Remote resources, Internet use. Distance education resources Distance education educational resources

Today, when information has become more accessible than ever and acquiring new knowledge is easier than ever, we have another problem: how to focus and structure new knowledge if there are no external restrictions such as an exam or the need to prepare for a lesson?
And again we are saved by developers and the Internet, where more and more open universities, online courses, lectures and services for organizing your education are appearing.
I decided to collect in one place links to distance learning resources and other useful services in English and Russian, most of which are free. There was no goal to cover everything, but if you think that something needs to be added to the list, please write in the comments.

Online courses (MOOC):

Coursera– Perhaps the largest platform for video courses, they have recently made paid access to some courses. $/Free, Ru/Eng

Udacity– Specialized courses for developers and other technical specialists. There are paid and free courses. $/Free, Eng

EdX– Also a very large platform of video courses. The topics are broad: from “The science of everyday thinking” to technical disciplines. $/Free, Eng

MIT Open Courseware– The name speaks for itself. If you develop, design, install something, you will find a lot of useful information. There is a good course on technical entrepreneurship. Free, Eng

Khan Academy– Also a well-known platform with video lessons of an exclusively applied nature, which originally appeared to help with the school curriculum. Now the subject matter is much wider, including economics, art and much more. Free, Eng

Saylor– The project, founded by entrepreneur Michael Saylor, is similar to a full-fledged online college. Almost all general education subjects are covered, but many are labeled 101, which in the American system means entry level. Free Eng

Alison– Great service with free educational courses. Good programs for language learners. Free, Eng

University of the People– Large, serious and free online university. You can choose one of the specializations - Business Administration or Computer Science, each of which has courses that give you credits, by the end of the semester you must achieve a certain number of them - and other features of the liberal education system. Free, Eng

iTunes U– Apple’s iTunes University allows you to create and publish educational courses yourself, as well as take existing ones. $/Free, Eng

World Education University (WEU)– “Learning should be free” is the slogan of this online university. Offers full-time majors and degrees. There are still few courses; you can take a preparatory program for university (where you are taught to write essays, make project presentations, etc.), learn to write books, or become an associate professor of art. Free, Eng

Canvas Network– Many free courses on various intellectual topics. There is a course on Parenting in a Digital Age, an applied course on How to Find a Job Using Linkedin, and an aviation course for beginners. Free, Eng

FutureLearn– A British resource that brings together more than 40 universities offering free online courses. Free, Eng

Codeacademy.com- If you want to learn a programming language or make a website yourself, this is the place for you. Free, Eng

Academic Earth– Aggregator of free courses in many disciplines. Free, Eng

– Another large aggregator of lectures plus a large section with documentaries. Free, Eng

Udemy– Marketplace with many courses. $ , Ru/Eng

Openedu– The sensational “National Educational Platform”, which currently contains 40 university courses from leading universities. Free, Ru

Lectorium– Many courses for schoolchildren, students and professionals. The courses feature very high-quality visual content. Free, Ru

Eduson– Business lectures, courses and cases. For example, there is a course “How to overcome a secretary during cold calls.” Some courses are available in four languages. $/Free, Ru/Eng

Universarium– General education lectures and courses with free access. Free, Ru

Kadenze– International project for the study of art and creative disciplines. Free, Eng

Stepic– So far, most of the courses are for technical specialists, but the courses differ in their applied component. Free, Ru

Hexlet– Courses for developers for a not very expensive subscription. They promise a free trial. $ , Ru

Netology– Courses and training programs for Internet professions. All content is paid. $ , Ru

Coursemos– Aggregator of micro-courses on various topics. Free, Ru/Eng

Computer Science Center– The section with online courses will be very useful for technical specialists. And if you want to become a developer or analyst, then take their full-time courses. Free, Ru

Video lectures and lessons:

TED– Needs no introduction. The famous conference brings together professionals and simply interesting personalities from all over the world. Lectures are translated into many languages. Free, Ru/Eng

YouTube EDU– #Education on YouTube. Lectures, interviews and much more. Free, Ru/Eng

Do Lectures– Inspiring lectures from people who are trying to change something for the better. Free, Eng

Big Think– Short video lectures from professionals in various fields about interesting practices from their experience. Free, Eng

Fora.TV– Free videos from conferences around the world. There is a section with documentaries and series for subscription. $/Free, Eng

Google Talks– Google videos, lectures, conference streams. Free, Eng

RSA Animate– RSA animation on various topics. Free, Eng

Creative Live– Many lectures on creative disciplines. Life hack: if you sign up for lectures in advance, they are free, look at the calendar. Free, Eng

Mixergy– There are a lot of courses for startups and interviews with successful entrepreneurs. $/Free, Eng

The Floating University– Experts from various disciplines about interesting facts and world issues in video lecture format. Free, Eng

Reddit Lectures– Lectures thread on Reddit. Free, Eng

Video Lectures– A huge resource of video materials – from broadcasting conferences to interviews and lectures. Free, Eng

Lynda– Recently, a fully paid, but no less high-quality resource with video lessons for Internet specialists and more. $ , Eng

Tutsplus– Lessons and courses on digital topics. $/Free, Eng

Skillshare– Another resource with video materials for designers, photographers and other representatives of creative professions. $ , Eng

Postscience– An excellent popular science resource. We launched a section with courses, for now there is a fee. $/Free, Eng

Univertv– Educational portal with lectures on all possible disciplines. Free, Ru

VnimanieTV– Lectures from various resources are collected here. In the “Video Projects” section you can find countless links to educational resources in all areas. Free, Ru

Intuit– The National Open University is an extensive resource with very practical lectures. Many thanks to the people who created a truly useful and free service. Free, Ru

Services for tracking your progress and finding like-minded people:

Degreed– You choose what you want to learn (graphic design, for example) – set goals and go to your dashboard, where you see and add materials, create a training plan and track your progress. Free, Eng

Openbadges– If you have already grown up and you do not have enough “grades” for your studies and achievements, use Mazilla Open Badges. Free, Eng

Open Study– If you are studying something, then you can benefit from both experts to whom you can turn with a question, and like-minded people - you can find all this on this service. Also, you yourself can help someone with training. Free, Eng

Zero Tuition College– A simpler resource than Open Study, but with the same meaning - you can find like-minded people and unite to study or discuss a subject together. Free, Eng

Learnist– The service allows you to create your own “collections” of materials on various topics. An excellent source of new information. Free, Eng

MentorMob– Organize your playlists and study them in course format. You can also go through already created materials. Free, Eng

Cojourneo– A service for collaborative learning of something. Create a group, add participants, define a topic and your virtual class is ready! Suitable for online seminars. Free, Eng

Day Zero Project– There is a competitive aspect here. If you have a goal, announce it, find like-minded people and, if you are adventurous enough, it might work for you. It’s also very inspiring to look at other people’s goals, there’s a lot of interesting stuff! Free, Eng

Barter– Russian service exchange service: if you know something, but want to learn something new, offer to exchange lessons, there are probably people who want to gain knowledge in your field.

Mooc-list And courseon– Do you get lost in a large number of courses? Use an online course search engine. Free, Ru/Eng

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INTRODUCTION

Distance learning (DL) is distance learning, when the teacher and student are separated spatially and when all or most of the educational procedures are carried out using modern information and telecommunication technologies.

Distance learning via the Internet is training in which the provision of a significant part of the educational material to students and most of the interaction with the teacher are carried out using technical, software and administrative tools of the global Internet.

A distinctive feature of DL is providing students with the opportunity to obtain the required knowledge themselves, using developed information resources provided by modern information technologies. Information resources: databases and knowledge, computer, including multimedia, teaching and monitoring systems, video and audio recordings, electronic libraries - together with traditional textbooks and teaching aids create a unique distributed learning environment accessible to a wide audience.

Conducting video and television lectures, round tables, computer video and text conferences, the possibility of frequent, even daily, consultations with a teacher on computer communications make the interaction of students with teachers even more intense than in the traditional form of education.

Intensive telecommunication interactions between students and with teaching consultants make it possible to conduct electronic seminars and business games.

FEATURES OF EDUCATIONAL MATERIALS DEVELOPMENT

A full-fledged online learning project consists of: an instructional block, an information block (a resource content system), a control block (a testing and evaluation mechanism), a communication block (an interactive teaching system) and a control system that brings it all together.

INSTRUCTION BLOCK	INFORMATION BLOCK	CONTROL BLOCK	COMMUNICATION BLOCK
CONTROL SYSTEM

The DL course is not only the text of the lessons itself, but a holistic process that includes searching for suitable information on networks, exchanging letters both with course teachers and with other students, accessing databases and periodical information publications distributed via the Internet.

Distance learning, individualized in its essence, should not, at the same time, exclude the possibility of communication not only with the teacher, but also with other students, cooperation in the process of various kinds of cognitive and creative activities.

The success of distance learning largely depends on the organization of educational material. If the course is truly intended for training, i.e. for the interaction between teacher and student, then, accordingly, the requirements for the organization of such a course, the principles of selection and organization, and structuring of the material will be determined by the features of this interaction. If the course is intended for self-education (and the vast majority of such courses are on Internet servers), then the selection of material and its structuring and organization will be significantly different. In this case we are talking about training, i.e. about the interaction between teacher and students, therefore, the requirements for the organization of such courses should be determined by the characteristics of the interaction between teacher and student in a telecommunications network. In this case, it is necessary to take into account, on the one hand, the general didactic principles of creating training courses, the requirements dictated by the psychological characteristics of the perception of information from the screen and on a printed basis (since any text can be printed on paper using a printer), ergonomic requirements, and on the other, the maximum use the opportunities that the software of the telecommunications network and modern information technologies provide us.

When creating a DL course, it is important to take into account the characteristics of the target group for which this course is being created and choose a distance learning methodology taking into account the characteristics of the student’s technical support.

The effectiveness of any type of distance learning depends on four components:

a) effective interaction between teacher and student, despite the fact that they are physically separated by distance;

b) the pedagogical technologies used;

c) the effectiveness of the developed teaching materials and methods of their delivery;

d) effectiveness of feedback.

In other words, the effectiveness of distance learning depends on the quality of the materials used (training courses) and the skill of the teachers participating in this process. Therefore, the pedagogical, meaningful organization of distance learning (both at the stage of course design and in the process of its use) is a priority. Hence the importance of conceptual pedagogical principles on which a modern distance learning course is supposed to be built. They can be briefly summarized as follows:

1. At the center of the learning process is the student’s independent cognitive activity (learning, not teaching).

2. It is important that the student learns to independently acquire knowledge using a variety of sources of information; was able to work with this information using various methods of cognitive activity and at the same time had the opportunity to work at a time convenient for him.

3.Independent acquisition of knowledge should not be passive; on the contrary, the student from the very beginning should be involved in active cognitive activity, which is not limited to the acquisition of knowledge, but certainly involves its application to solve various problems of the surrounding reality.

4. The organization of independent (individual or group) activities of students online involves the use of the latest pedagogical technologies that are adequate to the specifics of this form of education, stimulating the disclosure of the internal reserves of each student and at the same time contributing to the formation of social qualities of the individual. The most successful in this regard are learning in collaboration (to enhance the cognitive activity of each student in networks), the project method (for the creative integrated application of acquired knowledge), research and problem-based methods.

5. Distance learning involves active interaction both with the teacher - course coordinator and with other partners, cooperation in the process of various kinds of cognitive and creative activities. Problems of socialization are very relevant in distance learning.

6. The control system should be systematic and built on the basis of both operational feedback (provided for in the structure of the educational material, prompt contact with the teacher or course consultant at any time convenient for the student), automatic control (through testing systems) and delayed control ( for example, during face-to-face testing).

When creating DL courses, the following requirements must be taken into account:

Motivation. Motivation is a necessary component of learning and must be maintained throughout the learning process. A clearly defined goal that is set for the student is of great importance. Motivation quickly declines if the level of assigned tasks does not correspond to the student’s level of preparation.

Setting a learning goal. From the very beginning of working at a computer, the student must know what is required of him. Learning objectives must be clearly and clearly formulated in the program.

Creating prerequisites for the perception of educational material. To create the prerequisites for the perception of educational material, auxiliary materials (guides for students) included in the finished package or prepared by the teacher himself can be useful. Preliminary testing is possible.

Presentation of educational material. The strategy for presenting the material is determined depending on the educational tasks being solved. An important problem is the design of frames supplied to the display screen. Known readability principles must be used.

Feedback. This criterion is of key importance for the student, less so in the testing program, more so in the training program. The computer is capable of providing feedback, and this assistance can be individual.

Grade. When working with a computer, students need to know how they can handle the course material. However, it is preferable not to indicate the number of incorrect answers until the final tabulation. Most students, as a rule, are stimulated by a small number of remaining tasks; a large number of completed tasks are less stimulated. The most important thing in a distance learning course is the organization of communication “student - teacher - students”. For these purposes, it is recommended to organize students’ work in projects or “cooperative learning” and discussions.

When creating DL courses, hypertext technologies and multimedia tools are widely used. The use of hyperlinks leads to a non-linear structure of the course, allowing the learner to navigate according to his own learning strategy throughout the course text. Hypertext is the ability to create “live”, interactive educational material, provided with links between different parts of the material. The capabilities of hypertext give the teacher the opportunity to divide the material into a large number of fragments, connecting them with hyperlinks into logical chains. The next step here could be to create “own” textbooks for each student based on the same material, depending on their level of knowledge. Hyperlinks allow you to access

It is important to emphasize that the quality of learning does not improve simply by giving students access to new technologies. Quality depends on methods by which these technologies are used in the educational process.

No less effective is the use of other Internet services in education: e-mail, Internet conferences and educational forums are excellent means of discussing educational material and providing mutual assistance to students. But practice shows that without the teacher’s control they are either used for conversations or not used at all.

Like any technical innovation, each Internet service, from e-mail to the WWW, has its own niche for optimal use in the educational process. And this niche has boundaries. Perhaps one of the most important decisions when creating a web course is measure, the extent to which it can complement or replace a full-time course, and the extent to which it can and should take advantage of other forms of training.

Modern DL courses are distinguished by a concise, abstract presentation of the material, make continuous reading of the material optional, and allow you to build the learning process depending on the level of preparation, the speed of assimilation of the material, the interests of the student, etc.

When developing distance courses, you need to pay attention to the following aspects:

Distribute all material into known steps and small completed parts; - indicate at each stage separate parts of the subsequent material and, without allowing significant breaks, provide separate data from it in order to arouse the student’s curiosity, without satisfying it, however, to the full; - distribute and arrange the material in such a way that, wherever possible, at the next stage when learning something new, the previous one is repeated again.

It is necessary that the material captures and captivates the student. The use of a variety of graphics, animation and simulation should help increase the attractiveness of distance learning courses

The DO course should be divided into relatively small, logically closed parts (sections). Hypertext allows you to break the text of a section into smaller structural units - lessons. Each section should have a heading, and the activities of the section should have subheadings.

A distance learning course is developed on a modular basis: each module is a standard educational product, including a clearly defined amount of knowledge and skills intended to be studied over a certain time, or - a credit unit, the quality of work with which is recorded by coursework and tests, as well as tests, test and examination means.

Programs that are used for distance learning can be divided into three groups:

Programs that allow you to see and hear the student/students, exchange educational files and quick messages with the student/students. These include programs: iChat, Skype, OppenMeetings.
Programs that allow you to see/work with the student’s screen remotely. These include Remote Desktop, TeamViewer, Skype (presentation mode only), iChat (with video conference replacement), OppenMeetings (not in all versions of operating systems).
Opportunities that allow the teacher/teachers and student/students to work in a single information space. This is the school's email and website.

A hotlist is a list of links compiled by the teacher containing addresses of sites on the topic being studied. The use of a thematic list allows students to save time, which they spend searching for the necessary material on the Internet. The second advantage of this technique is that students can choose from those offered those sites in which, in their opinion, the material is most fully and clearly presented. During the work process, the hotlist can be easily supplemented, which is also an advantage of this method.

Techniques for organizing educational work using remote resources

Currently, variable types of educational work using Internet resources have become widespread. Let us give examples of their practical implementation in classes with schoolchildren.

Thematic list (Hotlist)

Get a hotlist using keywords.

Study the information provided on the web pages.
Make a list of links to web pages that, in your opinion, best cover the topic.
Provide a brief written summary of the information presented on the selected web pages.

Network resources

Multimedia equipment

Collaborative ways of learning

Problem-based learning

The specificity of the discipline “Tax Law” allows constructive use of both classical forms of education, traditional for higher education, and the latest pedagogical and information technologies. The use of these technologies in the process of teaching the discipline is based on UNESCO’s definition of educational technology as “the use for pedagogical purposes of means generated by the revolution in the field of communications, such as audiovisual media, television, computers and others.”

Modern pedagogical technologies recommended for use in the process of teaching the discipline include:

Business game. Topics of business games vary depending on the relevance of certain problems (topics) of tax law at the time of studying the course.

Conducting a problem lecture dedicated to current tax and legal issues that are most pressing at the time of studying the course

Using the “brainstorming” and “round table” methods as part of the study of course topics.

The peculiarity of the subject of study of the discipline “Tax Law” involves the active use information technologies as a process of providing education with developments and optimal use of modern information technologies, focused on the implementation of psychological and pedagogical learning goals. As part of teaching the discipline "Tax Law" the following information technology tools (IT) are used:

In classroom lessons (lectures), SITs are used for organized presentation by teachers and students of material in the format of PowerPoint presentations, work on the formation and development of skills in working with text arrays and programs of applied importance.

Interim certification is possible on the basis of the Portal of the Resource Center for Network Interaction of the Saratov State Law Academy (http://portal.sgap.ru/), where students, under the supervision of a teacher, solve control (test) tasks in a specially equipped classroom.

Conducting ongoing monitoring of student progress is possible via the Internet in the form of Internet testing based on the Portal of the Resource Center for Network Interaction of the Saratov State Law Academy (http://portal.sgap.ru/).

Using the Web-IRBIS 64 System, which is a standard integrated solution in the field of automation of library technologies and is intended for use in libraries of any type and profile for use as one of the main components of library Internet servers and Internet complexes. Using the resources of the Scientific Library of the Saratov State Law Academy (NB SSLA) via the Internet (http://lib.sgap.ru/irbis64r_81/index.html) to prepare for classes and take tests.

Electronic mail (E-mail)- a means of exchanging messages via electronic communications (off-line) between a student and a teacher in order to provide off-line consultation to students in preparation for classes and tests.

Teachers are also recommended to use SIT to create various databases (score-rating assessment of students), process information about the learning process and issue results (accumulation of information about testing and surveys, its statistical processing, indicators of specific students and/or the group as a whole, etc.). d.), preparation of additional material both for scheduled classes and for students’ research work.

OPEN RESOURCES AND CONTROLLED FROM DISTANCE EDUCATIONAL TECHNOLOGIES ARE IN ENGINEERING EDUCATION

G.V. Ivshina

[email protected]

them. A.N. Tupolev, Kazan

The work is devoted to studying the experience of using open educational resources and distance learning technologies in engineering education abroad and in Russia. The main problems of creating and implementing an e-learning system in engineering education are described.

Key words: open educational resources, engineering education, CDIO approach, e-learning system, electronic courses.

The work is devoted to studying the experience of the application of open educational resources in engineering education abroad and in Russia. The basic problem of the creation and implementation of e-learning in engineering education.

Keywords: open educational resources, engineering education, CDIO, e-learning, e-learning courses.

Speaking about the training of engineers after 2020, Charles M. West writes: “Today’s students must be able to combine natural and information sciences at the nano, micro and macro levels, have professional ethics and a sense of social responsibility, be creative individuals and innovators, and have developed skills oral and written communication. Students should be prepared to become global citizens and understand how engineers can contribute to society. They

must understand the principles of business development, be experts in the field of product development and production, know how plan, design, produce and apply complex engineering systems. They must conduct professional activities using the principles of sustainable development and be prepared to live and work in a global world. A difficult task... perhaps even impossible."

It is obvious that the challenges of global education and open education technologies around the world raise many questions for modern university education, so new technologies and approaches for engineering education are also on the agenda.

For example, the philosophy of the CDIO approach is becoming increasingly attractive, which reflects “the main features of modern engineering education - passion for engineering, deep learning of basic skills and understanding of the contribution of engineers to society. The CDIO approach ignites a passion for the profession in our students."

So, a few words about the CDIO approach. Key Features:

understanding the importance of learning in the context of engineering practice;

determination of planned student learning outcomes;

developing a curriculum and applying teaching methods that integrate disciplinary knowledge with universal knowledge,

A as well as professional skills and personal qualities. The peculiarity of the approach is the conduct of research-oriented

activities that significantly improve the quality of higher engineering education. The approach aims to achieve three general goals: to produce graduates capable of

apply basic technical knowledge in practical activities;

manage the process of creation and operation of engineering objects, processes and systems;

understand the importance and consequences of the impact of scientific and technological progress on society.

Education organized using the CDIO approach is based on the development of basic technical knowledge in the context of planning, design, production and application of objects, processes and systems. This approach allows for the creation of an “educational context,” which the authors define as an environment that promotes understanding and the acquisition of knowledge and skills. The educational context in the CDIO approach is planning, design, production. Next, an integrated approach to determining the educational needs of students and a sequence of educational activities aimed at meeting them were developed. This creates an educational context that has a dual impact on students by facilitating a deep understanding of the theoretical foundations of engineering and the acquisition of practical skills. It should be noted that in this case teachers need modern

pedagogical approaches and innovative teaching methods to create a new educational environment in which students acquire concrete learning experiences that promote understanding of abstract technical concepts and the active application of acquired knowledge, which leads to their understanding and assimilation.

Note that the CDIO approach was developed as a technological process based on 12 standards that define requirements for educational programs that can serve as a guide for reform and evaluation of programs, create conditions for benchmarking and set goals in an international context, and serve as a starting point for continuous improvement.

IN Within the framework of the described approach, open education and open educational resources, distance educational technologies that implement the model of student-centered learning, which involves creating conditions for the development of students’ ability to self-education, self-training, self-education, self-development, self-determination, independence and self-realization, are of particular importance. fully demonstrate and realize his capabilities in accordance with his training, abilities and psychophysiological characteristics.

Open education involves the development and implementation of open educational resources. The term “open educational resources” (Open Educational Resources, OER) was first introduced into scientific circulation at the Forum on Open Educational Systems for Developing Countries, organized by UNESCO in July 2002. Open educational resources (OER) mean any type of publicly available educational materials , which are posted in accordance with “open licenses” that allow the free use of these materials by any users: copy, modify, create new resources based on them.

IN within the framework of open electronic educational environment KNITUKAI Department of Information Technology, Scientific and Technical Library and Department of Electronic Technologies in Education have developed a concept, a package of regulatory documents for the creation and use of open electronic educational resources, distance educational technologies both in full-time education and in additional education. KNITUKAI uses LMS BlackBoard in full-time education and LMS MOODLE in additional education as e-learning management systems.

The main identified problem is the lack of preparation of teachers and students to implement open education technologies and the CDIO approach. We believe that the widespread adoption of MOOCs

Massive open online courses (MOOC) - Internet courses with massive interactive participation and open access, one of the forms of distance education - requires a rethinking of the electronic education of future engineers. As a supplement to traditional course materials,

such as videos, readings, and homework, massive open online courses enable interactive user forums that help build and maintain communities of students, teachers, and teaching assistants (TAS). As an argument that this should be done, we cite the opinion of Anantan Agarwal (MIT professor), who in his speech talks about the relevance of MOOCs. He reports that at the moment, distance education cannot completely replace classroom training, but mixing them will create the most advanced, experimental form of learning:

“I truly believe that we can change education in quality, level and accessibility through technology. For example, at edX we are trying to transform learning through online technology. Traditional education has become ossified over these 500 years; it is difficult to think about modernizing or reshaping it. We need to rethink it. It's like going from a cart to an airplane. The infrastructure itself must be changed. Everything must change. We must move from blackboard lectures to online exercises and online videos. We must move to interactive virtual laboratories and game-based approaches in education. We must completely switch to online assessment of work, as well as peer-to-peer dialogue in the spirit of discussion clubs. Everything must change."

KNRTU-KAI is conducting a survey of teachers and students on the feasibility of restructuring engineering education using foreign and domestic experience and the use of distance learning technologies, and developing e-learning qualimetry tools.

BIBLIOGRAPHICAL LIST

1. Crowley, E.F. Rethinking engineering education. CDIO approach / Edward F. Crowley, Johan Malmqvist, Soren Ostlund [et al.]; lane from English S. Rybushkina; scientifically edited by A. Chuchalin. – M.: Publishing House of the Higher School of Economics, 2015. – 503 p.

2. Ivshina, G.V. The paradigm of open education within the framework of reforming the educational space of a university / G.V. Ivshina // Scientific Notes of ISGP, 2013, no. 1-1. – pp. 144–150.

3. Agarwal, A. Mass open online courses (MOOC) are still relevant [Electronic resource] / A. Agarwal. – Access mode: http://web-in-learning.blogspot.ru/2014/05/mooc.html.

PEDAGOGICAL MODEL OF SYNTHESIS OF MEDIA EDUCATION AND MEDIA CRITICISM IN THE PROCESS

TRAINING FUTURE TEACHERS

PEDAGOGICAL MODEL SYNTHESIS OF MEDIA AND MEDIA CRITICISM IN THE PREPARATION OF FUTURE TEACHERS

A.A. Levitskaya, A.V. Fedorov

[email protected]

Taganrog Institute of Economics and Management Taganrog Institute named after A.P. Chekhov, Taganrog

Key words: pedagogical, model, media criticism, media education, media literacy, media competence, analytical thinking, students.

The authors offer our readers the pedagogical model synthesis of media education and media criticism in the preparation of future teachers.

Keywords: pedagogical model, media criticism, media education, media literacy, media competence, analytical thinking, students.

The pedagogical model we have developed for the synthesis of media education and media criticism in the process of preparing future teachers is intended for implementation in the educational process of a university (within the framework of elective subjects) for future teachers of any profiles and specialties, however, it is more correlated with profiles of a humanitarian and social orientation. In our experimental work, this model is being implemented at the Faculty of Social Sciences

psychology and pedagogy for students - future social educators (Taganrog Institute named after A.P. Chekhov).

Rice. 1. Pedagogical model of synthesis of media education and media criticism in the process of training future teachers

1. Block of historical and theoretical training of future teachers in the field of media education:

key concepts of media education (media agency,

main stages in the development of the history and theory of media education

(media education based on the material of the press, photography, radio and cinema in the 1920s–40s, the dominant of the practical concept of media education. Media education in the era of the development of mass television: 1950–60s, the dominants of the aesthetic concept of media education. The development of new media educational theories (“critical thinking", semiotic, cultural,

sociocultural) in the 1980s–90s. Modern tendencies

media education: synthesis of information and media literacy, an attempt to synthesize media education and media criticism).

2. Block of historical and theoretical training of future teachers in the field of media criticism:

main stages in the development of media criticism: literary,

theater, music criticism, photo criticism, art criticism (art criticism), film criticism (from the beginning of the 20th century), television criticism (from the 1940s–50s)) as the basis of modern media criticism. Ideological, political and thematic differences in (media) criticism in the West and in the USSR in the 20th century. The emergence of the term “media criticism” as a reaction to the intensive development of mass media in the 20th century. The most influential Russian and foreign newspapers and magazines of the 20th century in terms of media criticism;

media criticism in the context of the modern sociocultural situation: tasks, features : modern sociocultural situation and its impact on media and media criticism. Features of the development of media criticism in Russia and abroad in the 21st century. Typology of media sources containing texts of media critics (the most famous newspapers, magazines, TV, radio broadcasts, Internet portals,blogs, etc.). The most influential modern Russian and foreign newspapers and magazines in terms of media criticism. The main tasks of modern media criticism: knowledge of information production; studying and changing public perception of media content and ideas about the outside world that develop in the minds of the media audience; influencing the public’s attitude towards the media, the formation of a certain social culture of studying and evaluating the activities of mass media, the development of the spiritual world of the audience; promoting the development and improvement of the creative and professional culture of media text creators; social environment for the functioning of the media, etc. [Korochensky, 2003, p. 32]. The focus of modern media criticism is on the scientific community of media culture researchers, media agencies and mass media audiences. Professional and amateur (blog) media criticism. Media criticism and civil society. Media criticism and media education;

main types of media criticism: academic , aimed at an audience of scientists, media culture researchers, and teachers of media courses; corporate, aimed at an audience of managers and employees of media agencies and the media industry; massive, aimed at a mass audience;

main genres of media criticism : analytical article about processes, events of the past and present in the media sphere;

7) analysis of media text stereotypes (Stereotypes Analysis of media text) –

identification and analysis of stereotypical images of people, ideas, events, plots, topics, etc. in media texts;

8) analysis of cultural mythology of a media text (Cultural Mythology Analysis of media text) – identification and analysis of mythologization (including within the framework of so-called folklore sources - fairy tales, “urban legends”, etc.) stereotypes of plots, themes, characters, etc. in media texts;

9) autobiographical (personal) analysis of media text

(Autobiographical Analysis of media text) – analysis of relationships, emotions,

memories that a media text evokes in a particular individual;

10) iconographic analysis of media text (Iconographic Analysis of media text) – analysis of visuals, language of media text;

11) semiotic analysis of media text (Semiological Analysis of media text) – analysis of the language of signs and symbols in media texts; this analysis is closely related to iconographic analysis;

12) ideological and philosophical analysis of media and/or media text

(Ideological and Philosophical Analysis of media text) – analysis of the philosophy, ideology of a media agency and/or media text;

13) identification analysis of media text (Identification Analysis of media text) - recognition/identification of hidden messages in media texts, since media agencies often offer false and/or simplified solutions to certain political, social and other problems;

14) ethical analysis of media text – analysis of a media text from the point of view of the moral position of its author(s) and characters;

15) aesthetic analysis of media text (Aesthetical Analysis of media text)

– analysis of the artistic concept of works of media culture of different types and genres, is closely related to the aesthetic (artistic) theory of media education (aesthetical approach, media as popular arts approach, discriminatory approach), the theoretical basis of which largely coincides with the cultural theory of media education. Aesthetic analysis of media texts helps the audience develop aesthetic/artistic perception and taste, understand the basic laws and language of that part of media texts that is related to art;

16) Assessment Analysis of media text –

a conclusion about the merits of a media culture phenomenon and/or a media text (in whole or part thereof) based on personal, moral or formal criteria;

17) Hermeneutic Analysis of media & media text in the Social & Cultural Context - a comprehensive study

the process of interpreting phenomena in the media sphere and/or media texts, sociocultural, historical, political and other factors influencing the point of view of the agency/author of the media text and the point of view of the audience. Hermeneutic analysis involves comprehending the phenomena of the media sphere and/or media text through comparison with sociocultural tradition and reality; penetration into the logic of media culture phenomena and/or media text. The subject of hermeneutic analysis is the media system and its functioning in society, interaction with a person, media language and its use. Complexity, interdisciplinarity, integrated use of this method.

3.2. Creative activity of students in relation to media: creative (creative tasks on media material: literary imitation, theatrical role-playing, visual imitation), associated with penetration into the laboratory of the creators of works of media culture / media texts, media critical texts, the system of functioning of media in society as a whole; projects designed for independent research and practical activities of students using media material; practical exercises related to media activity and media criticism - the actual creation of media texts based on the material of the press, cinema, video, and the Internet).

4. Block of technology for preparing future teachers for media education of schoolchildren: the use of acquired knowledge and skills in the field of media education and media criticism in the process of student teaching practice - in schools, gymnasiums, lyceums, additional education institutions (aesthetic education centers, community clubs), boarding schools, orphanages , summer health centers; the main technologies of this work. Practical application of acquired knowledge in media education and media criticism during current and test classes with schoolchildren (electives, clubs, themed matinees and evenings, quizzes, games, etc.) to develop their media competence.

IN As a result of the implementation of this model, students (future teachers) will be able, in our opinion, to effectively develop media competence [Korkonosenko, 2004; Korochensky, 2003; Pocheptsov, 2008; Potter, 2014; Worsnop, 2013]

schoolchildren, relying on the acquired knowledge, synthesizing the fundamentals of media education and media criticism.

BIBLIOGRAPHICAL LIST

1. Korkonosenko, S.G. Teaching journalism: professional and mass media education / S.G. Korkonosenko. – St. Petersburg, 2004.

2. Korochensky, A.P. Media criticism in the theory and practice of journalism. dis. Doctor of Philological Sciences / A.P. Korochensky. – St. Petersburg, 2003. – 467 p.

3. Pocheptsov, G.G. Media. Theory of mass communications / G.G. Pocheptsov. – Kyiv: Alterpress, 2008.

4. Potter W.J. Media Literacy. L.A.: Sage, 2014, 452 p.

5. Potter W.J. The Skills of Media Literacy. Sana Barbara: Knowledge Assets, Incorporated, 2014, 226 p.

6. Worsnop, C. Some Thoughts on Assessment in Media Education // The Journal of Media Literacy. 2013. Vol. 60, no. 1-2.

7. Korkonosenko, S.G. Teaching Journalism: professional and mass media education. St. Petersburg, 2004.

8. Korochensky, A.P. Media criticism in theory and practice of journalism. Ph.D. Dis. St. Petersburg, 2003. 467 p.

9. Pocheptsov, G, G, Media. The theory of mass communication. Kiev: Alterpress, 2008.

10.Potter W.J. Media Literacy. L.A.: Sage, 2014, 452 p.

11.Potter W.J. The Skills of Media Literacy. Sana Barbara: Knowledge Assets, Incorporated, 2014, 226 p.

12. Worsnop, C. Some Thoughts on Assessment in Media Education // The Journal of Media Literacy. 2013. Vol. 60, N 1-2.

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