacea, but only part of a unified educational system, the implementation of which requires resources, enthusiastic teachers and time to become.

Based on OpenEducationEuropa research and news