Pedagogical

Forms of student training based on informational technologies.

Shmakova A. P.

Dyakonova O. O.

Abstract

This article describes the forms of training based on informational technologies that contribute to preparing students for professional careers (a multimedia lecture, laboratory works based on informational technologies, distance learning, defence of the creative projects on the basis of informational technologies). Detailed schemes of interaction between teacher and his students can effectively train a specialist meeting the requirements of the modern informational society.

Key words

Informatization of education, forms of training, students training, informational technologies, distance learning, creativity.

I. Introduction

According to different social, technical and technological changes in the modern educational system, there appears the particular change in the traditional, classical forms and methods of teaching. Nowadays they are enriched with new informational technologies. Every present-day teacher has to meet the requirements of the modern informational society and should be ready to train his students with the help of some new informational technology means.

II. Problem statement

The present system of the future specialists training supposes that the most effective forms of training are based on the didactic possibilities of the informational technologies: multimedia lectures, laboratory works based on informational technologies, written tests of self-control aimed at work the creation of particular electronic materials, distance learning, the defense of different creative projects.

III. Results

Today one of the most popular forms of teaching is a multimedia lecture, which involves the active use of informational technologies in the demonstration mode. O. V. Yakovleva said that in general this type of lecture can be named a computer presentation [3. 47]. The way of presenting the information in a multimedia lecture, its sound and graphics may vary depending on the goals and objectives, the specific character of the whole training course, the age of the students and some other features.

A multimedia lecture is significantly different from the traditional lecture that we are used to dealing with. Here the most important for us is the correlation of particular visual images, written text and color schemes. Explaining the impact of the multimedia effects on the knowledge digestion Richard E. Mayer makes reference to the cognitive theory of knowledge. The main idea of the theory consists in the availability of the two main channels of information perception: visual and auditory. That is why while presenting the lecture one should tend to the participation of both channels, but try not to overload them. In particular, the duplication of the same information through the printed text and verbal narration leads to the overload of both channels. Proceeding from the following, two basic requirements for building a multimedia lecture can be formulated. The first requirement is the following: the information should be presented in a brief written or graphic form (a reference scheme or a model) with a detailed verbal description. According to the second requirement it is reasonable to use some additional effects like brightness, contrast, extraneous sounds.

Having studied the role of the teacher and the potential of the informational technologies, we construct a model of the interaction of a lecturer and his students during the multimedia lectures (diagram 1.).

Diagram 1. Multimedia lectures.

In the diagram 1 the arrows indicate the direction of information flow, providing the informational message. The lecturer takes an active role in the multimedia lecture. While explaining the new material, he relies on the informational product, which he controls himself. His students receive the relevant information both from the teacher and from the screen of the projector. In turn, a multimedia lecture may be organized as a problem lecture, a lecture of two people, a tutorial lecture, a provocative lecture, a dialogue-lecture.

Laboratory works involving the informational technologies are based on the training and demonstration mode. They suggest a group or individual work with the help of the methodological software that implements the opportunities of different multimedia technologies and the Internet technologies. This form of teaching allows to realize a differentiated approach to each student and to make their work much more mobile and efficient.

During the laboratory classes the students can work with different informational technologies having the property of interactivity. It can be realized in learning a new material with the help of an electronic textbook or completing a computer-based test, etc. A student during such labs can put his individual speed and sequence of operations according to his abilities and temperament.

This form of training is different from all the other forms according to the fact that the student takes an active role in the educational process. He can ask his teacher different questions, communicate with the other participants in the group, interact with the educational software (go to another slide of the presentation, view the necessary page of his electronic textbook, change the data of the model of the process or of the events etc.). It is shown in diagram 2.

Diagram 2. Laboratory works based on the informational technologies.

Because of the transfer to bachelor's and master's degrees in Russia the organization of the educational process is changing itself and there is a sharp increase in hours assigned for self-control work. In this regard, there appear a lot of new problems and questions connected with the organization of self-control work. These problems can be solved by using the informational technologies in the educational process. That is why the self-control work is a special form of organization of the learning process [1]. Informational technologies can effectively increase the part of independence in learning. Due to increasing independence we can notice the significant increases in the creative component of the job.

The mode of distance learning is a variety of self-study lessons. They became very popular with the development of the Internet. One of the most common Internet technologies is the e-mail. Even the distance learning is based on its opportunities. This method of learning is looked upon as "a new and effective form of training with the use of personal computers, electronic books and the Internet [2. 64] ".

If you use the e-mail the main load in the speech aspect goes to the written speech, which makes it impossible to use intonation, rhythm or timbre of a voice. The correspondence involves a particular style of writing, which differs from the oral speech in longer and more complicated sentences or the vocabulary. It is difficult to measure the perception of the internal state of the student; his attitude to the activities, the degree of his motivation because the written language may not reflect the emotional state of the student. However, this form of learning solves a wide range of aims. For example, those students who could not attend one or several lessons for any reason can be provided with necessary electronic materials of the multimedia lectures or some practical exercises for self-studies. Also using the global Internet a teacher can ask his students a number of questions and get answers. E-mails can be used for sending the completed work or assignments and for exchanging the views, etc.

Distance learning may be the main form of learning, and can be used as an auxiliary form of training, supplementing the traditional ones. With this method of communication the teacher and his trainee interact only through a global computer network, without any direct contact (Diagram 3.).

Diagram 3. Distance learning.

After the student defends his design task for any discipline independently or as part of the creative team, he can defend his project with the help of informational technologies, such as presentations. The student makes a presentation of his creative project, or produces an electronic model of the studied phenomenon. In the process of defending his creative work the student demonstrates his own electronic product, also showing his communicational and organizational abilities. The process of defending of the creative projects based on the informational technologies increases the communicational and verbal culture of the student.

During the process of analysis and evaluation of the demonstration material the teacher and the other participants interact with each other, but do not interact with an electronic resource, they can only watch it. So the teacher and the group of students monitoring and evaluating the task have only one-way communication with the informational technologies (Diagram 4.).

Diagram 4. Defence of the projects based on the informational technologies.

IV. Summary

Informational technologies are the means of training a professional that meets the requirements of the modern society [1]. These forms are aimed at involving students in different creative learning activities based on informational technologies.

Literature

1. Soboleva, M.L. Informational and communicational technologies in the system of training of future science teachers / M.L. Soboleva / / The development of the national system of educational informatization in health-educational environment: the scientific notes. No. 27. - M.: UIS RAS, 2008. - P. 107-110.

2. Trainiov, V.A. Informational and communicational pedagogical technologies (generalizations and recommendations): Textbook / V.A. Trainiov, I.V. Trainiov. - 4th edition. - M.: Publishing and Trading Corporation "Dashkov & Co», 2009. – 280 p. ISBN 5-94798-824-0.

3. Yakovleva, O.V. Investigation of possible use of informational and communicational technologies in shaping the communicative competence of students of pedagogical universities: post graduate’s thesis in pedagogical sciences: 13.00.08 / O. V. Yakovleva. - St. Petersburg, 2007, - 166 p. with illustrations.