УДК:004.032.6

Methodic aspects of multimedia teaching systems development

Zhoranova N.Zh.

Taraz State University named after Dulati M.Kh.

Series of high-quality teaching products intended for application in studying process have appeared in the market. But, upon more detailed study of them some bias in subject matter can be noticed. Firstly, it is subject area, connected with computers, its application and relating issues. Secondly, it is historic material organized more like an encyclopedia but also successfully applied in education. Finally, it is in the field of language study and teaching various languages. Numerous teaching systems of different orientation and directions have been developed in this field.

Application of multimedia means has recently permitted to dramatically increase information saturation of the proposed teaching material and make computer process closer to natural one. Analysis of computer teaching systems used at Taraz State University named after Dulati M.Kh. shows that situation with electronic methods is almost identical. The said teaching systems are widely used whereas teaching systems on special technical disciplines are almost not applied because of their deficiency in the market. Methods of development of computer teaching systems like any methods of design include series of consecutive stages. Let’s view these stages and aims to be implemented:

Development of course content – at this stage analysis of curriculum and course programs is carried out, audience content is identified, course category is determined, script and interactive cooperation of program with users are developed. Analyzed and selected study material is to be structural, have distinct practical course and provide students with broad scope for independent work.

Course description and its implementation - provides description of all information fragments of the course: text, animation, sounds and video. Computer textbook can be divided into several completed interconnected fragments each having specific function and visually represented by separate module. Thus, textbook may have the following modules:

• registration module – registers students who used e-textbooks. This is required for the program to be able to form a sheet with lists of students worked with e-book and succeeded in this work;

• theoretical material study module – offers theoretical material given in the form of text, pictures, tables, graphs and elements unusual for paper-based textbook. So, hypertext system and built-in means of navigation system permit students to perform nonlinear access to information in the textbook, to transfer through material not in sequence from the beginning to end, but randomly, depending on personal needs [1].

Practice shows acute requirement in new approach to the description of new material;

• solved tasks sample module – proposes methods of solution of practical tasks on specific subject permitting to solve similar tasks in independent work;

• text system self-check module – special interactive system provides students with content of study material in the form of questions and answers. Text system of self-check assists better memorization of studied material and based on the obtained answers system can assess progress of study;

• independent work tasks module – offers number of tasks recommended students for independent solving with the purpose of fixing theoretical material and practical solving skills[2].

Implementation of the said modules and systems in e-book may involve JavaScript and HTML languages, Dreamweaver program with built-in XML code, graph editor Macromedia Flash 5. Striking example of hypertext system and navigation system is initialization. After initialization students can see a window with the following points provided in the form of hyperlinks: content, vocabulary, testing, help, authors.

Approbation and testing stage – at this stage testing of new developed application is started for identification of errors in programming. Project is still far from completion, but “experimental” sample is ready. Amendments and alterations are to me made during this process both into program code itself and menu and interface. This process is long-term that is why creation of full system is carried out within several iterative modifications and adaptation.

Operation and introduction stage - at this stage complete computer system is introduced into education process. Schedule of classes with new system applied is worked out and its operation starts.

To conclude, we consider the following electronic methodic development quality criteria to be the most important:

• high quality of content;

• definite concept in the use of provided products and their security with sufficient volume of methodic recommendations;

• availability of essential properties that can be implemented through electronic means exclusively;

• compliance with balance in the choice of expressive means, as too much multimedia means distract, irritate and prevent form concentrating.

Bibliography

1. Rozova Yu.Ye., Korobchenko T.V., Use of multidemia presentations for increased effectiveness at logopedics classes. Innovations in correction of speech at children and teenagers. Collection of materials of research conference with international participation – Saint-Petersburg, TsDK. Professor Baryayeva L.B., 2011, – p. 288 (223-226)

2. Rozova Yu.Ye., Role of multimedia presentations in structure of corrective-logopedic work with disabled students. Internet publication. (http://pedsovet.su/publ/44-1-0-1334)