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Distance educational technologies in modern education. Distance learning technology. Extramural studies

Basic principles and aspects of distance education

Distance education (DL) is understood as a complex of educational services provided to the general population in the country and abroad with the help of a specialized information and educational environment based on the means of exchange educational information at a distance (satellite television, radio, computer communications, etc.).

Distance education is one of the forms of the system continuing education, which is designed to realize the human right to education and information. DL will provide equal opportunities in the education of schoolchildren, students, civil and military specialists, the unemployed in any part of the country and abroad through more active use of the scientific and educational potential of leading universities, academies, institutes, various industry training and retraining centers, as well as advanced training centers and other educational institutions. DL will allow you to receive basic or additional education in parallel with the main human activity. Ultimately, the system of distance education (DLS) being created is aimed at expanding the educational environment in Russia.

From the point of view of organizing and supporting the educational process, several groups of problems can be distinguished within the framework of distance education.

First, these are the problems of creating LMS of various levels:

Global (international and federal) LMS and their support;

Regional LMS and their provision;

Local LMS and their provision.

Secondly, these are the problems of organizing distance education as such:

Conceptual models and didactic aspects of distance learning;

The system of teachers-consultants and ways of their interaction with students;

Testing in the DO system;

Technologies and information educational environments;

Ways of transferring educational information and communication.

Global DL systems are designed to provide an opportunity to implement enlightenment and education of the broadest masses of the Russian population through the use of such media as television and radio.

Broadcast curriculum is widely used worldwide for distance learning. At the same time, it is possible both to show lectures, educational programs for a wide audience without subsequent tests, and to transmit lectures with the subsequent passing of tests. First of all, the content of such "background education" can be economic, legal, environmental, scientific, cultural and other areas of knowledge.

To the number global systems DL can be attributed to the "Global Lecture Hall", "University of the World", "International Electronic University", etc. already created in the world community. These electronic structures provide the opportunity for communication, discussion, exchange of information, solving problems in various areas of human life between participants in various parts of the earth. Russia should be integrated into these systems in the near future.

Regional DL systems are designed to solve educational problems within each individual region of Russia, taking into account its characteristics. They should be organically included in the LMS of the federal level. Therefore, when creating them, it is of fundamental importance to comply with the requirements of the state educational standard.

Local distance learning systems can operate at the level of a separate professional field of knowledge or within a single city or university.

The central link of the LMS is the means of telecommunications, which make it possible to provide the educational process:

Necessary educational and teaching materials;

Feedback between teacher and student;

Educational design and pedagogical technologies 253

Exchange of management information within the DO system;

Access to international information networks, as well as to connect foreign users to the LMS.

To create a domestic LMS, you must:

Create an all-Russian network of interactive satellite television, consisting of central and regional educational television studios connected by satellite communication channels;

To carry out integration and development, first of all, in the regions of computer telecommunications systems of higher education: RUNNET, UNICOR, RELARN;

Ensure the interaction of industry and other networks existing in Russia with LMS;

Create a distributed system of educational information resources available via computer telecommunications;

To carry out the development of the system of electronic libraries. Distance education in developed Western countries has its own differences. First of all, two concepts of LMS organizations can be distinguished: North American and European.

More than a million students have been enrolled in distance education programs in the United States, taking courses since 1989 via the Public Broadcasting System (PBS-TV). The PBS Adult Learning Service has been in contact with 1,500 colleges and local stations since 1990 (Brock 1990). The program offers courses in various fields of science, business, management. The training courses, transmitted through four educational channels, are available to all students throughout the country, and through a communication satellite in other countries.

Outside North America distance education is mainly developed by "open" universities, which are funded by the government and provide courses using radio and television. IN Lately most widely used computer technology. Electronic higher education developed in 30 countries.

Of interest are training programs using new information technologies, including satellite television, computer networks, multimedia, etc.

In the UK, more than 50% of Master's degree programs in management are conducted using DL methods. The leading European organization in this field is the British Open University's Open School of Business.

In distance learning systems that do not use the feedback principle, the information necessary for conducting lectures, seminars and other types of employment is usually centrally recorded on a video cassette or video disk. Additionally, audio recordings and data recordings on magnetic disks can be used. Further, these materials are sent, including using computer networks, directly to educational institutions, where they are used during training sessions. This method is used, for example, by the National Distance Learning Center CENTER NATIONAL DENSEIGNEMENT A DISTANCE (CEND, France), founded in 1939, which provides distance learning for more than 350,000 users in 120 countries around the world. About 5,000 teachers are involved in the preparation of 2,500 training courses.

Along with programs designed for a fairly mass audience, targeted cycles of lectures and classes have become widespread, allowing students to pass exams and receive an appropriate diploma, certificate, etc. at the end of the course.

DL is of great importance for Russia, which has a colossal intellectual potential and a vast territory. Since its Russian version is only in its infancy, it is necessary to select exactly those technologies that will be most acceptable for Russian conditions.

DL technologies - a set of methods, forms and means of interaction with a person in the process of independent, but controlled development by him of a certain array of knowledge.

When conducting distance learning, information technologies should 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 independent work on the assimilation of the studied material, as well as an assessment of the knowledge and skills acquired by them in the learning process.

In the world practice of distance learning, the following information technologies are used to achieve these goals:

Provision of textbooks and other printed material;

Sending studied materials on computer telecommunications;

Discussions and seminars conducted through computer telecommunications;

Videotapes;

Broadcasting of educational programs on national and regional television and radio stations;

Cable TV;

Two-way video conferencing;

One-way video broadcast with phone feedback.

In this case, computer electronic textbooks or electronic textbooks on laser disks are also used.

In spite of fast development information technologies and a wide range of their application in DL, regular printed publications remain an integral part of DL. In Russia, this is especially important, since Russian students, unlike their Western counterparts, are more accustomed to books than to videocassettes. Everything distance courses should be based on basic textbooks published in large numbers, and these textbooks may not necessarily be focused on distance learning, but should contain basic information, provide basic knowledge.

In addition to basic universal textbooks, it is necessary to have printed manuals containing information reflecting the specialization of a given educational institution. It is very important to have printed methodological materials for each training course.

Delivery of the main material in the form of text or graphics can be carried out via computer networks. In the simplest form, these technologies are used in national and global computer networks such as the Internet, Batnet, EUNet. One possibility is to use the file transfer protocol ( FTP protocol). Study materials and reference materials are stored in archives on servers of global computer networks and can be requested by trainees connected to this network in operational mode or via asynchronous e-mail.

It is more convenient to transfer the most up-to-date, fresh materials, additional information and teaching aids via electronic means of communication: in this case, almost instantaneous delivery of information is ensured.

Video is a very useful technology in relation to distance learning. Videotapes allow you to listen to the lectures of the best teachers. Video cassettes with lectures can be used both in special video classes and at home. In American and European courses, the main material is presented in printed editions and on videocassettes.

If the course requires visual information and it is impossible to give it in printed form, then the need for video materials is obvious.

A powerful technology that allows storing and transmitting the bulk of the studied material is electronic textbooks and reference books, both ordinary and recorded on CD-ROM laser discs. Individual work with them gives a deep assimilation and understanding of the material. These technologies allow, with appropriate refinement, to adapt existing courses for individual use, provide opportunities for self-learning and self-testing of acquired knowledge. Unlike a book, this technology allows you to present material in a dynamic graphic form.

Prompt communication between teachers and students is an integral part of the DL process. During such communication, students can consult with teachers, discuss projects, decisions, assessments with them. It also allows teachers to monitor the progress of learning and organize learning on an individual basis.

An asynchronous system of communication between a teacher and a student, necessary for the exchange of information (questions, advice, additional material, control tasks), allows you to analyze received messages and respond to them at any convenient time.

One type of asynchronous communication is voice mail, when a student calls a specific phone number and his questions are recorded on tape. Next, the teacher listens to the recording and records his answer on another tape, which the students in turn can listen to asynchronously. Voicemail is widely used in US DOs.

On the this moment The most popular type of asynchronous communications are global telecommunications networks. The benefits of using international and national networks such as the Internet are quite obvious.

The Internet is a global computer network that connects a huge number of different research and educational computer networks. Virtually all educational institutions in all industrial and many developing countries have access to this network.

In order to join this network, it is enough to have any computer and a modem. Regional Internet centers are connected to ordinary telephone lines. The Internet allows you to asynchronously transfer e-mail from one user to another, access to a huge number of newsgroups different kind, organize their own teleconferences for discussing projects by teachers and students, have access to archives, including training materials both in asynchronous and online modes, to various knowledge bases and databases, as well as to electronic libraries.

In the process of formation of distance learning, new learning models appear, for example: object-oriented or project-information learning models. Among the organizational forms of training in these models will be used:

Teleconferences, allowing to understand the task and problem of the area of life being mastered;

Information sessions, during which students work with information fields from various knowledge banks and databases;

Design work, allowing, using the information received, to create fragments of virtual worlds corresponding to the cognizable area of life, to analyze the case, business and simulation games; trainings, problematization of theories, etc.;

Discussions, "field studies" (Sunday schools), which will allow to realize the socialization and ecologization of the acquired knowledge.

All of these forms require a high level of individualization of training, which does not exclude business communication with leading experts in this field of knowledge.

These forms act as organizational forms of learning. However, they fundamentally change the way of presenting and assimilating knowledge, as well as the form of interaction between the student and the teacher, within which the content and teaching methods are implemented. The source of information in such a model are databases, databanks and books; the coordinator of the educational process is the teacher, and the interpreter of knowledge is the student himself.

The educational process with LMS has the following main properties:

Flexibility

SDO students generally do not attend regular classes in the form of lectures and seminars, but work at a convenient time in a convenient place and at a convenient pace, which is a great advantage for those who cannot or do not want to change their usual way of life.

Modularity

The DL programs are based on a modular principle. Each individual course of programs creates a holistic view of a particular subject area. This makes it possible to form a curriculum from a set of independent courses-modules that meets individual or group (for example, for the personnel of a separate company) needs.

Economic efficiency

The average assessment of the world's educational systems shows that DL costs 50% less than traditional forms of education. The experience of domestic non-state distance education centers shows that their costs for training a specialist are approximately 60% of the costs for training full-time specialists. The relatively low cost of education is ensured through the use of a more concentrated presentation and unification of content, the focus of distance learning technologies on a large number of students, as well as through more efficient use of existing training areas, technical means e.g. on weekends.

In the DL system, the role of the teacher is changing. It is entrusted with such functions as coordinating the cognitive process, adjusting the course being taught, consulting in the preparation of the curriculum, managing the educational process, etc. The asynchronous interaction of the trainees of the teacher in the LMS, as a rule, involves the exchange of messages by sending them mutually to the addresses of correspondents. This allows you to analyze incoming information and respond to it at a convenient time for correspondents. Methods of asynchronous interaction are electronic voice mail or electronic computer networks.

Testing in the DO system

Solving the problem of control of distance learning, its compliance with educational standards is of fundamental importance for the success of the entire distance learning system. The success of its solution depends on the academic recognition of DL courses, the possibility of crediting their passage by traditional educational institutions. To exercise control in the DL system, a unified system of state testing should be created. As forms of control, remotely organized exams, interviews, practical, course and project work, external studies can be used. For control in local systems, intelligent testing systems can be used. Testing systems should not just control the process of learning. Accumulating information about the learner (the rate of assimilation, the rate of forgetting, the depth of mastering, etc.), they should suggest to him the most rational way of learning for him.

Didactic principles of distance learning

We can distinguish the following list of didactic features of distance education:

Correspondence of the didactic process to the laws of teaching;

The leading role of theoretical knowledge;

The unity of the educational, upbringing and developmental functions of education;

Stimulation and motivation of a positive attitude of students to learning;

Combination of collective educational work with an individual approach to learning;

The combination of abstract thinking with visibility in teaching;

Consciousness, activity and independence of students with the leading role of the teacher;

Consistency and consistency in training;

Availability;

The strength of mastering the content of training.

Of the additional principles in relation to DO, the most significant are:

The humanistic principle of distance education: the orientation of training and the educational process to the individual; creating maximum favorable conditions for mastering the knowledge corresponding to the chosen profession, for the development and manifestation of creative individuality, high civil, moral, intellectual and physical qualities.

The principle of expediency of application of new information technologies. New information technologies affect all components of the education system: goals, content, methods and organizational forms of education, teaching aids, which allows solving complex and urgent problems of pedagogy, namely: the development of intellectual, creative potential, analytical thinking and human independence.

The principle of advanced education, which consists not only in transferring the already accumulated scientific and cultural heritage of past generations to the new generation, but also in shaping its consciousness and worldview, which would help this generation adapt in a rapidly changing world.

The didactic specificity of distance learning is largely focused on special cognitive strategies (PC) and learning strategies that mobilize cognitive resources (for example, long-term memory and attention) to achieve the goal of learning. The characteristics of cognitive strategies in KDO are as follows: purposeful; formed; suggest effort; tied to the situation.

The most important strategies in distance learning are: orientation; selection; repetitions; elaboration; organizations; metacognitive.

Among the didactic principles affected by computer technologies for the transmission of information and communication, first of all, the following principles should be attributed: activity; independence; combinations of collective and individual forms of educational work; motivation; links between theory and practice; efficiency.

As the main advantages of distance learning based on computer networks (compared to conventional correspondence education), foreign practitioners indicate:

Providing convenient means for learning or communication;

Opportunities for group work;

More successful communication with a teacher (methodologist);

Reducing the time for the response of the teacher (methodologist);

Free access of students to databases, library catalogs and other information resources;

Convenience in the conduct of personal files of students;

Ability to quickly receive and send homework assignments;

Possibility to pass testing in the mode of direct access.

Foreign researchers note that the potential of computer-assisted distance learning (CDL) can be most successfully used in the study of courses that include discussion, intense mental activity, problem solving, and also involve collective activity.

Psychology of distance learning

In KDO can find application different types communication using the technological capabilities of computer networks:

1. Communication of the type "with oneself" involves:

Databases of direct access;

Scientific journals direct access;

Direct access software applications;

Direct Access Software Libraries;

Direct access interest groups.

2. One-on-one communication is assumed when:

contract training;

workshops;

Distance learning.

3. One-to-many communication is expected on:

lectures;

symposia;

Commission meetings.

4. Communication of the "many-to-many" type is expected on:

Debates, discussions;

business games;

role-playing games;

Study of specific cases (method of situations);

"brainstorming";

Application of the Delphi method;

Forums;

group projects;

Commission meetings.

An interesting study was conducted by Canadian specialists in the field of BWW. The key concept explored in this paper is the learning strategy. The learning strategy is understood as a set of actions taken by the learner in order to collect, comprehend and return the information received in such a way that it becomes meaningful knowledge for him. Questioning of students and teachers was used as a methodology for studying learning technologies. The age of the trainees ranged from 35 to 55 years. Almost all of them were teachers who improved their skills. The questionnaire was focused on learning in general, namely:

Aspects of learning with the help of network technologies (planning goals, strategies and skills, understanding information);

External aspects of training (required behavior of the trainee and the methodologist);

Negative factors affecting learning;

Main features of BWW, its advantages and disadvantages;

Figurative representation of the experience gained. In addition to questionnaires, training protocols were used to obtain information. The results obtained formed four groups:

Requirements for the learning process;

Features of BWW;

Benefits of BWW;

Disadvantages of KDO.

Among the requirements for the learning process, one can single out the requirements for learning skills, the behavior of trainees and the methodologist. Learning skills are divided into three groups:

Operational skills, i.e. the ability to work with software, make decisions, filter out the necessary information, generate ideas, interact with group mates;

Information processing skills - the ability to focus on the main thing when creating a message, to cope with the parallel structure of the discussion (simultaneous discussion of several topics);

Load management skills - the ability to create a personalized methodology for reviewing all messages and quickly process information in order to keep up with the flow of incoming messages.

The main requirements for the behavior of trainees are identified:

Active participation;

Responsibility;

Support for other participants;

Brevity and accuracy when creating messages.

The methodologist is required to:

Managing the discussion by developing its structure, directing the discussion in the right direction and at the same time ensuring its certain freedom, reducing the negative impact of tactless and irrelevant remarks of the participants, etc.;

Facilitate discussion where rapid technical assistance is required to summarize the results of the discussion, introduce, greet or encourage learners.

We can formulate the main requirements for the methodology for constructing distance education courses:

1) LMS courses should be built on a modular basis;

2) the development of LMS modules should be carried out on the basis of a single formal model;

3) the information elements of the modules should be methodically built on the basis of the use of pedagogical techniques focused on independent learning;

5) the composition of each module must necessarily include components designed for input and output control of the student's knowledge;

6) evaluation procedures should also have contextual properties, i.e. should be classified according to the levels of assimilation of the material;

7) the elements on the basis of which the training module is built must also contain the procedures for input and output control of knowledge;

8) procedures for assessing knowledge and readiness should be reliable and be guided by the basic standard of the level of knowledge;

9) the modules and elements of the course should include sets of expert rules that determine the trajectory of the passage of the module (course) depending on the value of the assessments and the context.

For the ongoing work on the creation of LMS elements, a list of characteristic stages of methodological and technical measures can be distinguished (Fig. 6.9).

The work associated with the implementation of each of the stages can be briefly formulated as follows:

Stage 1. Determination of motivational signs for the creation of training or retraining programs for specialists based on DL technology.

Stage 2. Creation of the content of the training program (retraining), formulation of goals and requirements for the result (internal standard).

Stage 3. Development of a structural-logical scheme of training with the allocation of the main modules and their relationships.

Stage 4. Detailed development of training modules with the definition of the internal structure and content; methods of study (teaching) characteristic of distance learning; development of an assessment system at the level of elements and modules; development of mechanisms for adaptation to the levels of trainees.

Stage 5. Formation on the basis of modules of interrelated or local training courses (retraining) with the formulation of requirements and methods for assessing readiness.

Stage 6. Implementation of the course modules, taking into account the selected DL option (technological solutions and implementation options) from "paper" technology to full automation.

Stage 7. Assembly of the course and its approbation at the level (base) of the full-time training process.

Stage 8. Creation of a mechanism and procedures for maintaining the DL course (i.e. modifications and adaptations in accordance with training needs and goals).

Stage 9. Implementation of the course (program) of DL training in the system of training specialists at a given level.

A feature of the proposed approach to the order of creating a distance learning course is the inclusion of the stage of approbation of the course on the basis of full-time education. This is always possible in the case of the existence of modular elements of training in an educational institution and the existence of a local automated training system. Using this stage, it is possible to most effectively identify methodological and technological errors.

The construction of distance learning programs that include complexes of interrelated distance learning courses and focused on achieving a given quality of training within the framework of educational standards or special requirements involves the implementation of a certain set of organizational and methodological measures.

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Distance learning is an educational technology that makes it possible for every person in any place to study the program of any college or university using modern means transmission of educational and methodological information at a distance. (Kodzhaspirova G.M., Kodzhaspirov A.Yu. Dictionary of pedagogy (interdisciplinary). - M., Rostov n / D: March, 2005. - p. 212)

Distance education is characterized by five main points:

The existence of a teacher and a student, and at least the existence of an agreement between them;

Spatial separation of the teacher and the student;

Spatial separation of the student and educational institution;

Bidirectional interaction between the student and the teacher;

Selection of materials designed specifically for distance learning.

The educational process, carried out on the basis of distance learning technologies, includes both mandatory classroom classes and independent work of students. The participation of a teacher in the educational process is determined not only by conducting classroom classes, but also by the need to provide ongoing support for the educational and cognitive activities of students through the organization of current and intermediate control, networking sessions and consultations.

Information technologies used in distance learning can be divided into three groups:

Technologies for presenting educational information;

Technologies for the transfer of educational information;

Technologies of storage and processing of educational information.

Together, they form distance learning technologies. However, when implementing educational programs Of particular importance are the technologies for the transfer of educational information, which, in essence, provide the learning process and its support.

The educational technologies most suitable for use in distance learning include:

Video lectures;

Multimedia lectures and laboratory workshops;

Electronic multimedia textbooks;

Computer training and testing systems;

Simulation models and computer simulators;

Consultations and tests using telecommunications;

Videoconferencing.

The main role played by telecommunication technologies in distance learning is to provide educational dialogue. Learning without feedback, without constant dialogue between the teacher and the student is impossible. In distance learning, the educational dialogue must be organized using telecommunication technologies.

Communication technologies can be divided into two types - on-line and off-line. The former provide real-time information exchange, that is, a message sent by the sender, upon reaching the recipient's computer, is immediately sent to the appropriate output device. When using off-line technologies, received messages are stored on the recipient's computer. The user can view them with the help of special programs at a convenient time for him. Unlike full-time education, where the dialogue is conducted only in real time (on-line), in distance learning it can also go in a delayed mode (off-line).

Technologies of this kind include e-mail, mailing lists, and teleconferencing. E-mail establishes personal communication between the teacher and the student, the teleconference allows you to organize a collective discussion of the most complex or difficult issues of the course.

Electronic mail (e-mail) is one of the most convenient, simple and fast ways to transfer information. Based on the network use of computers, allows the user to receive, store and send messages to their network partners. Using e-mail, you can organize almost instantaneous delivery of files with the necessary information.

In the educational process, email can be used to deliver teaching materials both to one and many students, to provide feedback with an educational institution, with a teacher-consultant, for students to communicate with each other.

Teleconferences are an active form of group work, allowing students to discuss issues and exchange views among themselves and with teachers. Teleconferences can serve as a basis for conducting educational work at a distance, allow organizing public discussions of various issues; arrange an exchange of views among the audience; finally, to eliminate the state of complete isolation of each student.

Teleconferences are organized as follows. Messages on a specific topic are stored on a special server. Users can read these messages and post their messages to the section they are interested in. Materials are stored in a form convenient for work, they can be supplemented, changed, saved. They are available at any time for an extended period.

There are remote and face-to-face teleconferences that allow discussion in real time. Interactive communication of users in on-line mode is implemented using the IRC (Internet Relay Chat) system. This system is designed for real-time conversations. When working in this system, the user on one part of the monitor screen sees constantly incoming information on the selected topic, and on the other, he can place his messages in the same group, which immediately appear on the displays of all other group members.

Videoconferencing. Modern computer networks provide the ability to organize video communication sessions. In this case, videoconference participants have the opportunity to exchange video and audio information in real time, as well as to transmit various electronic documents, including text, tables, graphics, computer animation, video materials.

In the educational process, it is not information technology in itself that is important, but the extent to which its use serves to achieve the actual educational goals. The choice of means of communication should be determined by content, not technology. This means that the choice of technologies should be based on a study of the content of training courses, the degree of necessary activity of students, their involvement in the learning process, specific goals and expected learning outcomes, etc. The result of training does not depend on the type of communication and information technologies, but on the quality of development and delivery of courses.

When choosing technologies, it is necessary to take into account the greatest correspondence of some technologies to the characteristic features of the trainees, the specific features of specific subject areas, and the prevailing types of training tasks and exercises.

By Law of the Russian Federation "On Education Training can take three forms:

Full-time,
evening uniform,
extramural.

Extramural studies

Extramural studies worked quite effectively in our country with the use of paper textbooks and manuals and full-time passing tests and exams. Correspondence education

Postgraduate education
Training
Corporate training

Typology of online education

Online education is a relatively young industry, the explosive growth of which began in 2011-2012. There are already dozens of different ways to typify online education. The main type of online education is the so-called MOOCS - massive open online courses with interactive participation, designed for an unlimited number of students. You can also highlight the following criteria for typology of players in the field of online education:

By cost: free, paid and freemium. Under the latter model, the learning process itself is free, while passing an exam or receiving a certificate of completion of a course is a paid service.
By time: fixed time and open schedule. In the first model, the course is available only for a certain period of time (hour, day, week, month), in the second case, the course is always available.
By authorship of courses: user courses and professional courses. User courses host information from users (usually in the form of videos). The professional model assumes that the company takes over the entire course creation process, including video filming.
By the number of listeners: unlimited and limited (usually no more than 50 listeners).
By the learning process: courses without accompaniment and courses with accompaniment. Within the framework of the first model, only one-way transmission of information is offered, the second model implies communication between the teacher and students, incl. verification of acquired knowledge.

Remote education

Remote education- education, which is fully or partially carried out with the help of computers and telecommunication technologies and means. The subject of distance education is removed from the teacher, and/or educational facilities, and/or educational resources.

Distance education is carried out with the predominance of distance learning technologies, forms, methods and means of education in the educational process, as well as using information and educational arrays of the Internet.

popular technology is the transfer of educational content to students (electronic and paper textbooks, lecture video courses, video seminars, etc.) through the system "university teleport - satellite - student's satellite dish - TV". This technology is interactive: in real time, students take knowledge tests, consult with teachers, etc.

Distance learning informatics

Preparation of students, teachers and teachers for the Unified State Examination in informatics can be carried out remotely using the Internet and basic textbooks in informatics and ICT.

Distance learning, like any other distance learning, is carried out using textbooks and teaching aids, as well as passing tests and exams, course projects and papers.

Remote preparation for the USE can be carried out not only in computer science and ICT, but also in other general school subjects. For example, social science.

Preparation for the exam of students, teachers and teachers of computer science begins with the confirmation of their knowledge of computer science textbooks and USE standards.

Completion of preparation for the exam - the implementation of course projects and work on informatics and ICT in the Internet computer network.

Distance learning technologies

Distance Learning Technologies- information technology that ensures 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.

Types of distance education

The number of distance education opportunities in Russia is growing rapidly. Many educational institutions are actively developing distance courses of all kinds: from school external studies to higher education and MBA.

Today, through distance education, you can:

to get higher education;
study for a master's degree;
complete postgraduate studies;
get a second higher education;
learn a foreign language remotely;
take a course in MBA programs;
participate in online trainings;
improve qualifications in professional courses;
receive school and secondary education.

Advantages and disadvantages of distance education

Distance education is indispensable for remote cities, where there are often no other opportunities to get the desired education.
To study, you do not need to leave your home, family, friends, work, and also bear the financial costs of travel and accommodation.
Distance education is conducted according to individual curricula, thanks to which the student can ask questions about those aspects of the course, discipline that are of interest to him.
The student develops the skills of independent search for the necessary information, as well as the habit of working and making decisions independently.
Distance learning helps to bypass the psychological barriers associated with the communicative qualities of a person, such as shyness and fear of public speaking.
Distance learning is mobile, which means that the student has access to relevant materials, becomes a professional who can apply the acquired knowledge in practice.

Who is distance education for?

Those who are busy at work or at home and do not have the opportunity to attend classes and listen to hour-long lectures;
Anyone who seeks to improve their skills, discover talents and gain new knowledge without interrupting career advancement;
To those who like to choose (every student always has a choice: to communicate with teachers in person, by phone or via the Internet).
Anyone who loves to get everything from life and never misses the opportunity to expand professional connections and horizons, because thanks to distance education, you can study in several courses at the same time.

How effective and in demand is distance education?

The answer to the question of how much specialists who have received distance education are quoted on the Russian labor market is obvious. Everyone knows that employers value experienced professionals - practitioners who do not interrupt their work experience for study, but are educated in their free time.

Distance learning allows you to get higher education in parallel with work, expands the opportunities for Russians in studying abroad, obtaining academic degrees recognized by the international educational community. Well, what kind of specialist is most in demand in the modern labor market: a practitioner who received an education in the form of distance learning at a prestigious educational institution, or a theorist who graduated from a full-time department of an unknown local university - everyone decides for himself.

How much does distance education cost?

It is worth noting that distance education programs are much cheaper than similar educational courses conducted according to the traditional system. Educational institutions save on rent, electricity and expensive equipment, because training does not require separate rooms and computers. In addition, students study on their own most of the time, which means that teachers can simultaneously teach a large number of students, so that the price of distance education remains affordable.

Where to get distance education?

The leading position in terms of the ratio of tuition fees, the number of specialties and the duration of training is occupied by 2 participants at once:

1) Academy "MNEPU", which actively develops distance learning and implements innovative training programs based on distance technologies with the support of the authorities of the capital and
2) Moscow Institute of Economics and Law, CDO - a project of the Moscow Institute of Economics, Management and Law (MIEMP). Further in the Rating* are placed IESO, Institute of Communication Technologies, Institute of Professional Innovations, MFPA, Institute of Psychology of Cultures, MESI, Institute of Distance Education MFLA, IPEB (Institute of Legal and Economic Security), Humanitarian-Ecological Institute.

Modern Internet technologies distance learning is built on the basis of the following tools:

web server
web pages and sites;
Email;
forums and blogs;
chat and ICQ;
tele- and videoconferences;
virtual classrooms;
wiki encyclopedias;

Video conferencing technologies

From the mobile phone to the Internet, the world is built on the most modern technologies. Thanks to broadband and digital communication networks, today video conferencing makes it possible to use the atmosphere of real presence in the room, which allows teachers to bring new knowledge, give introductory lectures, and conduct real-time consultations.

The use of video conferencing technology provides the key to effective distance education. Through video conferencing, the teacher can introduce students to new computer technologies, paying attention to the reactions of programs and students.

Conducting online classes with students on the Internet - lectures, seminars, colloquiums and passing tests and exams for a group or for each student personally by uploading educational materials, questionnaires and exams to the network.

The maximum approximation of the feeling of the presence of the teacher and students in the same classroom using High Definition (HD) technology. Control of all devices in the audience from the projector to the climate system with the touch of a finger on the interactive screen.

Distance learning experience

Extramural studies worked quite effectively in our country with the use of paper textbooks and manuals and full-time passing tests and exams.

Taking exams can be done quite well using

video conferencing, and taking credits - by testing knowledge via the Internet.

Russian experience distance learning using paper textbooks at SSU shows that distance learning can provide training for tens of thousands of people.

Training is carried out independently using paper textbooks, and knowledge control at face-to-face sessions or via the Internet by surveys on sections of textbooks is VERY EFFECTIVE.

Almost all 100% of students and schoolchildren, using paper textbooks and testing knowledge via the Internet, received only "GOOD" and "EXCELLENT" grades.

Examples of course Internet projects

Course Internet projects- these are interactive information sites with the implementation of term papers and assignments for solving problems in computer science, working with office suites and creating personal or school sites.

Coursework and course projects of computer science teachers and students of ITO MSGU:

Course project of a student-teacher of computer science M. Shchetinina

Disadvantages of programmed learning

Programmed learning are learning attempts using selective responses that contain a series of incorrect answers

Having wrong answers- false, unreliable information confuses people and does not help people in learning, either from a psychological or pedagogical point of view.

In 60 years of programmed learning, nowhere and no one has been able to get meaningful results using random questions with a series of false answers.

The biggest failure are USE results in schools of the Russian Federation to organize unified exams, where more than 90% of school graduates receive deuces or are not certified at the exit from schools.

also unsuccessful all attempts to apply programmed learning in all distance and automated learning projects in all countries of the world turned out to be.

Capital Training Center LLC

Abstract by discipline:

"Information technologies in the management of an educational organization"

On this topic:

« Distance technologies in education »

Executor:

Rogoza Roman Valentinovich

Full name

Moscow 2018 year

Content

Introduction………………………………………………………………….….……3

1.What is distance learning technologies?......................…….….….5

2. Classification of distance learning technologies…...…....…...6

3. Models for the implementation of distance learning technologies.……..9

4. Distinctive features and advantages of bunkers…………....……..….…11

Conclusion………………………………………………………………………… 14

Literature………………………………………………………………...……..15

Introduction

Distance learning (DL) is a set of 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.

Remoteeducational technologies (DOT)have already become a reality. They are widely used in the system of higher professional education, and are gradually being introduced in secondary education as well.

Somewhat away from the use of DOT are still schools. This is largely due to the fact that, firstly, teachers are not ready to use these technologies, secondly, the methodological base of DET has not been developed (i.e. there are no ready-made materials that can be used), are not quite ready to switch to the use of bunkers, as they do not have developed skills for independent work.

Modern distance learning is based on the use of the following main elements:

Information transmission media (mail, television, radio, information communication networks);

Methods dependent on the technical environment for information exchange.

The basis of the educational process in distance education is the purposeful and controlled intensive independent work of the student, who can study in a place convenient for himself, according to an individual schedule, having with him a set of special teaching aids and an agreed opportunity to contact the teacher.

The purpose of introducing distance learning technologies into the education system is to ensure the availability of quality education for students, regardless of place of residence, social status and health status.

What application can distance learning technologies get in the modernization of school education?

With their help, you can significantly diversify the areas of profile education, giving students the opportunity for a clearer professional orientation. They have a fairly wide choice of specialized areas of study in high school.

Recently, more and more widely in schools, including our school, in grades 10-11, training according to individual programs is becoming more widespread. It is becoming more and more obvious that the class-lesson system that has existed for so long is hindering the intellectual development of a high school student. Conducting 6-7 lessons of 45 minutes, during which the student must understand the essence of new knowledge, and then doing homework leaves no chance for an in-depth study of the subject, a more serious study of the problem, an independent search for information to solve this problem. But the formation of skills to work with information is one of the main goals of modern education.

I would like to complete the introduction with the words of V.A. Kanavo: “Distance education allows you to implement two basic principles of modern education - “education for all” and “education through life””, but we must remember that this technology requires careful development, preparation of materials for a very high level and a deliberate approach, since it is a qualified education that provides the basic values for a person in the age of information technology.

What is Distance Educational Technologies?

using distance learning technologies” emphasizes that the purpose of using DOT by an educational institution is to provide students with the opportunity to master educational programs directly at the student’s place of residence or his temporary stay (location).

Decree of the Government of the Russian Federation of December 23, 2005

№ 803 notes that gradually specific gravity number of graduates

educational institutions that have mastered the educational program using distance learning methods”:

Stage 1: 2006 - 5%, 2007 - 5%

Stage 2: 2008– 7 % , year 2009– 10 %

Stage 3: 2010– 20 %

The main distance educational technologies are :

case technology,

internet Technology,

telecommunication technology.

A combination of the main types of technologies is allowed.

Classification of distance learning technologies

Complex case technologies

This group of technologies is based on the independent study of printed and multimedia educational materials provided to the trainee in the form of a case, while a significant role is given to face-to-face classes. These classes include introductory lectures, active seminars, training, game forms, as well as consulting and test forms. In many cases, the emphasis is on the active work of students in groups with specially trained tutors.

The technologies of this group use computer networks and modern communications for holding consultations, conferences, correspondence and providing students with educational and other information from electronic libraries, databases and electronic administration systems.

A feature of the educational and methodological materials used in this group of technologies are the following characteristics:

The completeness and integrity of a systematically organized set of materials that allow the student to fully study the course (discipline) in the face of a significant reduction in face-to-face contacts with the teacher and separation from fundamental educational libraries;

Significant interactivity of all materials, suggesting and stimulating active independent work of students;

Significant orientation to the professional activities of trainees (especially for additional professional education).

The following learning tools can be actively used in case technology:

Training programs with guidelines on the implementation of control, course and final works;

Printed fundamental textbooks and teaching aids for each of the disciplines of the course;

Special printed educational and practical aids with tests for self-control and control;

Overview (installation) audio or video lectures on each discipline of the course;

Laboratory workshops;

Computer electronic textbooks and / or computer training programs for all disciplines of the course on CDs.

Another important element of these technologies are face-to-face classes (tutorials), periodically conducted using complex forms designed for practical use learners of various knowledge and skills acquired during self-study and comprehension of large independent blocks of educational material. A distinctive feature of distance learning in general is the change in the role of the teacher in the educational process, the emergence of a new type of teacher-tutor, as well as the separation of the functions of teachers who develop educational and methodological materials, and teachers who directly supervise the student and conduct most of the classes in full-time education.

Certification and are allowed to work with trainees only after receiving the appropriate certificates. For technologies of this group, the issues of preparation and methodological support tutor teachers turned out to be the most developed.

computer network technologies

This group of technologies is characterized by the widespread use of computer training programs and electronic textbooks available to students via the global (Internet) and local (intranet) computer networks. At the same time, the share and role of full-time studies is significantly less than in the previously described group of case technologies.

The creation and organization of distance learning based on these technologies requires the use of developed specialized software tools (shells) that allow you to create and maintain electronic courses, as well as organize the learning process based on them.

Network technology has been developing since 1998 based on the Internet. All training materials are hosted on the server and are available upon conclusion of an agreement for self-study. Through the Internet, it is possible to contact the teacher, take intermediate and final tests. Exams are taken at the nearest training center.

This system contains the following tools:

Bulletin board (seminars), electronic distributed seminars are held in the mode of forums in the allocated time in accordance with the schedule;

Chat designed for discussion between the teacher and students in real time;

Internal e-mail, with the help of which consultations can be carried out while studying the course of lectures;

A tool to use the course materials found on the CD (to offload the Internet).

Remote technologies using television networks and satellite data channels

The educational technology is based on a modular principle, which implies the division of the discipline into closed blocks (units), for which control measures are provided. In all training centers, educational technology is identical.

For all disciplines, a standard set of classes has been developed - a set of norms in accordance with the requirements of the state educational standard (SES). At the same time, such forms of classroom studies are used as introductory and module lectures, television coursework, teletutoring to prepare for coursework and exams, individual and group training of skills and abilities, module and examination tests, consultations on the Internet in asynchronous mode, providing contact of students of all educational centers with qualified teachers, etc.

Monitoring the quality of learning by students is implemented using an electronic testing system. The following stages of monitoring the quality of knowledge assimilation have been developed:

Operational lecture testing;

Individual computer training;

Modular control testing based on the results of studying the block;

Written examination and examination testing based on the results of studying the discipline.

Models for the implementation of distance learning technologies

Depending on the goals and conditions, educational institutions can choose a specific model for the implementation of distance learning technologies.

The implementation model of distance learning technologies means:

Unified ways of organizing the activities of educational institutions;

Unified Ways to Organize educational activities learners and educators.

Educational institutions using distance technologies are mainly guided by six models that use both traditional practices and modern ones:

The first model is external training .

This model of education is acceptable for institutions of secondary and higher education, since it is more focused on school and university requirements.

The second model is university-based training .

In this model, training is carried out on the basis of information technology, including computer telecommunications. This model of training organization is typical for many leading universities in the world.

Training takes place mainly on case technology.

The third model is training based on the cooperation of several educational institutions.

Such a model is primarily beneficial for students due to a better and less expensive learning process. It provides for the joint development of unified programs in the main, leading disciplines . Each educational institution specializes in organizing certain courses. At the same time, training programs become better and less expensive. The basis of training in this model can be electronic textbooks.

The fourth modeltraining in specialized educational institutions.

We are talking about centers that only organize distance learning courses and do not use other forms of organizing educational activities. The training is based on the independent work of students with textbooks, special literature, recordings on audio and video cassettes, computer programs.

Fifth model - learning using autonomous learning systems.

Education is based entirely on radio and television broadcasts, as well as additionally distributed paper manuals. This approach allows you to cover a huge number of people who want to gain knowledge without the use of expensive equipment (personal computers and the necessary peripherals).

The sixth model is learning in a virtual educational environment.

This model is characterized by convenience and simplicity for both students and teachers. The opportunity to study on an individual educational route and access to take one, several or all of the courses presented on the site.

Another fairly common classification of distance learning models was created by the UNESCO Institute in 2000 based on a study of higher education institutions, but is applicable to any educational institution:

Single model;

Double model;

mixed model;

Consortium;

Franchising;

Remote audience model.

Distinctive features and benefits of DOT

From the general variety of educational technologies, DOTs have a number of special characteristics, such as:

1) separation of teaching and learning processes in time and space;

2) development of educational programs by the trainee at the place of residence with the dominant of independent work, with periodic meetings of a group of students;

3) the widespread use of overview learning, implemented through overview lectures, helping the student to create complete picture studied area of knowledge and activity;

4) the use of the modular principle, which involves the division of the subject into logically closed blocks, called modules, within which both the study of new material and control measures to verify its assimilation take place;

5) managing the independent work of an educational institution conducting distance learning by means of curricula, specially prepared educational, methodological and educational materials and special control procedures;

6) the mandatory use of communication technologies for the transfer of knowledge, mediated, dialogue and interactive interaction of learning subjects and solving administrative problems;

7) creation of a special information and educational environment, including various educational products - from a working textbook to computer training programs, slide lectures and audio courses, work with which can be easily organized at home.

The advantages of DOT are as follows:

training at a convenient time and in a convenient place;

individualization of training, which provides each student with the opportunity to build an individual educational trajectory, an individual schedule of classes; this is especially important for persons with limited mobility (health conditions);

the creation of an educational environment allows taking into account the individual psychophysical abilities of each student;

electronic control of knowledge guarantees objectivity and independence of assessments;

consultations with the teacher using electronic means of communication at any convenient time;

along with training, there is an additional in-depth development of a personal computer, modern means of communication.

The main information educational resources that provide each module of the studied subjects when using DOT, are educational and methodological complexes (hereinafter TMC). The purpose of the CMD is to provide effective work students in all types of classes in accordance with the curriculum of the educational program.

Teaching materials include educational products and educational materials in electronic form and on paper (in accordance with the order of the Ministry of Education and Science of Russia dated May 6, 2005 No. 137:

subject program;

textbooks;

introductory and modular lectures, made in the form of tele-lectures, slide lectures and audio lectures;

information and methodological materials on collective trainings;

educational computer programs;

laboratory works;

test bases for operational testing and training - from 100 to 300 questions for each module;

bases of questions of intermediate certification - from 100 to 350 questions per discipline;

methodological materials for teachers;

texts on lists of basic and additional scientific and educational literature and information and reference materials - reference books, dictionaries, etc. (texts in the telecommunications two-level library);

methodological materials for the organization of independent work of students (printed materials and on electronic media).

Conclusion

The current stage of development of scientific and technological progress is associated, first of all, with global changes in the processes of informatization of all spheres of society. In most countries of the world community, programs of large-scale informatization of education are being implemented, the main goal of which is to educate a critically thinking person, capable of continuously improving their cultural and professional level, able to effectively adapt to the changing conditions of society.

The basis of the educational process in distance learning is purposeful intensive independent and self-controlled work of the student himself. Anyone interested in improving their education can study in a place convenient for them, according to an individual schedule, having access to the necessary information, special teaching aids.

As a conclusion, we can say that distance education is not only a popular form of education, but also quite promising. However, in order to use it with maximum efficiency, it is necessary that the technical and theoretical base be at the proper level. And, of course, the interest in the educational process of the trained and teaching parties plays an important role.

Literature

1. Bogdanova, D.A. Problems of distance education in Russia / D.A. Bogdanova // Informatics and education. - 1996. - No. 3. from. 94-99.

2. Bystritsky, V.A. Feedback in the process of distance learning // Quality assurance system in DO. - Zhukovsky: MIM LINK, 2002. - Issue 4. - from. 144-148.

3. Humanitarian technologies of teaching in higher education: studies.-method.allowance / number authors ed. T.V. Chernikova. M.: Planeta, 2011. 496 p.

4. Gurevich A.M. Role-playing games and cases in business trainings. SPb., 2004.

5. Moiseeva, M.V. Coordinator as a Key Figure in the DL Process// Distance Education. - 2000. - No. 1. - from. 25-29.

6. Okolelov, O.P. The learning process in the system of distance education [Text] / Distance education. - 2000. - No. 3. - p. 37-43.

7. Skibitsky, E.G. Didactic support of the distance learning process [Text] / E.G. Skibitsky // Distance education. - 2000. -
8. Panfilova A.P. Innovative pedagogical technologies: Activetraining: textbook for students. higher textbook institutions / M.: Izdat. CentreAcademy, 2009. 192 p.9.Modern educational technologies: textbook. allowance / number authors:ed. N.V. Bordovskaya. M.: KNORUS, 2010. 432 p.10. Selevko G.K. Encyclopedia of Educational Technologies: in 2 vols. M.: NIIschool technologies, 2006. Part 1. 816 p.

Under distance education(BEFORE) is understood as a complex of educational services provided to the general population in the country and abroad with the help of a specialized information and educational environment based on the means of exchanging educational information at a distance (satellite television, radio, computer communications, etc.).

Distance education is one of the forms of the continuous education system, which is designed to realize the human rights to education and information. DL will provide equal opportunities in the education of schoolchildren, students, civil and military specialists, the unemployed in any part of the country and abroad through more active use of the scientific and educational potential of leading universities, academies, institutes, various industry training and retraining centers, as well as advanced training centers and other educational institutions. DL will allow you to receive basic or additional education in parallel with the main human activity. Ultimately, the system of distance education (DLS) being created is aimed at expanding the educational environment in Russia.

The central link of the LMS is telecommunication means that allow the educational process to be provided:

Necessary educational and teaching materials;

Feedback between teacher and student;

Exchange of management information within the DO system;

Access to international information networks, as well as to connect foreign users to the LMS.

To create a domestic LMS, you must:

Create an all-Russian network of interactive satellite television, consisting of central and regional educational television studios connected by satellite communication channels;

To carry out integration and development, first of all, in the regions of higher school computer telecommunications systems: RUNNET, UNICOR, RELARN;

To ensure the interaction of industry and other networks existing in Russia with LMS;

Create a distributed system of educational information resources available via computer telecommunications;

Technologies DO- a set of methods, forms and means of interaction with a person in the process of independent, but controlled development by him of a certain array of knowledge. When conducting DL, information technologies should 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 independently work on mastering the material being studied, as well as assessing the knowledge and skills they acquired in the learning process. Prompt communication between teachers and students is an integral part of the DL process. During such communication, students can consult with teachers, discuss projects, decisions, assessments with them. It also allows teachers to monitor the progress of learning and organize learning on an individual basis.

Teleconferences, allowing to understand the task and problem of the area of life being mastered;

Information sessions, during which students work with information fields from various knowledge banks and databases;

Design work that allows, using the information received, to create fragments of virtual worlds corresponding to the cognizable area of life, to analyze the case, business and simulation games; trainings, problematization of theories, etc.;

Discussions, "field studies" (Sunday schools), which will allow to realize the socialization and greening of the acquired knowledge.

All of these forms require a high level of individualization of training, which does not exclude business communication with leading experts in this field of knowledge.

The main properties of the educational process in LMS: flexibility; modularity; economic efficiency.

Didactic principles of distance learning:

Correspondence of the didactic process to the laws of teaching;

The leading role of theoretical knowledge;

The unity of the educational, upbringing and developmental functions of education;

Stimulation and motivation of a positive attitude of students to learning;

Combination of collective educational work with an individual approach to learning;

The combination of abstract thinking with visibility in teaching;

Consciousness, activity and independence of students with the leading role of the teacher;

Consistency and consistency in training;

Availability;

The strength of mastering the content of training.

Of the additional principles in relation to DO, the most significant are:

Humanist principle DO: the orientation of training and the educational process to the individual; creation of the most favorable conditions for mastering the knowledge corresponding to the chosen profession, for the development and manifestation of creative individuality, high civil, moral, intellectual and physical qualities.

Principle of expediency of application of new information technologies. New information technologies affect all components of the education system: goals, content, methods and organizational forms of education, teaching aids, which allows solving complex and urgent problems of pedagogy, namely: the development of intellectual, creative potential, analytical thinking and human independence.

The principle of advanced education, which consists not only in the transfer to the new generation of the already accumulated scientific and cultural heritage of past generations, but also in the formation of its consciousness and worldview, which would help this generation adapt in a rapidly changing world.

Among the didactic principles affected by computer technologies for the transmission of information and communication, first of all, the following principles should be attributed: activity; independence; combinations of collective and individual forms of educational work; motivation; links between theory and practice; efficiency.

As the main the benefits of distance learning based on computer networks (compared to conventional correspondence education), foreign practitioners indicate:

Providing convenient means for learning or communication;

Wide opportunities for group work;

More successful communication with the teacher (methodologist);

Reducing the time for the response of the teacher (methodologist);

Free access of students to databases, library catalogs and other information resources;

Convenience in the conduct of personal files of students;

Ability to quickly receive and send homework assignments;

Possibility to pass testing in the mode of direct access.

For the ongoing work on the creation of LMS elements, a list of characteristic stages of methodological and technical measures .