What is necessary for the organization of distance learning. Ways of organizing distance education. Distance learning system Moodle
Stages of building a LMS in a company. Organization of the distance learning process. Software and hardware. Educational materials.
Components of the Distance Learning System
To organize a SDO, you need:
- Organization of the distance learning process. To organize the process of distance learning, it is necessary to create an educational administration, organize the formation of groups, the development of courses, the appointment of teachers, create a schedule of classes, organize the processes of communications, training, testing, knowledge assessment, etc.
Educational administration is a structural unit within the Human Resources Service or the Training Center of the company that provides the process of distance learning: these are employees (methodologists, administrators, managers) who form groups, analyze learning outcomes, draw up a schedule, etc.
- Software and hardware(own or rented). In order to organize distance learning and start classes, the company needs to have special software installed on special equipment(server).
Equipment - a dedicated server with access to the network. The server may belong to your organization and be located on your territory. Or it can be rented from any provider.
In addition, it is enough to have an ordinary training room (audience, classroom) with an area of 40 - 70 square meters. m for tutorials, TV, phone, two or three computers (Pentium class and above) with Windows-98/XP/2000 and standard MS Office package - for individual and group lessons of students.
Distance learning involves various forms of delivery of electronic courses to the student, but the most modern and effective way Delivery today is the Internet.
To work on the Internet and use the server, it is enough to install a modem on one of the computers and connect it to a telephone line. All this equipment, as a rule, is used in regular face-to-face training. For self-study, a student must have (be able to use) a computer and a telephone.
- Educational materials(courses) in the format corresponding to the LMS used. As a rule, LMS supports courses that comply with international standards for interaction with distance learning systems (SCORM, etc.) Courses can be purchased ready-made, but a more effective solution is to develop courses based on those programs and training courses that the company successfully conducts in person .
Maincomponents of the distance learning system
They can be optional, depending on the requirements of the company and on the availability of this module from the supplier.
- Platform for organizing distance and blended learning. With its help, a company can set up and distribute roles, form groups and training plans, conduct training in synchronous (chats, video seminars) and asynchronous modes, monitor learning outcomes, prepare reports, orders, and integrate with the database.
- Learning content management system. Using this module, a company can plan development processes, allocate resources, and control the work being done.
- Information portal management system. This module allows you to create a single corporate information space, problem solving informing and communicating between employees, creating personal accounts and offices structural divisions
- Constructor of electronic courses, tests, trainings, exercises. This module makes it possible to create training courses and individual training objects (tests, trainings, workshops, simulators)
- A tool for organizing collaboration and learning on-line. Using this module, a company can organize webinars, web-conferences, reports, lectures, training seminars and trainings, conduct on-line meetings and presentations, negotiations, meetings, rallies and other events with minimal time and financial costs. This is the simplest and most understandable of the distance learning options.
These are the main, most common modules. In addition to them, there are also specific ones, "sharpened" for the performance of certain tasks, for example, the "Electronic Dean's Office" or a module for certification and evaluation of personnel.
The specific set of components of the Distance Learning System depends on the goals of organizing distance learning in the company and on the possible ways of integrating with the already installed software.
Stages of building a distance learning system at the enterprise
- Survey and analysis of the need for LMS components, to form the optimal configuration. Survey and analysis are necessary because each company has its own specifics and needs: the territorial remoteness of students, the need to reduce training costs, the availability of corporate standards and unique knowledge that needs to be preserved and transferred, and finally, training can be the subject of business and non-commercial activities . Depending on the specifics of the organization, solutions can vary significantly.
- Assessment of the existing technical and organizational infrastructure. For some organizations, the only solution may be to install their own server and their own technical support staff, for other organizations, the best solution would be to rent a server and software, or, in general, publish courses on a corporate website.
- Description of business processes occurring within the framework of DO. This will provide the management of the enterprise with clarity and full control over the learning process, making it easy to expand or adapt activities depending on the circumstances.
- Development of a feasibility study. A feasibility study (feasibility study) allows you to evaluate the payback period for the implementation of the LMS project, and facilitates decision making. This stage is necessary when it is necessary to substantiate and prove the economic efficiency of the implementation of the LMS.
- Formation of a set of documents for the work of the educational administration within the framework of DL(sheets, lists, reports, etc.). It is important for those organizations that did not have their own training administration and are faced with this issue for the first time.
- Formation of the optimal configuration of the software and hardware complex. Each organization has its own specifics and for all it is possible to find the optimal, in terms of price-quality ratio, configuration of software modules and hardware.
- Development of a technology for a phased transition to distance or blended learning. If the learning process at the enterprise has been established for a long time, and distance learning is a continuation and development of activities, then it is necessary to introduce distance learning in such a way as not to destroy the already established structure and practice.
- Training employees to work in the SDO. A new business process, new software - none of this will work properly without training.
About "free cheese" - or why is it better to "pay and sleep peacefully"?
Why "paid" LMS is better than "free" or "stingy pays twice" (a list of restrictions that companies that choose Moodle and other "free" LMS will face)
- The functionality of Moodle does not include and does not support the present requirements and the specifics of Russian legislation and its immediate prospects - the credit system of training, that is, for those companies for which training is: this is a business, these systems pose a fundamental insurmountable limitation even before the start of work and this drawback cannot be subsequently fix or tweak.
- The functionality of Moodle does not include a single centralized technology for the development and development of an educational portal
- The functionality of Moodle does not include the level of management corresponding to the level of educational administration, dean's office, department - only the management of the training course by the teacher. This means that learning analytics will be difficult to obtain.
- The functionality of Moodle does not include the so-called preparation tools. case studies - off-line learning modules.
- By choosing Moodle along with a low entry price, the company receives high risks of implementation failure - because. any implementation is the experience of people who do it. It's like being your own dentist.
- There is only free cheese... The total cost of implementation may turn out to be even higher than that of a commercial system because (it still exists - only in a hidden form) you will have to create an implementation group and bear the costs of its operation or outsourcing, etc. Drawing an analogy - it's like a semi-finished product - anyway, it needs to be prepared somewhere - i.e. buy a stove, electricity...
- No one bears guarantees for the results of implementation in the foreseeable future - If the people who implemented it have left, then no one is responsible for the project.
But not everything is so sad. In general, Russia is already sufficiently integrated into the world educational space, experience is accumulating, successes are appearing, distance learning is no longer perceived as exotic. In addition, information technologies are becoming an everyday reality and the level of their penetration into the lives of Russians is already sufficient to fully use modern teaching methods.
for teachers
educational institutions
Organization of distance learning
by using
modern ICT
g. o. Novokuibyshevsk, 2009
Published by decision of the Editorial Board of the "Resource Center" of the city of. Novokuibyshevsk.
Compiled by: , Methodist.
Responsible editor: , head of the media library.
Reviewers:
Resource Center Director
Deputy Director of the Resource Center
Organization of distance learning using modern ICT: Guidelines for teachers of educational institutions. - Mr. o. Novokuibyshevsk, 2009 - 32 pages.
Where it is methodically justified, sound, animations, graphic inserts, video sequences, etc. are included in hypertext, however, it must be remembered that excessive visibility reduces the material absorption rate.
The training material should be available to the cadet, if possible, in several forms, for example: via the Internet, on a CD, in printed form.
In general, the following content components are included in the structure of the material:
- actual training material, including the necessary illustrations; instructions for its development; questions and training tasks; control tasks and explanations for their implementation.
As practice shows, when building a distance course, the most effective multimedia presentation of educational information.
It is known from psychology that the result of one's own work causes certain positive emotions, which give rise to additional motivation for learning. It is also known that for better assimilation of the material, each person develops individual methods of work and memorization.
A multimedia course based on the use of modern network technologies allows the cadet to illustrate the text being studied at his own discretion, making it more personal (to select the content in accordance with his individual needs, to choose and fix in the text the ways that are most effective for him personally). Multimedia elements create additional conducive to the perception and memorization of the material. It becomes possible to use the student's subconscious reactions, for example, summing up or issuing a task in each lecture of the course can be preceded by a certain sound (melody), setting the cadet to a certain type of work.
In addition, a multimedia course can be used repeatedly and multifunctionally: a part of a course or lecture can form an independent fragment of a lesson for repetition or control without additional efforts of the teacher. The course can be based not only on an extended model of a textbook (text), but also on an extended model of a lecture-process (“presentation”), which also creates additional opportunities for managing and self-managing cognitive processes.
Recently, the means of “3D technologies” on the Internet, three-dimensional volumes, which are an improved electronic model of not a book page (like a Web page), but a room, a museum hall, a city square, etc., have become widespread. 3D objects have the effect of presence : You can choose the viewing angle of objects, you can move from one object to another, etc. 3D model in the organization plan distance education can be considered as a further improvement in the ways of representing educational material, which significantly stimulate cognitive interest. The expansion of virtual possibilities and the introduction of the principles inherent in hypertext into such a model make it possible to successfully use it for educational purposes.
4. Organization of distance learning process
When organizing distance education, direct participants in this process play a huge role - both students and teachers, coordinators of distance courses, consultants and curators of study groups. All of them use the possibilities of the Internet to solve specific pedagogical problems. Moreover, if it is quite enough for a trainee to simply master the Internet at the user level, then certain knowledge and skills are required from teachers and curators to organize the work of cadets in a telecommunications environment within the framework of the set didactic tasks:
- knowledge of the purpose, design features and functioning of the telecommunications environment; knowledge of the conditions of storage and transmission of information within the network; knowledge of the main network information resources and features of working with them; knowledge of the peculiarities of organizing and conducting telecommunication projects; knowledge of the features of organizing and conducting thematic teleconferences; knowledge of the methodological foundations of organizing the work of the teacher and students in the network; knowledge of the basic rules of user behavior in the network, the basics of telecommunications etiquette; ability to work with e-mail, telecommunications, network information services; the ability to select and process information received over the network; the ability to search for information on the network; the ability to prepare information for transmission over the network using a text editor, a graphics editor and the necessary utilities; the ability to organize, develop and conduct a network training project, a thematic teleconference.
To create an uninterrupted learning environment, the interaction of its components at three levels is necessary:
- the level of management elements at which the interaction of the structural divisions of the organization responsible for the organization and planning of training courses, the development of training materials and the provision of them to cadets takes place; the level at which the interaction of participants in the educational process takes place: teachers, cadets, coordinators; the level of delivery elements, including various telecommunication means of delivery of educational information and teaching aids from the leading organization to the student, as well as the means of delivery of reporting materials and examination papers from the cadet to the teacher.
To successfully manage the process of distance education, it is advisable to use various memos, cadet class schedules, guides and explanations that will help cadets plan their working time, orient themselves in educational materials and successfully complete training in compliance with all deadlines.
It is very important to calculate the optimal duration of the training course, as its effectiveness is reduced if the duration is too long. With the modular construction of courses, it makes sense to first include less short-term modules in the plan, then large ones, and finally short ones again.
The organization of distance education requires the involvement of specialists of various professions: managers and course organizers, pedagogical coordinators and curators, teachers, highly qualified methodologists for the development of educational materials, technical specialists and system operators involved in the technical support of the educational process.
Particular attention should be paid to the teachers-curators and teachers-coordinators, where it is important to provide feedback and organize communication between the participants of the training. They must be highly qualified in the field of teaching, master the theory of learning, be able to create and manage the educational environment, be able to manage the structure of the training course, know pedagogical technologies and means of telecommunications, master the skills of presenting educational material (it is interesting to present new material, ask questions, conduct a lesson and organize feedback), be able to communicate with cadets.
The teacher-curator provides communication between students and teachers and course authors, as well as promptly answers questions about the course, monitors the timeliness of submission of reporting materials. The teacher-coordinator supports students in the field, that is, on the basis of the regional center that is associated with the parent organization. He acts simultaneously in several persons: as a secretary, an administrator, a technical consultant and as a teacher-adviser. He must be able to organize a group individual training, solve technical problems, instruct cadets, evaluate and control their work, maintain course documentation.
Technical specialists (they can be not only engineers, but also methodologists or administrators who understand the features of the used network technologies) solve technical problems as soon as possible, provide the necessary advice or technical assistance to needy participants in distance education to work with technology.
Each of the participants in the process can interact with other specialists and with each other. The interaction between participants is key point any educational program.
Cadets work most of the time on their own. If they have a desire to ask a question to a teacher or partner, then they need to make some efforts (compose the text of the question, send it by e-mail and wait for a response). On the one hand, this makes the cadet more thoughtful about the material, think over the wording of questions, on the other hand, this can lead to carelessness in work, if for some reason the cadet does not want to ask questions, leaves the problem unresolved, thereby allowing a certain gap in his knowledge. Therefore, course programs should maximally stimulate interactive interaction between cadets and teachers, between cadets themselves, as well as between cadets and educational material to improve the quality of training and motivation. The organization of group work of cadets, the frequent exchange of questions and answers, project work etc.
Providing feedback between the cadet and the teacher allows you to constantly monitor the activities of the cadets, the problems that they have. The feedback mechanism is aimed at checking the fulfillment of goals and objectives for each stage of training. Feedback can be carried out in any form, including in the form of control testing (initial, intermediate, final), discussions, teleconferences. To do this, you can use various questionnaires and tests, for answers to which cadets just need to enter an answer in the required line of the form or select the correct answer from several proposed options, and then send it by e-mail.
In the process of distance education, it is very important to organize a prompt response of teachers to the questions of cadets. Computer telecommunications create all the necessary conditions for this, providing prompt transmission of information by e-mail or organizing consultations within the framework of a teleconference.
With distance education, the participants in this process do not see each other, unless, of course, videoconferencing is used, communication occurs, as a rule, in a verbal form. Therefore, the learning process can be personalized by introducing participants to each other so that communication is lively, personal.
The teacher's functions are reduced to monitoring the learning process for the assigned tasks, advising cadets on problematic issues, organizing and conducting discussions on the issue under study, as well as monitoring the level of assimilation of educational material.
The information flow that occurs between the teacher and the cadet, carried out using telecommunications, is two-way - part of the information goes from the teacher to the cadet, and the other - from the cadet to the teacher. If a group of cadets interacting with the teacher is formed in the process of learning, then the information flow forms several more directions: from the teacher to the whole group, from the whole group to the teacher, from the cadet to the group, from the group to the cadet, etc.
Some authors (V. Dombrachev, V. Kuleshev, E. Polat) single out constant (“static”) and variable (“dynamic”) components in the information flow of distance learning. They include materials that are transmitted to students simultaneously before the start of training and for a long time, for example, basic textbooks and teaching aids, curricula, recommendations for studying educational material, questions for self-control, etc.
The variable component includes educational materials and correspondence transmitted from the teacher to students and back in the learning process, for example, the teacher's comments on the student's answers to control questions, recommendations for studying the material, the student's answers, coursework materials, etc.
To implement such a process that is complex in terms of the dynamics of information flows, training tools based on modern information technologies are required. At the same time, traditional means can also be widely used:
- educational books, manuals, reference books, didactic materials on a printed basis; audio recordings; video recordings; natural didactic aids; computer programs for educational purposes.
The same teaching aids, but in electronic version(as a rule, archives) can be stored on the network server and used by the trainee in the course of work.
Along with the “classical” construction of a distance course, telecommunications projects can also be used in the practice of distance education. Students can take part in projects both individually, being included in a project developed by a group of colleagues, geographically separated and supervised by the coordinator of the educational sector, and a group led by their teacher. The activity of trainees within the framework of projects is most effective if it is preceded by a certain systematic training course that prepares the trainee for participation in a telecommunications project.
In distance education, one can distinguish the following types projects:
Research . Such projects are characterized by the presence of clearly defined goals that are relevant and significant for the participants, a well-thought-out and justified structure, the wide use of an arsenal of research methods, the use of scientific methods for processing and presenting results. At the same time, the principle of accessibility and content of research methods is put at the forefront. The topics of research projects should reflect the most pressing problems in the development of the subject area, take into account their significance for the development of research skills of cadets.
Gaming . In such projects, the main content is role-playing game when participants (cadets) assume certain roles for business imitation and resolution of fictional or real professional situations. Game projects, in our opinion, should be preceded by the participation of cadets in research projects for the purpose of deep learning actual material, which is the basis for conducting role-playing games.
Practice-oriented. The peculiarity of this type of project is the preliminary setting of a clear, significant for the cadet result, which has practical significance, expressed in material form: preparation of a magazine, newspaper, reader, video film, computer program, multimedia products, etc. The development and implementation of this type of project requires details in the elaboration of the structure, the definition of the functions of the participants, intermediate and final results. This type of project is characterized by tighter control by the project coordinator and author.
Creative . Their peculiarity lies in the fact that they do not have a predetermined and detailed structure. In a creative project, the teacher (coordinator) determines only the general parameters and indicates the best ways to solve problems. Necessary condition creative projects is a clear statement of the planned result, significant for the cadets. The specificity of such a project involves intensive work of cadets with primary sources, with documents and materials, often contradictory, not containing ready-made answers. Creative projects stimulate the maximum activation of the cognitive activity of students, contribute to the effective development of skills and abilities to work with documents and materials, the ability to analyze them, draw conclusions and generalizations.
A detailed methodology for using projects within the framework of distance education has not yet been developed in any methodological literature, nor in practice.
In conclusion, it should be noted that this lecture only introduces the phenomenon of distance education. Teaching the technological foundations of organizing distance education requires, at a minimum, mastering the following methods:
- goal-setting and development of learning criteria; planning and selection of training content, development of methodological apparatus; online representation of educational material; choice of forms of network interaction between the teacher and students; the formation of criteria-oriented tools for monitoring the assimilation of the material and the development of procedures for their application.
5. Basic technologies of distance learning.
The distance education system should create the most creative and logical information environment around the participants in the educational process (administration, teachers and students), convenient for a quick and well-structured exchange of educational, methodological and administrative information that constitutes the content of the learning process.
Distance learning uses various information and communication technologies (most often a combination of different technologies). Modern distance education technologies streamline the process of managing the education system, optimize the assimilation of knowledge through the formation of a specialized information environment that is convenient for a person who habitually uses the Internet to obtain information and interpersonal communications.
The Internet as a whole is an almost ideal technical medium for distance education. But it must be remembered that any training requires a certain organizational and informational support. You need to have the following structures:
support for the design of educational material;
delivery of educational material to students;
Support for "reference" materials;
· consultations;
knowledge control;
Organization of communication between listeners.
By Internet technologies in general, we mean distance learning technology based on the use of global and local computer networks to provide students with access to information educational resources and to form a set of methodological, organizational, technical and software tools for the implementation and management of the educational process, regardless of the location of its subjects. It is the use of Internet technologies that makes it possible to most fully realize the potential of distance education.
When introducing Internet technologies into the system of distance education, it is necessary to single out two directions for the implementation of this process:
1. Management of the educational process, which is carried out by an educational institution;
2. Technological support of functioning information system which is carried out by a specialized service provider.
Under the technological support of Internet technologies for distance education, we mean the provision of information and communication services for access to software and hardware resources, as well as technological support for all users. Here we can distinguish two options for technological support.
The first is the placement of distance education software on a server connected to the Internet, thus, in addition to educational tasks, an educational institution should also deal with special technical tasks for server maintenance.
The second option is the use of an external source in the organization of distance education. Outsourcing services (outsourcing from English - the use of an external source) are provided by distance learning service providers. In relation to the university, this means that all distance education software operates on powerful servers of a specialized provider company. All participants in the educational process perform their functions by accessing servers via the Internet, using the appropriate interfaces. Outwardly, this is no different from visiting sites on the Internet that has become customary, except that in the case of distance education, the entrance to the personal pages of participants is made after entering a login and password. Outsourcing is the most economical for universities - no costs for maintaining server equipment, system administration.
By method of obtaining educational information are distinguished: synchronous educational systems (systems on-line, in real time), asynchronous systems (systems off-line) and mixed systems.
Synchronous systems involve simultaneous participation in the process of training sessions of the trainees and the teacher. Such systems include: various web-chats, web-telephony, interactive TV, teleconferences NetMeeting, Telnet. For conducting remote lessons, it is most convenient and easy to use web chats, especially for group lessons.
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 in distance education include courses based on printed materials, audio / video cassettes, floppy disks, CD-ROMs, e-mail, web pages, FTP, web forums (electronic bulletin board), Guest books, Teleconferences (subscription to groups news).
mixed systems, which use elements of both synchronous and asynchronous systems.
By technical basis of transmission data, the following forms of distance learning can be distinguished:
§ means of audio graphics (interactive whiteboards, as well as educational films, radio, television);
§ through interactive WebTV and video conferences;
§ Through newsgroups Usenet, IRC.
§ through e-mail and mailing lists (lists);
§ through web pages;
§ via chat, web-forum and guest book.
Recently, the Internet has been actively replacing other forms of distance learning. This is due to three things:
1) The technical development of Internet technologies, which allow you to simulate any training model;
2) Easy to connect to the Internet,
3) Relatively low connection cost.
The following factors and conditions are important for obtaining optimal results of distance learning:
Availability of a modern computer base and good access to the Internet for potential distance students,
availability of good educational resources and experience of distance education among distance teachers,
good preparation of distance lessons,
availability of trained local coordinators,
Regular remote learning
moral and material incentives for remote activities.
Optimal results of a distance lesson can be obtained when:
1. A highly informative, understandable, well-illustrated learning resource and its local version have been carefully designed.
2. Students are well prepared and have a good command of the proposed material.
3. Communication between a teacher and students via the Internet is carried out without failures and by all available means.
For this it is necessary :
create a hypertext structure, thereby combining the theoretical material of the subject into a visually presented, logical structure.
create a software package that allows students to independently control the quality and completeness of learning;
create a set of test tasks that allow the teacher to assess the completeness of the assimilation of theoretical knowledge.
It is very important to receive some educational products in the process of conducting a distance lesson, for example, in the form of an increment in the knowledge and skills of a student, or (better) in the form of a created educational document.
So, the role of distance technologies in improving the effectiveness of vocational education is certainly great. Distance learning based on Internet technologies is a modern universal form of education. It is focused on the individual needs of trainees and their specialization. Distance learning provides an opportunity for everyone to continuously improve their professional level, taking into account individual features. In the process of such training, a student, for a certain part of the time, independently masters educational and methodological materials in an interactive mode, passes tests, performs tests under the guidance of a teacher and interacts with other students of the "virtual" training group.
By creating an automated learning system based on modern information and telecommunication technologies and reducing unit costs per student in comparison with traditional education systems, the distance education system makes it possible to provide a fundamentally new level of education accessibility while maintaining its quality. And although in distance learning the student and the teacher are spatially separated from each other, they are, nevertheless, in constant interaction, organized with the help of special methods of building a training course, forms of control, communication methods based on the use of Internet technologies.
Forms of distance learning
Distance learning through computer telecommunications, has the following forms of classes.
Chat classes- training sessions carried out using chat technologies. Chat classes are held synchronously, that is, all participants have simultaneous access to the chat. Within the framework of many distance learning institutions, there is a chat school, in which, with the help of chat rooms, the activities of distance teachers and students are organized.
Web lessons- remote lessons, conferences, seminars, business games, laboratory work, workshops and other forms of training sessions conducted using telecommunications and other features of the World Wide Web.
For web classes, specialized educational web forums are used - a form of user work on a specific topic or problem with the help of entries left on one of the sites with the corresponding program installed on it.
Web forums differ from chat classes in the possibility of longer (multi-day) work and the asynchronous nature of the interaction between students and teachers.
Teleconferences- conducted, as a rule, on the basis of mailing lists using e-mail. Educational teleconferencing is characterized by the achievement of educational objectives.
virtual classroom
virtual classroom is the user core of the educational IT environment and is a complex distributed system. It usually includes infrastructural software and technical components that virtually unite the workplaces of the teacher and students into a study group operating on a network (local or global). An example of a Virtual Classroom is the Internet service KMExpert - a knowledge assessment system that allows you to perform on-line testing, certification and training of employees of organizations and Internet users. KMExpert maintains a self-populated Knowledge Base containing training and control tests from various areas of knowledge and expert knowledge assessment results for these tests.
Examples of organization of distance learning:
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Literature:
"Fundamentals of distance learning", tutorial. Andreev in distance learning. Teaching aid. - M.: VU, 1997. The concept of creation and development of a unified system of distance education in Russia. Goskomvuz RF, M., 1995. "Distance learning: organizational and pedagogical aspects" INFO, No. 3, 1996 "Distance learning" / Textbook, ed. . - M.: Humanit. ed. center VLADOS, 1998 "Conceptual model of distance education" // Trimester - 1996, No. 1 Shukshina of distance education using Internet technologies: article, Krasnoyarsk State University, Krasnoyarsk, Russia 2008 Polat and practice of distance learning: Proc. allowance for students. higher ped. textbook establishments / , ; Ed. . - M .: Publishing Center "Academy", 200c.
Distance learning (hereinafter DL) is a set of information technologies that ensure the delivery of the main volume of the studied material to students, the interactive interaction of students and teachers in the learning process, providing students with the opportunity to work independently to master the material being studied, as well as in the learning process. Distance learning currently claims to be special form education (along with full-time, part-time, evening, external studies).
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ORGANIZATION OF DISTANCE LEARNING
IN GENERAL EDUCATIONAL ORGANIZATIONS
SAINT PETERSBURG
Introduction
Federal state educational standards focus on modern school on the comprehensive development of the personality of each student, training and psychological and pedagogical support for categories of children with different educational opportunities and needs. This wording refers to the satisfaction of the educational needs of schoolchildren., which:
- due to deviations in their development or health, they cannot study according to the usual class-lesson system;
- cannot attend school for a certain period due to sports competitions;
- have outstanding abilities in teaching in various subject areas and need an in-depth level of mastering the main educational program.
In practice, schools are often faced with the fact that traditional resources for the effective training of these categories of students are simply not enough. Then there is a natural problem of organizing the education of such children. Distance learning can help solve the problem.
Distance learning (hereinafter DL) is a set of information technologies that ensure the delivery of the main volume of the studied material to students, the interactive interaction of students and teachers in the learning process, providing students with the opportunity to work independently to master the material being studied, as well as in the learning process. Distance learning currently claims to be a special form of education (along with full-time, part-time, evening, external studies).
The education system built on the basis of distance learning educational technologies, to the greatest extent meets the principle of humanism, according to which no one should be deprived of the opportunity to study due to poverty, geographical or temporal isolation, social insecurity and the inability to attend educational institutions for various reasons.
Distance learning is a consequence of the objective process of informatization of society and education and incorporates the best features of other forms and is a promising, synthetic, humanistic, integral form of education.
Object of study:Distance learning.
Subject of study:Stages of work on the organization of distance education in the GBOU gymnasium No. 49 of the Primorsky district of St. Petersburg.
Purpose of the study:Planning for the implementation of DL in Gymnasium No. 49 of the Primorsky District of St. Petersburg.
Research objectives:
- To study the regulatory framework on the topic of the graduation project;
- To study the existing experience in organizing distance learning in educational institutions of St. Petersburg;
- Assess the possibilities of implementing DL technologies in Gymnasium No. 49 of the Primorsky District of St. Petersburg;
- Develop a roadmap for the implementation of DL technologies in gymnasium No. 49 of the Primorsky district of St. Petersburg;
- Think over an in-house system of advanced training on the topic “Organization of distance learning in educational organization».
Research methods:analysis, synthesis, generalization, systematization, questioning.
1.1 Features of distance learning
There is no unity of terminology in the field of distance learning technologies. The literature actively uses such terms as distance learning, distance education, online learning, distance learning technologies. These technologies are used to describe the features of distance learning using modern information technology or traditional mail and facsimile.
Employees of the Distance Learning Laboratory of the Institute of Content and Teaching Methods Russian Academy education give the following definitions:
Distance learning is the interaction of a teacher and students with each other at a distance, reflecting all the components inherent in the educational process (goals, content, methods, organizational forms, teaching aids) and implemented by specific means of Internet technologies or other means that provide for interactivity.
Distance education - education implemented through distance learning.
The concept of "distance learning technologies" is closely related to the concept of "distance learning". the federal law dated 01.07.2002 No. 110819-3 "On amendments and additions to the Law Russian Federation“On Education in the Russian Federation” and the Federal Law “On Higher and Postgraduate Professional Education” give the following definition to this concept:
Distance educational technologies (DOT) are educational technologies implemented mainly with the use of informatization and telecommunications, with indirect or incompletely mediated interaction between the student and the teacher.
By "mediated interaction" in this definition is meant interaction at a distance.
It is also necessary to mention some terms that are actively used in foreign literature:
Computer-basedTraining (CBT) - the use of computers in interactive training and testing;
ElectronicLearning (E-learning) - e-learning or Internet training, i.e. providing access to computer-based training programs through a global network;
DistanceCommunication (distance communication) - the use of communication technologies to implement functions such as organizing meetings, discussion groups, etc., in the conditions of remote location of interlocutors;
Interaction (interactivity) - interaction, exchange of information, ideas, opinions between students and teachers, usually occurring in order to support learning;
Multimedia (multimedia) - systems that support the interactive use of text, audio, video and graphics converted to digital format.
The distance learning system differs from traditional forms of education:
High dynamism associated with the flexibility of students' choice of training courses;
A large amount of independent activity of students;
The use of various forms of educational and methodological support;
The level of motivation of consumers of educational services;
Comfortable conditions for organizing an in-depth study of specific problems, providing alternative ways of obtaining information;
The presence of interactive communication.
Distance learning has the following characteristics
Flexibility implies the ability to study at a convenient time, in a convenient place and pace, while the student is given an unregulated period of time to master the discipline;
Modularity provides the possibility of a set of independent training modules form academic plan that meets individual or group needs, to form an individual educational trajectory;
Parallelism means learning in parallel with professional activity, i.e. on-the-job training;
Coverage provides simultaneous access to many sources of educational information (electronic libraries, data banks, knowledge bases, etc.) of a large number of students, communication via the Internet with each other and with teachers;
Cost-effectiveness involves the effective use of training areas, technical facilities, vehicles; concentrated and unified presentation of educational information and multi-access to it reduces the cost of training specialists;
Manufacturability means the use in the educational process of the latest achievements of information and telecommunication technologies that contribute to the advancement of a person in the global post-industrial information space, as well as student-oriented pedagogical technologies;
Social equality provides equal opportunities for education, regardless of the place of residence, health status, elitism and material security of the student;
Internationality involves the export and import of world achievements in the market of educational services, the ability to use the world's information resources;
The new role of the teacher, who must organize and coordinate the cognitive process (act as a manager of the educational process), constantly improve the courses he teaches, increase creative activity and qualifications in accordance with innovations and innovations in the field of ICT.
The following abbreviations are used in this thesis project:
ICT - information and communication technologies;
DO - distance learning;
LMS - distance learning systems;
DOT - distance educational technologies;
GOS - state educational standards;
EUMK - electronic educational and methodical complex;
OIS - educational information environment.
1.2 Regulatory support for the organization of distance learning in an educational organization.
The legal framework for the organization of distance learning in an educational organization has the following structure:
Normative acts of the federal level,
Regulatory acts of the regional level
Normative acts of the local level (intra-school documentation).
Legislative framework for organizing distance learning at the federal level:
Federal Law No. 273-FZ of December 29, 2012 (as amended on July 3, 2016, as amended on December 19, 2016) "On Education in the Russian Federation" (as amended and supplemented, effective from January 1, 2017)
Article 16. Implementation of educational programs using e-learning and distance learning technologies: educational activities, has the right to use e-learning, distance learning technologies in the implementation of educational programs in the manner established by the federal executive body.
Federal target program for the development of education for 2016-2020, approved by the Decree of the Government of the Russian Federation of May 23, 2015 No. 497.
Order of the Ministry of Education and Science of the Russian Federation of May 6, 2005 N 137 "On the use of distance learning technologies."
Legislative framework for organizing distance learning at the regional level:
Decree of the Government of St. Petersburg of 04.06.2014 N 453 (as amended on 03.23.2016) "On the state program of St. Petersburg "Development of education in St. Petersburg" for 2015-2020"
Regulatory support for the organization of distance learning at the level of an educational organization:
"Regulations on the implementation of educational programs using distance learning";
Order "On the introduction of distance learning and approval of the roadmap for the introduction of distance learning";
Order "On the appointment of a person responsible for the organization of subsidiaries";
Order “On the Appointment of Distance Learning Teachers”;
Roadmap for implementing distance learning.
Agreement on the development of an educational program in a remote form.
The regulation "On the implementation of educational programs using distance learning technologies" should contain the following sections:
General provisions;
Organization of the educational process with the use of distance learning;
Rights and obligations of participants in the educational process;
Organization of current control and intermediate certification students;
Job description of the person responsible for the DO in the OO;
Job description of a teacher DO.
1.3. Options for organizing distance learning in educational institutions of St. Petersburg
The practical implementation of distance learning in the OO of St. Petersburg is organized by means of a variety of ICT technologies: from the use of regular e-mail and blog to integrated system Moodle type. Below are examples of various options for organizing distance learning in OO St. Petersburg, studied during the preparation of this graduation project.
1.3.1. Experience in organizing distance learning in the GBOU gymnasium No. 528 of the Nevsky district of St. Petersburg.
GBOU Gymnasium No. 528 presented an electronic application to the educational program - an innovative product "Content". This is the author's version of the implementation of distance learning. The platform for remote support of the educational program directly covers subjects from grades 1 to 11 and is intended for students of different categories at all levels of education (in primary, basic and high school). The curriculum is loaded from the AIMS "PARAGRAPH" to ensure the integrity of the data within the information system of the gymnasium. "Content" has 2 electronic applications: "School GLONASS" (a database of competitions and olympiads) and "Test Constructor", with which you can create tests in various subjects, get detailed statistics on mistakes made and the overall rate of mastering the studied material.
The interaction between the student and the teacher takes place using e-mail and the site (page) of the teacher.
The proposed product allows:
To form a single content space of the educational organization and mechanisms for managing it to improve the quality of education;
Provide support for the main educational program of the gymnasium by means of distance learning technologies;
To carry out the transition to the model of continuous education of the basic category of students with high-quality methodological support using electronic educational resources;
Activate independent work students and expand its range during school hours and after hours;
Create comfortable conditions for mastering the material of the program for students of different health groups, students studying at home or missing classes for any reason;
Provide an opportunity for in-depth study of subjects for gifted children in accordance with the principles of developmental education;
To increase the degree of satisfaction of students and parents with the educational process in the educational institution.
"Content" is a powerful, innovative, versatile and highly technological product.
1.3.2. Experience in organizing distance learning in GBOU school No. 683 of the Primorsky district of St. Petersburg.
In GBOU School No. 683 of the Primorsky District of St. Petersburg, the introduction of distance learning has been implemented on the platform of the Moodle system since December 2009.
The main goal of organizing preschool education in school No. 683 is to expand the educational space for children with disabilities.
Many users can work in Moodle at the same time (their number is limited only by the capacity of the server). No additional costs are required to connect a new workplace to Moodle - just connect a new computer to a network (local or Internet).
To date, Moodle is a unique system that is in full sense a shell for connecting training courses from various manufacturers, full integration of training courses into the educational process.
1.3.3. Experience in organizing distance learning in GBOU school No. 258 of the Kolpinsky district of St. Petersburg.
GBOU School No. 258 of St. Petersburg since 09/01/2015 is an experimental site in St. Petersburg
Distance learning is relatively young. Such education became possible with the advent of the Internet. The student receives knowledge online and with the help of textbooks, video recordings of lessons and other virtual teaching materials.
The development of information technology has a direct impact on the field of education in general and on distance learning at school in particular. It is generally accepted that “live” student-teacher interaction is very important and much better, but distance learning can be dispensed with in modern world impossible. There are several reasons for this:
- in some regions of our country, access to school may be limited, for example, by floods or extremely low temperatures. In the Far North, children can miss up to one or two months of school due to frost every year;
- some schoolchildren would like to be educated at a school or lyceum that is physically difficult to attend;
- not all children with disabilities prefer inclusive education, and even those who attend school may miss out due to health a large number of classes.
All this hints that, in a good way, to one degree or another, distance learning should be present in every school, because with the introduction of widespread inclusion, children with disabilities study everywhere. In any school, students can get sick and spend a long time at home, and no one has canceled the closure of the school for quarantine. You will learn more about working with children with disabilities at the International Scientific and Practical Conference "Prospects for the Development of a Modern Kindergarten and School in Conditions of Constant Change", which will be held on November 20-23, 2018.
Advantages of distance learning at school
- Individual approach and personalization of the educational process. The distance learning schedule can be adjusted to each student and changed depending on the circumstances. At the same time, the training program can also be adaptive and take into account such features of the student as the speed of perception of information, the level of initial training, motivation for learning, predisposition to one form or another of perception of the material.
- Improving the quality of education. This point can be called controversial, because there are many dissenting, ardent supporters of traditional forms of teaching. At the same time, hardly anyone will deny that the development of the Internet has simplified access to a huge amount of educational material for anyone. And this is also one of the manifestations of technological progress.
- Expanding the boundaries and reducing the cost of the components of the educational process. This is what was discussed above. Some students will be able to save more than an hour of time every day that they would otherwise spend on the road, some could even study at a school that is located in another part of the country. And the mere replacement of printed educational material with electronic already saves a lot of money.
- Preservation of pedagogical experience. Unique author's courses, for example, when working with gifted children, will not disappear anywhere if they are recorded and saved.
- Reducing the burden on teachers. According to the RANEPA monitoring, the number of teachers who work two rates from 2014 to 1017 has almost doubled - from 7.3% to 13.8%. Add 37.5% of teachers who work one and a half rates, and we conclude that that the load from them somehow needs to be removed. One solution is distance learning.
How to organize distance learning at school
The issue of introduction of distance learning should be considered from three sides.
- Social. Everything is simple here, today schoolchildren actively use social networks, forums and chats, so the way of presenting information in DL will be familiar and comfortable for them.
- Technical. In terms of technical equipment, schools are doing well with this, and there are enough computers and access to the Internet. But not every child has a computer at home. Another problem is that teachers are not always able to independently organize, for example, a video conference. In the regions of the Far North, there are problems with the quality of the Internet; it is impossible to ensure the stability of distance learning there.
- methodical. The main contradiction is that the use of distance learning makes sense only if it improves the quality of education in general, but this is difficult to do due to the lack of the necessary experience and developments for the majority.
That is, any program for the introduction of distance learning should take into account all these aspects. The process itself can be broken down into five steps.
- Creation of a creative group of teachers who will be responsible for distance education at school.
- The training of this group special courses advanced training.
- Preparation of a base of training material that will be used by students in the learning process and for self-consolidation of what they have learned.
- A comprehensive study of a distance learning system, such as Moodle.
- Development of distance courses on their own or the involvement of specialists and teachers from other educational institutions for this.
There are also five requirements that must be taken into account in the process of creating training courses.
- The student must be motivated to learn, for this it is important that the goal and objectives of learning are clearly formulated. At the same time, what is required from the student should correspond to his level of knowledge.
- Preparing a child for preschool. This is done with the help of supporting materials, such as specific manuals.
- The presentation of the material should be easy to understand. To do this, you need to use the principles of readability.
- There should be an opportunity for feedback, including individual feedback.
- It is important to have a system of intermediate assessment of learning so that the student has an idea of how well he is doing or not.
When organizing distance learning at school, there are typical problems that are typical for all educational institutions. Many teachers, especially those in the humanities, have difficulties in structuring and adapting educational material. Many teachers tend to be conservative, and they will strongly oppose such an innovation as distance learning. They fiercely defend their point of view and defend traditional teaching methods.
There are difficulties in the selection of technical personnel who should deploy a system of distance education and accompany it at all stages. It is important to select competent people for this role.
There are also certain requirements that students must comply with in distance learning. They are required to be polite and correct in communicating with the teacher and with each other. They must learn not only to speak, but also to write. good language, without errors, clearly and concisely formulate your thoughts. It is very important that students do everything on time and do not abuse the time of the teacher and other children. Finally, they need to develop respect for copyright.
Distance Learning Environment Moodle
The most common environment for a distance learning system in a school is Moodle (Modular Object-Oriented Dynamic Learning Environment). Its distinguishing features are open source, richness of functionality, flexibility, reliability and ease of use.
An international team of developers has been working on it for more than 10 years, led by the Moodle Foundation in Australia. It is known all over the world, today there are more than 60 thousand installations in almost all countries. This environment has been translated into more than 10 languages, including Russian.
CapabilitiesMoodle:
- stores all course materials, allows you to organize them using hyperlinks, tags and labels;
- allows you to use not only text as a learning material, but also any interactive resources, be it an article on Wikipedia or a video on youtube;
- supports the exchange of files of any format between students and between student and teacher;
- great opportunities for communication, using forums, private messages, comments, mailing lists, etc.;
- saves and maintains a portfolio for all students, grades, teacher comments, forum messages;
- controls attendance.
All this helps the teacher to use his time most effectively, and this is one of the tasks that distance learning at school should solve.
And what will change in the work of schools with the release of the new GEF COO? You can find out the answer to this question at the International Design Seminar-Training "Introduction of GEF SOO" , which will take place July 23-26. Come to our training seminar and you will receive all the necessary tools and recommendations to move to the new standard.
For the successful functioning of distance learning, first of all, a certain level of informatization of society is necessary.
With the help of distance learning, the following educational services can be implemented:
getting an education;
continuation or increase vocational education;
Certified programs
· contract programs on orders.
Potential consumers of the DL system are:
· people living in areas remote from university centers;
Persons wishing to improve their skills, acquire new knowledge or receive a second education;
· Applicants;
persons with disabilities;
military personnel and members of their families;
Persons wishing to receive education in foreign educational institutions;
Individuals seeking to learn educational program within a short period of time, etc.
Consumers act as listeners (when receiving additional education) and students (when studying under specialist training programs). Consumers must have computer and Internet skills.
The educational process at DL is provided by the following specialists:
· teachers-developers of courses and teachers-consultants (tutors);
administrators-heads of structural subdivisions and system administrators of information resources;
Designers and programmers
technical support staff.
At the same time, it is important to note that many DO specialists also perform their functions remotely.
Specialists must have the appropriate qualifications.
The material basis of DOs is computer and telecommunications equipment and communication channels. Software DO is installed on global network servers. Another name for the software-information complex is the DO shell. The network address of the shell is called the portal (educational portal) - this name has taken root on the Web behind popular and visited web systems.
Educational portal, however, does not involve an idle visit, but authorization and daily work: participation in electronic seminars on a forum or chat, receiving assignments and tutor consultations by e-mail, passing tests, etc.
Educational resources of distance learning can be represented by documents of various formats and purposes. Typical documents are a training manual, recommendations for independent study course, tests, electronic library (reader). The whole set of documents and means of their processing can be called a network educational, methodological and information complex (SUMIC).
The whole complex of software, communication, information, administrative and pedagogical tools is called the information and educational environment. This is the virtual educational institution.
1.2 Global trends in the development of open education
The global educational space has accumulated vast experience in the implementation and use of distance learning. At the same time, despite the presence of purely virtual educational institutions, distance education is recognized as one of the forms of education along with others.
Initially, distance programs differed little from the correspondence form of education known to us: educational material was offered on paper, students contacted the nearest regional representatives of the university (1962, Delhi University, India). However, there was one significant “but” that already distinguished distance education from our correspondence education: the student had a choice of course program, tutor, training schedule, etc.
With the improvement of television broadcasting technologies, DL on a television basis has become possible. One could talk about the use of multimedia in the educational process (60s, China).
The real boom in distance learning began at the turn of the 1980s and 1990s, with the spread of personal computers and global networks.
In the United States, where the motivation for innovation is high, by 1999, about 60% of educational institutions used distance learning technologies. There is no national program for the development of DL, while there is a wide variety of approaches to DL: from the partial use of distance learning to the complete virtualization of learning. DO resources are offered both for open access (MIT) and on paid basis. The creation of free DL resources became possible thanks to large-scale government support. Many states now provide financial support to ED both at the national and local levels, understanding the socio-political significance of open education.
US and UK are on the way to creating World Wide Web leading universities in their countries. Building an open university space and a united Europe. A number of major meetings on DL issues (1998, Sorbonne; 1999, Bologna; 2001, Salamanca and Prague) allow us to talk about the convergence of European DL from the planned nature of DL in Germany, pre-university DL in France, transitional DL in Eastern European countries.
The main resource of distance learning is training courses. Large DL centers offer from a few hundred to several thousand courses.
According to the data, the world's leading DL centers are:
· national center DO France, year of establishment 1993, number of students 400 thousand people;
· Fern-University of Hagen (Germany), 1974, 55 thousand people;
· Open University of Great Britain, 1969, 200 thousand people;
· National University Spain, 1972, 124 thousand people;
· Anadolu University (Turkey), 1982, 300 thousand people;
· California Virtual University (USA), 1997, 28 thousand people;
· Canadian Open University in Athabasca, 1972, 14 thousand people;