Electronic textbook as means of remote learning

As one of usage modes of EU it is possible to consider remote learning.

Remote learning - a complex of the educational services provided to a general population in the country and abroad by means of the specialized information educational environment, educational information based on means of exchanging at distance (satellite television, radio, computer communication, etc.). The information and educational system TO represents system the organized set of transmission media of data, information resources and protocols of interaction, the hardware-software and organizational and methodical support, oriented on satisfaction of educational needs of users. TO is one of forms of the continuous education which is urged to implement human rights on education and obtaining information.

That is we will understand any kind of transfer of knowledge where the training and trained are disconnected in time or space as remote learning. If to agree with this determination, "old kind" correspondence course and is a pre-image of the modern TO in which, however, there is no individualization element. In what way it is possible to introduce individualization elements in components of remote learning?

As the modern computers allow to reproduce with big efficiency practically all types of information transfer known so far, and that it is represented to us to the most important, only they can implement the adaptive algorithms in training and provide the teacher with objective and operative back communication about process of assimilation of a training material, becomes obvious that fundamental difference TO from traditional correspondence is in its today's understanding not only that "a pen and paper" replaces the computer, and "pigeon mail" - the Internet. The multimedia computer is the not only new integrated information medium, it is the device most full and adequately displaying the "face to face" model. Besides, only in computers directory systems on a basis the G-variables of links can be implemented that also is one of the most important components of an individualization of training.

Basic principles of the remote learning (RL): establishment of interactive communication between being trained and training without support of their direct meeting and independent mastering of a certain array of knowledge and skills at the selected course and its program in case of the given information technology.

Remote learning and traditional significantly differ. It:

1. spatial separate training and trained;

2. gain of the active role of the pupil in educational process: directed by the educational purposes, choice of forms and rates of training;

3. selection of the materials intended specially for distant study.

· The principal problem of development of remote learning is creation of new methods and the technologies of training responding to the telecommunication environment of communication. In this environment that circumstance is brightly shown that studying not simply passive customers of information, and in training activity they create own understanding of the object content of training.

· The new model based on the following provisions shall succeed former model of training: at center of technology of training — the pupil; technology essence — development of ability to self-training; pupils play the active role in training; at the heart of educational activities — cooperation.

· In this regard require revising of a technique of training, model of activities and interaction of teachers and trainees. Read erratic judgment of many expert teachers developing technologies of distant education that it is possible to receive a distant training course, having simply transferred to the computer form training materials of traditional resident instruction.

· Successful creation and use of distant training courses shall begin with the deep analysis of the purposes of training, didactic opportunities of new technologies of transmission of educational information, requirements to technologies of remote learning from the point of view of training in specific disciplines, adjustment of criteria of an ordinary.

· Didactic features of course TO cause new understanding and correction of the purposes of its implementation which can be designated as follows:

· • • stimulation of intellectual activity of pupils with the help of determination is more whole than study and material application, and also involvement of pupils in selection, study and the material organization;

· • • gain of educational motivation that is reached by accurate determination of values and the internal reasons, inducing to study;

· • • development of abilities and skills of training and self-training that is reached by extension and a dimple educational technology and receptions.

· To number of the didactic principles affected by computer technologies of information transfer and communication, first of all it is necessary to carry:

• • principle of activity;

• • principle of independence;

• • principle of a combination of collective and personal forms of study;

• • principle of motivation;

• • the principle of communication of theories with practice;

• • principle of efficiency.

Due to these principles of means of educational assignment which are used in educational process TO, shall provide opportunity:

• • to individualize approach to the pupil and to differentiate training activity;

• • to control the trainee with diagnostics of errors and back coupling;

• • to provide self-checking and self-correction of educational cognitive activity of the pupil;

• • to show visual educational information;

• • to simulate and imitate processes and the phenomena;

• • to carry out laboratory operations, experiments and experiences in conditions of the virtual reality;

• • to impart ability in acceptance of optimum decisions;

• • to increase interest to training activity;

• • to transfer culture of knowledge, etc. It would be desirable to emphasize special importance of determination of the purposes of course.

For creation of the accurate plan of course it is necessary:

• • to define the main objectives setting that pupils shall study;

• • to concretize goals, having defined that pupils shall be able to do;

• • to design activities of the pupil which will allow to achieve the objectives.

It is very important to achieve that goals helped to define that is expected from pupils after study of this course. The specification of the purposes allows to give an idea that the pupil will be able to make at the end of each lesson. Setting of the purposes for about each lesson of course is actually necessary.

The purposes help to concentrate on development of cognitive activities of pupils and to define what pas of a stage it is.

Correctly formulated purposes will allow pupils:

• • to set up thinking on training;

• • to focus attention on the most important problems;

• • carefully to be prepared for tests, jobs and other means of estimation.

Activities shall be designed according to the formulated purposes.

During the planning and development of distant training courses it is necessary to take into account that the principal three Components of activities of the teacher, namely presentation of a training material, the practical part, back coupling, save the value and in courses TO. The approach developed and implemented by us to remote learning consists in the following:

• • before remote learning psychological testing of the pupil for the purpose of development of an individual approach to training is made;

• • the training material is provided in the structured look that allows the pupil to gain the systematized knowledge of each subject;

• • monitoring of knowledge is exercised by means of full and valid system of test monitoring on each structural unit and the contents as a whole.

The study thus subjects of school course can be used by the school students having difficulties in case of traditional training, as a peculiar tutor in specific subjects and subjects.

• The maintenance of a distance learning course offered to mastering is pedagogically fulfilled and systematized and consists of a complex of psychological tests, the program of training and the electronic textbook which satisfies to the above principles.

Originally the complex of psychological tests and a trial lesson are sent to the being trained. The received results of psychological testing are processed and on the basis of it the psychological portrait of the pupil by means of which methods and personal strategy of training are selected is built.

The training program — one of the most important types of distributing materials for the pupils who are training remotely. Pupils address to it for obtaining exact and clear information. Such manual includes:

1. information on system of remote learning, DO methods;

2. biographic information on the teacher;

3. technology of creation of a training course;

4. course purposes;

5. criteria of the end of training;

6. hours of telephone consultations;

7. description of examinations, projects, written operations;

8. other instructions.

The electronic textbook containing actually training materials for remote learning, is partitioned into independent subjects modules, each of which gives an integral idea of a certain subject area that promotes a training activity individualization, i.e. being trained can select from training options: study of a full course in a subject or study of only specific subjects. In case of a choice of the first option in process of mastering of a material the following module, and, thus, is sent to the pupil upon completion of course the pupil has the integral electronic textbook in this subject.

Each module contains:

• • subject name;

• • study questions and their normative labor input;

• • purposes of lessons;

• • methodical instructions about an order and sequence of study of a subject of the module;

• • used training materials;

• • exercises and tests for self-examination, and also links to the correct answers that the being trained could check the understanding of a training material and control the training;

• • exercises and tests for total monitoring.

The course is expected a certain period of study, depending on its labor input. Being guided by the training program and the methodical instructions, being trained makes the personal plan of training, i.e. the schedule of own studies. Thus, being trained will define in what specifically what day it will study a study question of the module of the training program, and will be able regularly to mark in this personal plan results of the study.

Further the stage of study of the theoretical material explained in the electronic textbook follows.

Having selected item in the contents, it is necessary to consider the skeleton diagram of the paragraph, to define a type of each structural unit and to consider connections in between in the paragraph. Considering communications between structural units from different paragraphs, it is necessary to select the most important structural units and to pay on them special attention in case of study.

If for study of structural unit knowledge of units from the previous paragraphs is required, it is necessary to repeat them then It is possible to pass to study of the maintenance of structural unit.

After mastering of the maintenance of each structural unit it is expedient to return again to the skeleton diagram of the paragraph, for repetition of correlations and systematization of the studied material.

At the following stage of operation with a subject module the trainee can check a level of the acquired material and reveal gaps in knowledge by means of the tests offered for self-examination. If there are difficulties in case of responses to dough questions, it is necessary to return to study of appropriate structural units of the paragraph.

The last stage of operation with a subject module is control testing, responses to which questions are transferred to pupils to training center for the subsequent assessment of execution of the job.

If quantity of the correct answers more than 70%, it is possible to read a material acquired, and materials of the following module are sent to the pupil. If correct answers less than 70%, study of this module need to be repeated.

Thus the constructed remote learning represents the Pedagogical technology entirely constructed on use of information and communication technologies.

Дата добавления: 2015-11-16