Consultation on the topic: Electronic resources for preschool education. Internet resources for preschool education
Lupanova Irina Eduardovna
Electronic educational resources are educational materials that are reproduced using electronic devices.
In the very general case EER includes educational videos and sound recordings, for playback of which a household tape recorder or CD player is sufficient. The most modern and effective electronic educational resources for education are reproduced on a computer.
The purpose of using ESM in a preschool institution is to contribute to improving the quality educational process and its effectiveness in all areas of development, including social and personal: personal development children, familiarization with the norms and rules of relationships with peers and adults, development of physical, intellectual and personal qualities, formation of the foundations of personal safety and the safety of the surrounding world, the formation of labor skills, a conscious attitude towards people’s work, personal diligence; increasing the cognitive motivation of students.
Advantages of using ESM for children:
- presenting information on a computer screen in a playful way arouses great interest in children;
- carries a figurative type of information that is understandable to preschoolers;
- movements, sound, animation attract the child’s attention for a long time;
- has a stimulus for children's cognitive activity;
- provides the opportunity to individualize training;
- in the process of his activities at the computer, the preschooler gains self-confidence;
- allows you to simulate life situations that cannot be seen in everyday life.
FOR EXAMPLE:
Game "We are walking around the city."
From the computer, through a media projector, a video depicting street traffic is displayed on the interactive board; the noise of the city can be heard: the hum and signals of cars, the whistles of a traffic controller. On the screen is a pedestrian crossing with a traffic light. Children, at the traffic light signal on the screen, in a group “cross the street” according to the rules of the children’s school.
The picture on the board changes to an image of the facade of a large store. Children "enter the store." On the shelves there are useful and harmful products nutrition. Children touch healthy products on the board that “end up” in their grocery basket. In case of an error, children need to be explained why this product is not healthy. In another department, the children are greeted by a salesperson who only serves polite customers. The voice tells the children how to properly contact the seller, how to thank the store employees when leaving.
After “leaving” the store, the children find themselves back on the street. The bus “stopped” at the stop, passengers got out and began to walk around the front of the bus. Children are encouraged to notice the error and point in the right direction.
If there is no interactive whiteboard in the group, you can use a regular screen or magnetic board, onto which material is also broadcast from the computer through the projector.
It's hard not to agree that this form educational activities much more exciting and effective than the usual words of adults.
The concept of ESM. Review of electronic educational resources for the general education system.
In the national educational initiative “Our new school“One of the characteristics of a 21st century school is the orientation of its activities towards the use of future technology. One of these forms is the use of electronic educational resources (EER).
Possibility of implementation educational programs with the use of electronic educational resources is currently enshrined in the federal law “On Education in the Russian Federation”.
“Electronic educational resource” is a term that every teacher has now heard. This is what the realities of today require from a teacher. But, on the other hand, most teachers do not have sufficient knowledge about this topic.
Another “terrible” problem for some teachers is the computer. Is the abbreviation EOR really that scary?
Let's look into this issue!
EER is a set of software, information, technical, regulatory and methodological materials, full-text electronic publications, including audio and video materials, illustrative materials and catalogs of electronic libraries, located on computer media and/or on the Internet. In other words, this is educational content in electronic form that can be reproduced or used using electronic resources.
New generation electronic educational resources are open educational modular systems (OMS).
Compulsory medical insurance is an electronic educational resource of modular architecture. Moreover, each module is an autonomous, content- and functionally complete educational resource designed to solve a specific educational problem.
The effectiveness of using electronic educational resources in the educational process is ensured by the presence of the following capabilities: multimedia, modeling, interactivity.
Based on the technology of creation, electronic educational resources are divided into text (hypertext), textographic (resources presented on a computer screen rather than on paper, with features in navigating through the text) and multimedia (interactive resources consisting of visual or audio content).
Since electronic educational resources are numerous and have multiple characteristics, they can be classified on several grounds:
by type of distribution medium and use - Internet resources, offline resources, resources for electronic boards;
by content type- electronic reference books, quizzes, dictionaries,
textbooks, laboratory work;
on implementation principle - multimedia resources, presentation resources, training systems;
by components- lecture resources, practical resources, simulator resources (simulators), control and measurement materials.
The presented classification makes it possible to take into account certain characteristics and parameters of the ESM. Other classification criteria can be used, however, regardless of the purpose, method of use or implementation technology, the basis of any didactic tool is the educational material of the subject area being studied.
Due to the diversity of electronic educational resources, in practice it is convenient to carry out classification according to a specific defining characteristic, namely:
on a functional basis that determines the meaning and place of electronic educational resources in the educational process;
on the organization of the resource text;
by the nature of the information provided;
according to the form of presentation;
for the intended purpose;
by availability of printed equivalent;
by format (nature) of basic information;
by distribution technology;
by the nature of user interaction.
By type, the following main groups of ESM can be distinguished:
computer textbook (textbook, text of lectures, etc.);
electronic directory;
computer problem book;
computer laboratory workshop (models, simulators, etc.);
computer testing system.
The computer textbook is intended for self-study theoretical material and can be textographic, hypertext or multimedia. It contains structured learning material provided to the learner.
The electronic reference book allows the student to obtain the necessary information at any time. background information. The reference book includes information both duplicating and supplementing the material in the textbook.
A computer problem book allows you to practice techniques for solving standard problems that allow you to clearly connect theoretical knowledge with specific problems to which they can be aimed.
Computer workshops, models, construction kits and simulators allow you to consolidate knowledge and gain skills practical application.
A computer testing system can be either a separate program that does not allow modification, or a universal software shell. As a rule, such systems are provided with a test preparation subsystem, which facilitates the process of their creation and modification. The effectiveness of using a testing system is significantly higher if it allows you to accumulate and analyze test results.
Computer systems for monitoring and measuring the level of knowledge of students have been found wide application due to the relative ease of their creation.
Each electronic educational resource must have a modular structure and consists of modules of the IPC type, where
I – information (lecture) module,
P – practical (laboratory, interactive) module,
K – controlling (testing) module.
The information module includes:
static (non-interactive) summary posters;
interactive posters;
slide shows and presentations;
interactive information modules;
The practical module contains:
kits of materials for organization practical classes;
sets of materials for organizing project work;
The control module is:
tasks in test form.
control and assessment of students' knowledge;
The introduction of electronic educational resources into the educational process does not exclude traditional methods training, but harmoniously complements and combines with them at all stages of training: familiarization, training, application, control.
The use of electronic educational resources in the learning process provides great opportunities for independent creative and research activities students.
Academic work includes classroom lessons with a teacher and independent homework.
Electronic educational resources allow you to complete more comprehensive practical exercises at home - virtual visits to museums, observations of production processes, laboratory experiments, etc.
Also, the student will be able to independently certify his own knowledge, skills, and abilities without the participation of a teacher or parent, who will tell him the correct answers - everything is already included in the EER.
Regarding research work– Electronic educational resources allow not only to study descriptions of objects, processes, phenomena, but also to work with them interactively.
An electronic educational resource (EER) is the main component of the information educational environment (IEE), which is focused on the implementation of the educational process with the help of information and communication technologies and the use of new methods and forms of teaching. IOS is included in the global educational information space, which is formed by catalogs and access interfaces to electronic educational resources collections.
The network of federal educational portals is the main source of information for users interested in education. Portals are the most powerful collections of links to educational Internet resources published in the Russian segment of the World Wide Web. In addition, the portals contain news feeds, electronic libraries and collections of educational resources, reference books, means of communication between teachers and students, information about specialists and organizations working in the field of education, and many other useful services.
Let's look at some educational resources.
Federal portal Russian education
The portal storage houses electronic educational resources (EER) of such types as electronic educational modules of open multimedia systems and virtual collective environments.
Access to electronic educational resources is organized through a catalogue, effective means searching and ordering resources. The portal contains the necessary programs for working with electronic educational resources, thematic forums and many other tools that provide effective feedback to users.
Federal educational portal
http://www.edu.ru/
On the Federal educational portal The most extensive and up-to-date information is presented on various issues of education at all levels: from preschool to retraining and advanced training. The portal publishes information and analytical materials about Russian education, covers events and activities at the federal and regional levels, as well as the progress of the implementation of the national project “Education”.
Unified collection of digital educational resources ( EC)
http://school- collection.edu.ru/
The unified collection of digital educational resources is the largest online repository of Russian-language electronic resources intended for free distribution and use in the educational process as teaching aids or their components.
Catalog of educational resources on the Internet
http://edu-top.ru/katalog/
This portal contains information about federal educational resources, regional educational resources, information resources covering issues of educational book publishing for general education, educational resources published on the Internet by the main media, publishers of educational and scientific-methodological literature, as well as lists of websites of large bookselling enterprises and online stores where you can order and purchase publications of interest, etc.
Portal of the Federal Center for Information and Educational Resources (FCIOR). http://fcior.edu.ru
The Federal Center for Information Educational Resources ensures the accessibility and effectiveness of the use of electronic educational resources for all levels and objects of the Russian education system. FCIOR implements the concept of a “single window” for access to any electronic educational resources of the education system and provides a single modern technological platform for existing and newly created electronic educational resources.
On the FCIOR website (http://fcior.edu.ru), new generation EERs are open educational modular multimedia systems (OMS).
Currently, there is a large number of digital and electronic educational resources, which is associated with their massive need in the conditions of updating the general secondary and higher education.
The use of electronic educational resources is the implementation of the concept of open education, which allows a person to carry out continuous learning throughout his life, to choose the most optimal intensity and mode of acquiring knowledge.
List of sources used:
Vitchenko O.V. Interactivity as one of the main requirements for modern electronic educational resources [Electronic resource]. - Access mode: http://www.rae.ru/meo/?article_id=4709&op=show_article§ion=content, free. Cap. from the screen.
GOST R 55750-2013. Information and communication technologies in education. Metadata of electronic educational resources. General provisions[Electronic resource]. - Access mode: http://standartgost.ru/g/GOST_R_55750-2013, free. Cap. from the screen.
Evseev A.I., Savkin A.N., Evsikova Yu.V. Development of electronic educational resources. Psychological and didactic issues of cognitive (educational) activity: methodological manual [Text]/ Evseev A.I., Savkin A.N., Evsikova Yu.V. – MPEI Publishing House, 2009 – 116 p.; ill.
UNESCO Institute for Information Technologies in Education: Fundamentals of the development of electronic educational resources: Information [Electronic resource]. - Access mode: http://www.intuit.ru/studies/courses/4103/1165/lecture/19307, free. Cap. from the screen.
Educational resources on the Internet for basic general and secondary (complete) general education: Catalog / Ch. ed. Tikhonov A.N. - Moscow, 2006. - 72 p.
Russian Federation. Laws. Federal law"On education in Russian Federation" – M.: Publishing house “Omega-L”, 2014.- 135 p. – 5000 copies. – ISBN 978-5-370-03390-9.
Electronic educational resources: current issues and answers [Electronic resource]. - Access mode: http://vio.uchim.info/Vio_97/cd_site/articles/art_3_2.htm, free. Cap. from the screen.
Internet portals:
http://www.edu.ru/db/portal/sites/res_page.htm- Federal portal Russian education.
http://edu-top.ru/katalog/- Catalog of educational resources on the Internet.
http://www.fcior.edu.ru- Federal Center for Information Educational Resources.
http://www.school-collection.edu.ru- A unified collection of digital educational resources.
Electronic educational resources
Ministry of Education and Science:
1. Russian Federation http://www.mon.gov.ru
2. Federal service for supervision in the field of education and science (Rosobrnadzor) http://www.obrnadzor.gov.ru
3. Federal Agency for Education (Rosobrazovanie) http://www.ed.gov.ru
4. Federal Agency for Science and Innovation (Rosnauka) http://www.fasi.gov.ru
5. Federal portal “Russian Education” http://www.edu.ru
Educational portals:
1. Children's portal "Sun" http://www.solnet.ee/
2. Children's portal "Teremok" http://teremoc.ru/
3. Children's portal "Pochemuchka" http://pochemu4ka.ru/
4. Children's portal "Internetenok" http://internetenok.narod.ru/
5. Children's portal "Klepa" http://www.klepa.ru/
Magazine "Management of a preschool educational institution"
The magazine "Management of a preschool educational institution" is addressed to managers of preschool education, heads and methodologists of preschool educational institutions. The magazine publishes materials on issues of preschool pedagogy, organization of work of a preschool educational institution, and team management kindergarten, regulations regulating activities of preschool educational institutions, articles about the latest achievements of pedagogical science and practice.
Preschool pedagogy: St. Petersburg scientific and practical journal.
The magazine is focused on the professional information needs of preschool education workers. The popular nature of the presentation of the material allows us to recommend the magazine to parents. Employees of leading pedagogical institutions of St. Petersburg, as well as the city’s Education Committee, take part in the work of the editorial board. The website provides general information about the publication, subscription information, announcement of the upcoming issue, and contact information for the editorial office.
Magazine "Senior Teacher's Handbook"
http://vospitatel.resobr.ru/
Directory of a senior teacher of a preschool institution.
The first magazine on the organization of educational work in preschool educational institutions.
Magazine "Kindergarten of the Future" http://www.gallery-projects.com
Magazine "Kindergarten of the Future - Gallery" creative projects» offers the project as a form of joint educational activity in a preschool educational institution
Magazine includes:
Experience of teachers teaching teams and preschool managers educational institutions for the implementation of creative projects;
A set of ready-made projects for interaction with children, their families, employees and various partners of preschool educational institutions;
Explanation theoretical foundations project-based learning and education from the perspective of practitioners;
New ideas and interesting discoveries from your colleagues.
Magazine " Preschool teacher" http://doshkolnik.ru
This is a fundamentally new magazine for preschool teachers;
the most valuable experience of the best preschool educational institutions;
A clear structure built in the logic of the day of the teacher and the child (morning, afternoon, evening, night);
Not only time-tested and newest methodological recommendations, development of games, activities, etc., but also materials devoted to the development of the personality of the teacher and the child.
Magazine "Modern Kindergarten" -
organizes and thematically systematizes the information environment that ensures the quality development of preschool education. General information about the publication, members of the editorial team, subscription information, archive with issue contents, contact information.
Magazine "Directory of the head of a preschool institution" http://www.menobr.ru/products/7/
An authoritative and most complete publication on the administrative and economic activities of a preschool educational institution. All materials are selected taking into account the annual activity schedule of the educational institution. The magazine offers ready-made solutions to current administrative and economic problems in the management of preschool educational institutions, financing, features of budget accounting, office work, personnel work, catering, and labor protection.
Magazine "Obruch" http://www.obruch.ru/
An illustrated popular science magazine for managers at all levels, methodologists, kindergarten teachers, primary school teachers and parents. It publishes a variety of theoretical, methodological, practical materials, and experience of preschool institutions. Much attention is paid to issues of psychology, methods of education and training, and the creation of a developmental environment.
Magazine “Kindergarten from A to Z” http://detsad-journal.narod.ru/
A scientific and methodological magazine for teachers, parents and all those who are not indifferent to the world of childhood. On the pages of the magazine, current problems of modern preschool education and prospects for the development of the industry are discussed, the experience of innovative activities of children's educational institutions and specialized educational institutions, results scientific research, notes on classes and games, scenarios for leisure and holidays, consultations with managers, doctors, hygienists, and psychologists are published.
Newspaper "Preschool Education"
http://best-ru.net/cache/9988/
Electronic version of the newspaper "Preschool Education", published by the publishing house "First of September". The pedagogical publication includes sections: Children's World, Parental Consultation, Laboratory, Workshop, Toy Library, Grandmother's Chest, Personal experience, Nature School, Psychological school, Documents, School bag, School of Management. Contents are published for all issues. The full-text version of the issue is posted on the website one year after publication of the printed edition.
Website "Festival of Pedagogical Ideas. Open Lesson"
http://bibigosha.ru/
Artists, animators, psychologists, programmers got together and developed the Bibigosh website. There's a lot here useful information necessary for the development of the child. Parents of preschoolers can find on the website the maximum number of high-quality children's computer games, entertaining, developing, educational. And also read about child psychology, development, education, consult with psychologists, or discuss your views and problems with other parents.
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Introduction……………………………………………………. | |
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1 Theoretical foundations for the development and use of electronic educational resources ………………………… | |
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1.1 Electronic educational resources: concepts and varieties ……………………………………………………... | |
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1.2 Software tools for creating electronic educational resources ………………………… | |
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Conclusion…………………………………………………………. | |
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References………………………………………………………………... | |
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Applications |
Introduction
Currently, in the field of informatization of education, the main attention is focused on the problems of creating effective electronic educational resources (EER).
The relevance of the development of electronic educational resources is associated with the lack or absence of full-fledged materials on newly introduced disciplines, the introduction of distance learning methods into the educational process, the systematization and generalization of teachers’ materials, the need to adapt materials for curricula and the contingent of students studying at this educational institution. It is also important to be able to constantly develop and improve existing teaching materials and make them as accessible as possible to students. Electronic teaching aids, of course, are not a copy of paper ones; they should include means of navigation through the educational material, a thesaurus, search tools, questions and tasks for self-testing of mastery educational material, as well as means to attract students' attention, including animation sequences and active content.
Purpose of the work: To develop an electronic educational resource for use in lessons and as a methodological toolkit for teachers;
Study methodological literature and Internet sources;
Study modern software tools for creating electronic educational resources and websites.
Determine the structure and content of the electronic educational resource “Profile training in computer science.”
Develop an educational educational program “Profile training in computer science.”
Research methods
1 Theoretical foundations for the development and use of electronic educational resources
Electronic educational resources: concepts and varieties
Currently, the rapid informatization of the education sector continues, in particular, the development of electronic learning tools. In this regard, educational institutions are faced with the task of creating sets of electronic educational resources (EER) that complement textbooks: electronic lecture courses, electronic teaching aids, test materials with a gradual transition to the creation of complete electronic modules and electronic educational and methodological complexes in disciplines that support Conducting all types of classes to obtain competencies corresponding to the specialty.
In accordance with global experience, text-based electronic products are being replaced by highly interactive, multimedia-rich ESM. The requirements for interactivity and multimedia richness are especially important for educational products used in general education. It is obvious that we can expect increased efficiency and quality of education from informatization only if new educational products have some innovative qualities.
Electronic educational resources are educational materials that are reproduced using electronic devices.
In the most general case, EER includes educational videos and sound recordings, for playback of which a household tape recorder or CD player is sufficient.
The most modern and effective electronic educational resources for education are reproduced on a computer. It is on such resources that we will focus our attention.
Sometimes, in order to highlight this subset of EER, they are called digital educational resources (DER), meaning that the computer uses digital recording/playback methods. However, audio/video compact discs (CDs) also contain recordings in digital formats, so introducing a separate term and abbreviation DOR does not provide any significant benefit. Therefore, following the interstate standard GOST 7.23-2001, it is better to use the general term “electronic” and the abbreviation EOR.
EORs are different, and it is very convenient to classify them according to the degree of difference from traditional printed textbooks.
The simplest ESM are textographic. They differ from books mainly in the basis of presentation of texts and illustrations - the material is presented on a computer screen, and not on paper. Although it is very easy to print, i.e. transfer to paper.
EORs of the next group are also textographic, but have significant differences in text navigation.
We read the pages of a book sequentially, thus performing so-called linear navigation. At the same time, quite often in educational texts there are terms or references to another section of the same text. In such cases, the book is not very convenient: you need to look for explanations somewhere else, flipping through many pages.
In ESM, this can be done much more comfortably: specify an unfamiliar term and immediately receive its definition in a small additional window, or instantly change the screen contents when specifying the so-called keyword(or phrases). Essentially, the key phrase is an analogue of a line in the familiar book table of contents, but this line is not placed on a separate page (table of contents), but is embedded in the main text.
In this case, navigation through the text is nonlinear (you view fragments of text in an arbitrary order, determined by logical coherence and your own desire). This textographic product is called hypertext.
The third level of ESM is resources consisting entirely of a visual or sound fragment. The formal differences from the book are obvious here: neither cinema, nor animation (cartoon), nor sound are possible for a printed publication.
But, on the other hand, it is worth noting that such EORs are essentially no different from audio/video products played on a household CD player.
The most significant, fundamental differences from the book are found in the so-called multimedia electronic educational resources. These are the most powerful and interesting products for education, and they deserve separate consideration.
The English word multimedia means “many ways”. In our case, this is the representation of learning objects in many different ways, i.e. using graphics, photos, videos, animations and sound. In other words, everything that a person is able to perceive with the help of sight and hearing is used.
Today the term “multimedia” is used quite widely, so it is important to understand what exactly it refers to. For example, a well-known multimedia player is called multimedia because it can play photographs, videos, sound recordings, and text in turn. But at the same time, each reproduced in at the moment the product is “single-media” (“dual-media” can only be called a voice-over video).
The same can be said about a “multimedia collection”: as a whole, the collection is multimedia, but each individual element used is not multimedia.
When we talk about ESM multimedia, we mean the possibility of simultaneous reproduction on a computer screen and in sound of a certain set of objects presented in various ways. Of course, we are not talking about meaningless confusion; all represented objects are logically connected, subordinated to a certain didactic idea, and a change in one of them causes corresponding changes in the others. Such a coherent collection of objects can rightly be called a “scene.” The use of the theatrical term is quite justified, since most often fragments of real or imaginary reality are presented in ESM multimedia.
The degree of adequacy of the representation of a fragment of the real world determines the quality of the multimedia product. The highest expression is “virtual reality,” which uses multimedia components of the highest quality for human perception: three-dimensional visuals and stereo sound.
Is interactivity the ability to interact?
Absolutely right, the translation of English interactive is interaction.
Let us note that it is interaction (by consent or opposition) with the surrounding natural and social environment that is the basis of intelligent existence. Therefore, the role of interaction in the educational process can hardly be overestimated.
The phrase “interactive operating mode” is used quite often. However, as with the definition of “multimedia,” you need to understand what exactly interactivity is.
Generally speaking, working with a computer is in itself interactive in nature: using the keyboard and mouse, the user produces some results, in particular, searches for a certain piece of text information. But from an educational point of view, in this version, it interactively solves educational problems in computer science. The found text fragment, of course, can be devoted to another subject area, but reading the text, firstly, is not interactive, and secondly, it is not effective if the same information is available in a school textbook.
The dominant feature of the introduction of computers into education is the sharp expansion of the sector of independent educational work, and this applies, of course, to all academic subjects. The fundamental innovation introduced by the computer into the educational process is interactivity, which allows the development of active forms of learning. It is this new quality that allows us to hope for a real possibility of expanding the functionality of independent educational work - useful from the point of view of educational goals and efficient from the point of view of time expenditure.
Therefore, instead of a text fragment with information on a particular academic subject, interactive electronic content is needed. In other words, the content of the subject area, represented by educational objects that can be manipulated and processes that can be interfered with.
Thus, interactivity is the main pedagogical tool of electronic educational resources, but there are other new pedagogical tools that create an environment for its (interactive) use.
What new pedagogical tools are used in EER?
There are five of them in total:
interactive;
multimedia;
modeling;
communication;
performance.
We have already talked about interactivity and multimedia. If we add modeling to them - simulation modeling with audiovisual reflection of changes in the essence, appearance, qualities of objects and processes, then the electronic educational resource, instead of describing it in symbolic abstractions, will be able to provide an adequate representation of a fragment of the real or imaginary world.
Multimedia will provide a realistic representation of objects and processes, interactivity will provide the opportunity to influence and receive responses, and modeling implements reactions characteristic of the objects and processes under study.
The fourth tool – communication – is the possibility of direct communication, prompt presentation of information, and remote control of the process status. From the point of view of electronic educational resources, this is, first of all, the possibility of quick access to educational resources located on a remote server, as well as the possibility of on-line communications between remote users when performing a collective educational task.
Finally, the fifth new pedagogical tool is user productivity. Thanks to the automation of non-creative, routine operations of searching for the necessary information, the creative component and, accordingly, the effectiveness of educational activities increase sharply.
New generation EERs are open educational modular multimedia systems (OMS).
In the simplest terms, these are electronic educational products that have solved three main problems of modern electronic educational resources.
The first problem was that ESM distributed on the Internet were predominantly textographic. Obviously, an electronic copy of a textbook will not be of any use to a student, and working with many information sources is not typical for a school, unlike a university.
Moreover, at any level of education, the educational process is far from being exhausted by obtaining information; it is also necessary to provide practical classes and certification (best on a subject basis).
It is clear that solving these problems requires ESM with interactive multimedia content, but the distribution of such products on the global network has encountered serious technical difficulties.
In the new generation ESM, the problem of network access to highly interactive, multimedia-rich content has been solved. In other words, all five new pedagogical tools can be used in these products.
The second technological problem is closely related to the solution to the first. Until now, interactive multimedia products have been released on CDs, with each manufacturer using its own software solutions, loading methods, and user interfaces. This often meant that learning disk techniques required almost as much effort and time as the course content.
New generation ESM (ESM NP) – network products produced by different manufacturers in different times and in different places. Therefore, architecture software playback, user interface have been unified. As a result, the problem of independence of methods of storing, searching and using a resource from the manufacturing company, time and place of production was solved for ESM NP.
For students and teachers, this means that today and in the future, using any ESM NP requires one set of client software, and in all ESM NPs the content-independent part of the graphical user interface is the same.
The third problem is specific to education. It has been declared for many years that the computer will provide student-centered learning. The concept of individual educational trajectories of students has long been used in pedagogical practice.
Indeed, the need to approach teaching different students differently is obvious, but in a classroom-lesson system it is practically impossible. However, even in the current binary system “teacher - class”, teachers are still different, each of them wants to teach in their own way. Accordingly, electronic educational resources should allow the creation of proprietary training courses.
In traditional conditions, the teacher is quite free to use a variety of information sources (textbooks from various publishers, teaching materials, scientific publications...) and has limited freedom in terms of practical classes (for example, elective laboratory complexes are, unfortunately, a utopia). Therefore, when the first serious educational products on CD-ROM appeared, their disadvantages were immediately attributed to the rigidity training course. The teacher would like to change something, but many different specialists are involved in creating interactive multimedia content, which, of course, are not at school.
In the new generation EER, the problem of a teacher creating an original curriculum and individual educational trajectories for students has also been solved.
It is obvious that we can expect increased efficiency and quality of education from informatization only if new educational products have some innovative qualities.
The main innovative qualities of ESM include:
1. Providing all components of the educational process:
obtaining information;
practical classes;
certification (control of educational achievements).
Please note that the book only provides information.
2. Interactivity, which provides a dramatic expansion of opportunities for independent educational work through the use of active forms of learning.
What do EER give to a teacher?
It is worth citing the teacher's opinion here. On the website pedsovet.org E.I. Begeneva from the Voronezh region formulates the answer as follows:
do not write notes;
you don’t need to carry bags with notebooks for checking, while we have a frontal survey every day, and there is no problem with the objectivity of the assessments - you can’t argue with the computer;
we save “throat” efforts, get rid of the routine part of the lesson, and in return we get well-prepared children for the “dessert” - creativity;
the problem of discipline in the classroom has been solved: students either stare at the screens or participate in a general discussion that is interesting for everyone, since everyone is prepared for it;
Indeed, perhaps the main thing is that it is much more interesting and effective to work with a prepared student.
However, not everything is so simple. The progressive teacher modestly keeps silent about the fact that he uses elements of new pedagogical technologies that must first be understood and then begun to be applied, following the difficult path of trial and error.
This refers to flat LCD monitors, the operating time of which is not limited to the tens of minutes allotted by the outdated SanPiN for cathode ray tubes.
Electronic textbooks (ET) are the main electronic learning tools. Such textbooks are created at a high scientific and methodological level and must fully comply with the discipline components of the educational standard of specialties and areas, determined by the didactic units of the standard and the program. In addition, educational institutions must ensure the continuity and completeness of the didactic cycle of the learning process, subject to the implementation of interactive feedback. One of the main properties of an ES is that its reduction to a “paper” version (printing out the contents of an ES) always leads to the loss of the specific didactic properties inherent in an ES.
It is advisable to correlate the classification of electronic educational resources with the types of educational activities. The most famous type is academic work, which is regulated by State Educational Standards (SES), training programs and is organized in various forms: full-time, correspondence (distance), etc. Educational work also includes a segment of self-education, characteristic of advanced training.
A significant place in the educational activities of the widest segments of the population is determined by activity aimed at satisfying cultural and social needs, diversified personal development and the formation of a social position.
Educational activities also include obtaining reference information necessary in work, study, and personal life.
Accordingly, electronic educational resources are divided into three large groups: educational, sociocultural, information and reference - Figure 1.
Figure 1 – ESM classification
Within the framework of the modern educational paradigm, which combines three main components of learning: obtaining information, practical training and certification, it is advisable to divide educational products into three corresponding types.
ESM can also be classified according to technological characteristics, delivery methods and other criteria. It is important for us to separate textographic ESM (illustrated text), audiovisual (consisting of one media element) and interactive multimedia ESM.
Based on the method of delivery to the user, ESM are divided into products for global computer networks, also called Internet resources, and ESM on local media (most often on optical CDs).
ESM classification system that allows:
1) promptly determine the type of ESM within the proposed system;
2) choose an adequate technology for developing a new or improving a previously developed electronic educational resource, ensuring its educational effectiveness;
3) optimize the process of analyzing the needs of university education in specific types of electronic educational resources (faculties and departments) in accordance with the competency model of a specialist (graduate of the department, university).
When developing the EER classification system, we focused on innovative transformations in the field of higher professional education and, above all, on the approval of competency-based, project-based and personality-oriented activity approaches in modern higher education.
The following principles became the conceptual basis for the development of an operational ESM classification system:
determination of the target (functional) orientation of the developed electronic educational resources in accordance with:
with the logic of the educational and cognitive process unfolding in a specific academic discipline
with the department’s requests and expected educational results in the form of specific professional competencies or their structural elements;
with the need to ensure the declared level of development of competencies for specific specialties;
determining the compliance of the educational content of electronic educational resources with new models (technologies) of organizing university education (ensuring the necessary level of interactivity in the organization of educational content of electronic educational resources);
using the achievements of new information technologies in the development of electronic educational resources;
provision of all components of the educational process for the formation of the necessary competencies in the specialty (at the relevant departments of UrFU).
These principles formed the basis for the selection of criteria for our classification system, according to which the entire variety of electronic educational resources created at the university can be combined into the following groups:
EORs that differ in terms of functional purpose, namely:
information electronic educational resources (auxiliary and reference sources of information: reference books, dictionaries, electronic encyclopedias, bibliography (basic and additional literature), siteography, etc.);
educational electronic educational resources (video lectures, electronic teaching materials, electronic textbooks, electronic practical training system, virtual laboratory work, etc.);
control and diagnostic EOR.
EERs that differ in the level of interactivity (according to the form of user interaction with the EER content - Osin):
Electronic educational resources that involve the user working with an unchanged type of content (conditionally passive form of interactivity);
ESM that ensure interaction with content at the level of elementary operations with its elements (conditionally active form of interactivity);
ESM, suggesting independent choice the user of a methodologically justified sequence of actions leading to a given learning result (active form of interactivity);
ESM, providing arbitrary manipulation of objects and processes presented or generated in the process of interaction with content (research form of interactivity).
3. ESM, differing in the way the user interacts with the resource:
using a personal computer (from local storage, via the Internet);
accompanying electronic educational resources (used by the teacher in a multimedia classroom, in a computer class, for a web seminar);
work using mobile devices;
integration into the learning management system (LMS);
using an electronic book (Elnk).
4. ESM, differing in presentation format:
text documents (MS Word, Adobe PDF, HTML, CHM);
texts with automated verification;
video and audio files;
interactive multimedia resources (Adobe Flash);
presentations (Power Point);
software products (virtual workshops);
with integration of video, audio and flash components;
SCORM - packages.
5. EORs, differing in manufacturing technology:
electronic textbook in SCORM format;
video resource;
HTML + Flash (mediatransformater);
Flash resource.
The developed classification of electronic educational resources in accordance with the specifics of educational activities in departments and faculties will contribute to the adequacy of the choice of electronic educational resources and increase the effectiveness of training based on them.
In order to ensure uniform terminology, the following classification of ESM is introduced:
Regulatory and methodological electronic educational resources ( curriculum, work programs of disciplines).
Educational – basic teaching aids, the main source of scientific and disciplinary knowledge; according to functional characteristics (meaning and place in the educational process) they are divided into:
information and educational (textbooks: online, multimedia, electronic text; teaching aids; electronic educational publications; lectures (texts of lectures (full, short), lecture notes, video and audio lectures (their courses and fragments);
informational and auxiliary (reference books, dictionaries/glossaries, electronic encyclopedias, collections of documents and materials, indexes of scientific and educational literature ( bibliography – basic and additional literature – siteography) , scientific publications of teachers, conference materials, articles by specialists, primary sources, fragments from paper textbooks, fragments of chat classes, transcripts of previously held chat discussions on the topic being studied, original works of students on the topic being studied or their significant fragments, expert reviews of students’ work, presentations accompanying lectures/practical/laboratory work, anthologies);
practice-oriented (tasks for independent work students, workshops, collections of problems and exercises , virtual laboratory and practical work, seminars, etc.);
control and diagnostic (tasks for self-control).
Anna Bannikova
Electronic educational resources of preschool educational institutions
In the modern world, people need access to various sources information, search, processing and perception of this information.
Until recently in educational Institutions operated mainly libraries with one type of information (in printed form) basis: books, newspapers, magazines). But since the book has ceased to be the only source of information, the arsenal of a modern educational institution should include video and audio materials, computer textbooks, electronic dictionaries, encyclopedias, etc.
Terms "media", "media library" were first heard in the domestic methodological and pedagogical literature in 1991. "Media" (plural)- this is not only hardware devices, but also storage media that are stored and distributed separately from hardware devices, and in addition, the information itself.
In our kindergarten, teachers and students have access to the Internet - resources are not implemented. When conducting educational activities, teaching staff uses only multimedia equipment, audio recordings on traffic rules and safety regulations, which are located in an accessible place in the teaching room.
The role of the media library in preschool educational institutions.
The basis of a family media library is a collection of documents, including electronic copies of printed publications (books, periodicals, audio, video materials, etc. When creating a fund, it is necessary to remember that it must satisfy the interests of children and educate adults; contain anthologies on family pedagogy and psychologists, child psychologists; pedagogical, psychological encyclopedias, dictionaries, monographs, methodological and educational manuals and materials, fiction for family reading and other documents.
The family media library may include: included:
multimedia materials for classes with children and adults;
multimedia encyclopedias, dictionaries;
developmental and training programs;
collections of media objects(audio, video, multimedia resources, etc..) ;
a collection of projects and final multimedia presentations made by teachers and parents.
Using the media library, children and adults with the help of a teacher (social educator, psychologist) select the necessary literature, video cassettes with recordings of feature films, educational films and cartoons, discs with electronic educational games, etc.
The total number of electronic educational resources located in the media library is 31 pieces.
Address resource Name of resource Abstract
Official education system resources Russian Federation
http://www.mon.gov.ru
Ministries education and science of the Russian Federation Official
http://www.edu.ru
Federal portal "Russian education"
Catalog Internet resources. For school graduates and applicants: regulatory documents, Unified State Examination, universities, ratings, testing, career guidance. Legal database "Garant": legislative and regulatory acts. Electronic archive of administrative documents: orders and information letters of the Ministry of Education and Science of Russia, Rosobrazovaniya, Rosobrnadzor.
http://www.adygheya.minobr.ru/
Ministry education and science of the Republic of Adygea Official resource of the Ministry of Education and science of the Republic of Adygea
List electronic educational resources for parents and students (pupils)
http://www.1umka.ru
"Umka - children's development site" On the site you can watch both entertaining and educational children's cartoons, download collections, as well as listen and download plus and minus tracks of children's songs, color online coloring pages with your children, choose holiday scenarios you like, listen to children's fairy tales and much more!
http://www.detkiuch.ru
"Training and development for children" Here you will find articles about children, educational and developmental programs for children and schoolchildren, which can be downloaded for free, and the child will certainly want to watch children's educational videos, cartoons, fairy tales and books, games for development, coloring pages, pictures, karaoke songs and much more.
http://www.baby-news.net
"Baby news" A huge amount of educational materials for children. The site will be of interest to both parents and children.
http://www.zonar.info
"Origami - The world with your own hands" The site is dedicated to ancient art
folding paper figures. Here you will find diagrams and videos explaining how to fold origami.
http://packpacku.com
"Coloring" Children's coloring pages, online coloring pages, coloring pages with numbers, pictures with numbers, children's labyrinths, skillful hands, developing children's online games, free online games for boys and girls and much more for your child.
www.solnet.ee/
Children's portal "SOLNYSHKO" Internet magazine dedicated to children's creativity: quizzes, songs (minus, texts, competitions, games and much more interesting things.
http://razigrushki.ru
"Untoys" For children and their parents who care about the harmonious development and upbringing of their children.
http://bukashka.org
"Bug", Drawing and music lessons, educational games, children's flash games and coloring books, nursery rhymes, lullabies, tests, tongue twisters and nursery rhymes.
http://teramult.org.ua/
"Old Cartoons" Everyone's favorite Soviet and foreign children's cartoons can be downloaded for free without registration on our website. In addition to cartoons, you will find a lot of them here.
http://teremoc.ru/
Children's portal "Teremok" Summer games, online coloring pages, English for children, multiplication tables. There are many educational games for children in Teremka.
http://pochemu4ka.ru/
Children's portal "Pochemuchka"
Website for children and their parents
http://internetenok.narod.ru/
Children's portal "Internet" Competitions. Gallery of drawings. Cartoons. Comics. Interactive riddles. Crosswords online. Scanwords online. Games. Children's site. Library of fairy tales. Crafts and drawings for children. For children. To my child.
List electronic educational resources for teachers
http://nsportal.ru
Social network of workers education Opportunity to create your own personal mini-site. Registered users can create websites educational institutions, where you can talk about your work, add news and announcements, create discussions and photo albums.
You can create a blog - an online diary, where the author publishes his thoughts about events or topics that are important to the author. Readers can comment and discuss these articles and express their thoughts.
Interest groups are created (communities)- basis social networks, are created for close communication on general topics. This good opportunity build your social circle.
"Modern kindergarten" Organizes and thematically systematizes the information environment that ensures the quality development of preschool education
http://www.detskiysad.ru
Kindergarten. Ru. Articles, notes, consultations for both educators and parents, a lot of useful information for self-education of teachers.
http://doshkolnik.ru
"Preschool teacher" The most valuable experience of the best preschool educational institutions; a clear structure built in the logic of the day of the teacher and the child (morning, afternoon, evening, night); not only time-tested and latest methodological recommendations, development of games, activities, etc., but also materials devoted to the development of the personality of the teacher and the child.
http://www.firo.ru/ Ministries education and science of the Russian
Federation
Federal state autonomous institution "Federal Development Institute education» Official resource of the Ministry of Education and science of the Russian Federation.
http://vospitatel.resobr.ru/
Magazine "Directory of a senior teacher" Directory of a senior teacher of a preschool institution. The first magazine on the organization of educational educational work in preschool educational institutions.
http://www.gallery-projects.com
Magazine "Kindergarten of the Future"
Magazine includes:
experience of teachers, teaching staff and preschool managers educational institutions for the implementation of creative projects;
a set of ready-made projects for interaction with children, their families, employees and various partners of preschool educational institutions;
clarification of the theoretical foundations of project-based learning and education from the perspective of practitioners.
http://doshkolnik.ru
Magazine "Preschool teacher"
this is a fundamentally new magazine for preschool teachers;
the most valuable experience of the best preschool educational institutions;
a clear structure built in the logic of the day of the teacher and the child (morning, afternoon, evening, night);
not only time-tested and latest methodological recommendations, development of games, activities, etc., but also materials devoted to the development of the personality of the teacher and the child.
http://www.det-sad.com/sovremenni_det_sad
The magazine "Modern Kindergarten" organizes and thematically systematizes the information environment that ensures the quality development of preschool education. General information about the publication, members of the editorial team, subscription information, archive with issue contents, contact information.
http://www.menobr.ru/products/7/
Magazine "Handbook for the head of a preschool institution"
authoritative and most complete publication on administrative and economic activities of preschool educational institution. All materials are selected taking into account the annual activity schedule educational institution. The magazine offers ready-made solutions to current administrative and economic problems in the management of preschool educational institutions, financing, features of budget accounting, office work, personnel work, catering, and labor protection.
http://www.obruch.ru/
Magazine "Hoop"
illustrated popular science magazine for managers at all levels, methodologists, kindergarten teachers, primary school teachers and parents. It publishes various theoretical, methodological, practical materials, experience in preschool institutions. Much attention is paid to issues of psychology, methods of education and training, and the creation of a developmental environment.
http://detsad-journal.narod.ru/
Magazine "Kindergarten from A to Z" scientific and methodological magazine for teachers, parents and all those who are not indifferent to the world of childhood. On the pages of the magazine, current problems of modern preschool education are discussed. education and prospects for the development of the industry, highlights the experience of innovative activities of children's educational institutions and specialized educational institutions, the results of scientific research, notes of classes and games, scenarios for leisure and holidays, consultations with managers, doctors, hygienists, and psychologists are published.
http://sdo-journal.ru/
Magazine "Modern Preschool education: theory and practice" the most interesting and promising achievements of science in the field of preschool education, the possibilities of their application for both specialists and parents are revealed in an accessible form. Special emphasis is given practical work with children. It tells about the most original activities and games, books and toys that will help make the life of a child and an adult more eventful and exciting. An annual competition for teachers is held. In 2013, the third international competition “Information and Communication Technologies” was announced (ICT) in preschool education – 2013»
http://detsad-kitty.ru/
Kindergarten.
This is a site for children and adults, for kids and their parents, for preschoolers and kindergarten teachers. There are also lesson notes, holiday scripts, articles for parents, audio recordings, and fiction.
http://www.doshvozrast.ru/
Raising children preschool age in kindergarten and family. Here there is methodological work, health work, play activity, working with parents, holding holidays, lesson notes.
http://www.moi-detsad.ru
Everything for kindergarten Website of preschool workers education. Methodological developments, consultations for both teachers and parents, didactic games, safety basics, etc.
