Creation of discipline methodical
complex for distance learning
Zholdybaeva A.A., Iskakova L.A.,
Iskindirova A.M.
Kazakh National Medical University, Almaty
The development of
information technology and the increasingly widespread adoption of them in the
learning process led to a number of specific requirements for methodical
complex (MC).
DMC - is the most
traditional form of educational and methodical complex, provides a study of the
discipline of educational programs. Such a package usually includes a work
program of discipline, training and methodological support of lectures,
providing the practical part of the course materials for the control of
learning material.
The use of distance learning technologies, and particularly networking
technologies, leads to a change in the structure and content DMC.
For students
enrolled in distance technology, because of the specific organization of the
educational process, the scheme for the construction of the course is often
similar to the scheme used for part-time students. First, we study the
theoretical unit, then hands, then - the final control. Application of this
scheme is dictated by the nature of the session learning the material. As a
rule, such a scheme of construction of the course is not provided a sufficient
level of knowledge and skills. Best results are achieved with a combination of
teaching learning theoretical material and practical work.
If you are using
network technology is not necessary in an intensive study of the material in a
short period of time, you can make a regular job during the semester. For this
course material is divided not only by type of activity, but also in terms of
development.
The material of
lectures, practical and laboratory classes is divided into modules, each
containing different types and classes taught in a relatively short period of
time eg a week. Each module ends with the control measures that can monitor the
effectiveness of the weekly student. And the main objective of such monitoring
- to check the rhythm of work, the motivation for further study, so the job
should be fairly simple, almost certainly correctly performed. Topics and
disciplines may last several weeks, studied in several modules. For students of
distance education technology is preferable to lower-division scheme for
constructing such a rate that allows you to organize systematic work during the
semester.
When implementing a
network undergoes a change of the course content of DMC. Requires a deep study
of methods of studying the course. As in the case with technology, students of
the course remotely, requires a detailed, often step by step, guidance. The
manual should include a calendar and plan to study the theme of discipline,
guidance on the implementation of practical and laboratory work, instructions
for dealing with the theoretical material. Availability of additional
methodological and educational material for students with weak basic training.
In addition,
students are provided with guidance on working in the educational environment.
During a session organized by the mounting face to face workshops for
elementary skills in the educational environment.
Control of formation
of knowledge and skills test for a network implementation of the course can be
arranged in various forms. This traditional form - the answers to theoretical
questions, solving problems, including the execution of test items. Effectively
use the forms characteristic of the network interactions - forum, chat, video
conferencing.
In implementing the
network technology training must meet certain requirements to electronic
resources that make up DMC. A specific list of requirements largely depends on
the educational environment. Attention should be paid to the ergonomic
requirements, the unity of style and demands solutions to minimize the amount
multimedia.
Thus, the use of networked learning technologies requires appropriate training
of educational and methodological materials, the choice of teaching methods and
effective means of control. In order to achieve a positive result should be
additional training for teachers working in the educational environment, and
students who use these technologies.
Hence the importance
of conceptual teaching positions those are supposed to build a modern distance
learning course.
Briefly they can be
summarized as follows:
1. In the center of
the learning process is an independent learner cognitive activity (teaching,
not teaching).
2. It is important
that the student has learned:
• acquire knowledge independently, using different sources of information;
• able to work with this information, using different methods of cognitive
activity;
• had the opportunity to work with at a convenient time.
3. Independent
acquisition of knowledge should not be passive. The learner must be actively
involved in cognitive activity. Activities will certainly providing their
application for solving various problems.
4. Self-organization
(individual or group) of students in the network. Involves the use of new
teaching technologies that are appropriate to the specifics of this form of
learning that encourage the disclosure of internal resources of each student
and at the same time contributing to the formation of social personality
traits. The most fortunate in this respect, cooperative learning (to enhance
the cognitive performance of each student in the networks), the project method,
laboratory research.
5. Distance learning
involves active interaction with both teacher - coordinator of the course, and
with other partners, co-operation in various cognitive and creative activities.
Issues of socialization are highly relevant for distance education.
6. The control
system must be systematic and based both on the basis of operational feedback
(provided in the structure of the training material, operational, refer to the
teacher or counselor at any rate to the learner time), automatic control (via
the test system) and the delayed control (eg, at internal testing).
For distance
education course must take into account the following requirements:
Motivation. Motivation - a clearly defined goal, which is placed before the
student. Motivation decreases rapidly when the level of tasks does not meet the
level of training of the student.
Statement of
educational aims. Learning objectives must be clearly stated in the program.
Creating the
preconditions for the perception of educational material. This support
materials (manuals for students) that came with the package ready or prepared
by the teacher. Perhaps a pre-test.
Supply of
educational material. An important issue is the design of training, applied to
the display screen. You must use a well-known principles of readability.
Feedback. This
criterion is crucial for the student, less - in the testing program, and more -
in the gym.
Evaluation. During
the work with a computer, students should know how they cope with the material.
Preferably, however, did not specify the number of incorrect answers to the
final tabulation.
Currently, as a rule, the following structure distance learning courses:
• Introduction
(Course Information). A brief description of course goals and objectives of the
course, you need to know and be able to successfully mastering, annotation of
the course, the required literature, the organization of the course, the order
of training schedule, how to work with this course, location and relationship
to other disciplines.
• The main text in
the form of modules, with illustrations, highlighted keywords (for the future
of the glossary), and definitions, links to other pages of the course, and
other sources of information on the Internet, as well as key findings section.
You may specify a list of questions relating to this section but not included
in the text indicating the sources where you can find them optional.
• Questions for
self-test after each section, reference works and topics for discussion at the
forum of the course. Problems with the responses to training.
• Reference materials on the subject area courses (Glossary) associated with
hyperlinks to the main text. List of abbreviations and acronyms.
• References - a
list of recommended core and supplementary literature addresses of Web-sites on
the Internet with the information necessary for teaching the annotation of each
resource.
• Electronic Library
- e-books on the subject of the course, links to digital libraries. Each link is
accompanied by an abstract.
• Means of
cooperation with the student's teacher and other learners (e-mail, newsgroups
(forums), chat).
• Practical and
laboratory work required for high-quality learning course. Pre-test knowledge
of the theoretical material and get access to this type of training.
• Lectures and
assignments (term papers, essays, tasks, situations, etc.) aimed at the
independent application of learned knowledge, skills, implementation of
projects, individually and in groups of co-operation.
• The power of
problem situations (texts set to reveal the depth of understanding).
• A database of
abstracts, settlement and term papers, projects, papers of other students, and
presentations.
• Web-work of the
students (or presentation files are hosted on the Internet).
• Block files
(presentations, reports, ....)
• FAQ Frequently
asked questions and answers are posted in the Web-site and available for
students.
• Final test.
Examination materials and proficiency requirements for materials.
• Power monitoring
of academic work.
• The package of
questionnaires. The complete course includes a package of questionnaires to
explore the potential students and a package of tests to determine their
baseline knowledge on the subject, topic, and a final questionnaire to assess
the course and the tutor.
• Workshop to
develop the skills of application of theoretical knowledge with examples of
assignments and the analysis of the most common errors.
• A virtual
laboratory practice.
Based on the above
provisions, the structure of materials has been developed, which are introduced
as integral parts of a system created in the "Globe" Circuitry of the
course:
• Program of study
subjects, the program provides a brief description of the course, to whom it is
intended, you need to know and be able to successfully mastering, schedule,
goals and objectives of the course, annotation of the course, the organization
of the course, the required literature, the order of learning how to work with
this course, location and relationship with other disciplines of the program in
the specialty;
• Lecture notes,
hypertext links provided between the different parts of the material;
• Provide practical
training, consists of the subsections provide the estimated exchange rate work
and laboratory practice;
• Tests for
self-control and intermediate control;
• Output control of
knowledge, and examination materials, the requirements for the level of
ownership of the materials;
• Additional
material, e-books on the subject of the course, links to digital libraries,
e-books with the information necessary to the student