The rapidly developing information and communication technologies require the modern school to introduce new approaches to learning that ensure the development of communicative, creative and professional knowledge, the needs for self-education. The introduction of such technologies into the educational process is moving to a new stage - the introduction of new multimedia educational materials. At present, a large number of various information resources have been created, which have significantly improved the quality of educational and scientific activities. Increasingly, multimedia technologies are used in education, the range of which has noticeably expanded: from the creation of training programs to the development of a holistic concept for building educational programs in the field of multimedia, the formation of new teaching aids. The idea of multimedia lies in the use of various ways of presenting information, the inclusion of video and sound accompaniment of texts, high-quality graphics and animation in the software makes it possible to make the software product information-rich and easy to understand, to become a powerful didactic tool, due to its ability to simultaneously influence various channels of perception. information. perspective new technology for education was appreciated by the international community, at the 28th session of the General Conference of UNESCO, within the framework of the program “Education”, was established research project“Multimedia technologies and personality development”.
Main types pedagogical activity when applying this type of technology are:
1. Method of linear representation of information, which consistently introduces the student to the material being studied, using the possibilities of linear navigation within the entire resource. The advantage of this method lies in the wider possibilities of integration various types multimedia information within a single learning tool. The disadvantage is, first of all, the lack of control over the progress of the presentation of the material (there is no possibility to control the process of its presentation). This method is recommended for students who have no or very limited prior knowledge of the subject area and require an overview of the material being studied.
2. Method of non-linear representation of information. This is a method of organizing non-linear ways of linking information in multimedia learning tools and using a structured navigation system between multimedia resources based on hyperlinks. This method uses active methods of pedagogical activity, which allow the student to show independence in choosing the material being studied. The advantages of this method are - a clear structuring of the material, the ability to search for information, navigate in large databases, organize information according to semantic criteria. The use of hypertext materials in teaching is convenient for perception, memorization, aimed at freedom of choice and independence in the study of materials. This method, based on a non-linear representation of information, is recommended when students already have some prior knowledge of the topic being studied, sufficient to enable them to independently ask questions and set tasks, or when they can clearly formulate their question. .
When using multimedia educational materials, it should be taken into account that this type of information leads to mental and emotional overload of students, and rather sharply reduces the time required to master the material.
In the course of such training, the students' abilities to perceive information from the screen, recode the visual image into a verbal system, evaluate the quality and exercise selectivity in the consumption of information are developed.
At the moment, the issue of equipping schools with ready-made multimedia educational materials developed by third-party developers or university employees is very acute.
The multimedia materials developed by the firms cover a wide range of topics, from school teaching materials to serious professional research programs. This is purposefully done by school libraries, which form media libraries and allow students not only to use multimedia resources in the library halls, but also to remotely access or order material via e-mail via the Internet. Such products have a number of disadvantages, for example, a limited number of users for each disk, the impossibility of making changes to an already finished product, as well as hardware and platform dependence of these tools.
The development of own multimedia resources, which are more focused on the specifics of each subject, requires the presence of highly qualified specialists in the field of information technology who can develop electronic courses, which is not possible in every school.
The use of visual aids when using modern pedagogical technologies makes it possible to increase the level of education: the visibility of the course increases significantly, because in their work, the teacher today is faced with a serious problem of the lack of a material base for visualization: maps are outdated, thematic pictures are practically not produced, filmstrips are not relevant, etc.
In such circumstances, computer technology can come to the aid of the teacher in teaching. There are some advantages of conducting lessons with ICT:
- The issue is being resolved with the creation, addition, expansion of the material base of visibility.
- Drawing up a presentation of the lesson, selection of material can be carried out directly in accordance with the program. By involving students in this kind of activity, the teacher stimulates their cognitive interest in history lessons.
The presentation covers all the necessary visual material for a history lesson from diagrams, pictures, thematic maps and to the most important conclusions. But at the same time, the possibility remains for any variation of the material depending on the characteristics of the class, its preparedness and mood.
Multimedia presentations are firmly established in school life. Almost every teacher who has practical skills in information technology uses them in their daily work. The presentation can take various forms, the application of which depends on the knowledge, preparedness of both the teacher and the student, as well as the intended audience. It is most effective to use presentations during lectures, practical classes, independent work, testing.
Modern learning tools based on media technologies can have unique properties and visualization functions that can change the entire learning process. Digital educational resources allow you to combine a huge amount of visual, sound, conditional graphics, video and animation materials. Visual materials should meet general didactic, ergonomic and methodological requirements, on the observance of which the speed of perception of educational information, its understanding, assimilation and consolidation of the acquired knowledge may depend. So, visual teaching aids should be:
- focused on motivating learning, arouse interest and engage in cognitive activities.
- available, i.e. conform age characteristics students. Every teacher is well aware that students can be given only such material that they are ready to perceive.
- meaningful from the standpoint modern science and to convey the semantic completeness of theoretical material. The theoretical presentation of visual material makes it possible to ensure consistency, consistency and strength in the assimilation of the topic under study;
- interactive, able to organize communicative situations. In computer teaching aids, the technology of which was originally based on the principle of interactivity (that is, feedback), this requirement is often used at the most basic level. Digital technologies make it possible to create even more interesting learning situations with the help of visual tests, problematic questions, and other communicative situations;
- are illustrative when various types of visualization are used in difficult-to-understand material. But here one must be very careful in using the figurativeness of visual material, since excessive enthusiasm for presenting information can lead students away from the main idea of the author of the visual aid;
- dosed with optimal use of visibility. Probably, every teacher can give an example of the use of ready-made teaching aids, in which there is a huge amount of information. On the one hand, this is good, but on the other hand, an overabundance of information can lead to the opposite effect. The attention of students will be distracted by extraneous details, and it will be difficult for the teacher to build a lesson.
However didactic principle visualization, which is the leading one in learning, should be understood somewhat broader than the possibility of visual perception. Influencing the senses, visual aids provide a more complete representation of the image or concept, which contributes to a more solid assimilation of the material. Visualization contributes to the development of students' emotional and evaluative attitude to the acquired knowledge. By conducting independent tasks, students can be convinced of the reality of those processes and phenomena that they learn from the teacher. And this, in turn, allows the child to verify the truth of the information received, which leads to awareness and strength of knowledge. Visual aids increase interest in knowledge, facilitate the process of their assimilation, support the child's attention.
The result of the educational process largely depends on how it is provided with a variety of teaching aids. It is difficult to imagine a modern teacher who does not use additional teaching aids, except for a textbook. It is quite difficult to dispute the fact that visibility in learning is far from the last place.
The use of multimedia visualization in the classroom helps both the teacher in teaching the subject and the student in mastering the subject.
The most significant advantages of using multimedia learning tools in teaching can be identified:
- First, multimedia teaching aids are able to present facts, events in a relationship. In many ways enrich knowledge and other techniques, such as drawings, sound animations, portraits, etc.;
- Secondly, the main goal of using multimedia equipment in the classroom is to achieve a deeper memorization of the material through figurative perception, to ensure “immersion” in what is being studied, the assimilation of knowledge based on multimedia is realized through all channels of perception.
Almost any teacher, if desired, can use multimedia aids or create their own electronic presentations (exactly on the topic that is needed in the lesson), as well as create tests for their lessons (exactly with the questions that the teacher needs). It is the use of modern technologies that will make the lesson modern, more exciting and interesting for students, as well as test their knowledge.
The visibility of teaching aids in teaching plays an important role in the formation of an information-integrated educational environment in which the teacher independently constructs and directs the learning process, solves a whole range of modern didactic, methodological, and psychological issues. Therefore, the introduction of effective and productive innovations in terms of visibility predetermines the professionalism of teachers and the creative activity of students.
The integration of modern educational and information technologies is becoming an important condition for improving the process of teaching history, which has changed little since the 19th century. The strategic task was the education of morality and citizenship. This problem was solved using instructive textbooks containing a set of facts. The information society (facilitating access to information), contrary to the conservatism of human perception, will undoubtedly make changes in the education process.
Committed to visual perception as a general cultural phenomenon characteristic of modern stage The development of civilization leads to the fact that often in the process of information communication, a visual sign prevails over a text one. The academic discipline "History" is no exception. A partial solution to this problem is facilitated by the use of new information and communication technologies (ICT) in the learning process, which have total multimedia.
Multimedia facilitates the process of memorization, makes the lesson more interesting and dynamic, “immerses” the student in the atmosphere of any historical era, creates the illusion of co-presence, empathy, contributes to the formation of voluminous and vivid ideas about the past. The patterns of using multimedia technologies in the learning process are studied by a new branch of didactics - the didactics of multimedia teaching.
ICT and modern pedagogical technologies(SPT) are based on a common understanding of the changing role of information in the educational process and the general principles of information interaction in the information and communication environment. The integration of ICT and SPT is able to: stimulate cognitive interest in the subject, give educational work a problematic, creative, research character, largely contribute to updating the content side of the subject of history, individualize the learning process and develop student independence.
The most significant advantages of using multimedia learning tools in teaching history can be identified:
– Multimedia technologies make it possible to represent knowledge integrally. A multimedia textbook is able to present facts, events, comments and interpretations in an interconnected way, i.e. to present them in an integrated, rather than disconnected form. Here, opportunities open up for correlating knowledge about the subject of study, accumulated in different historical times and in different research schools.
– Knowledge is presented in a specific context. The context is not only comments, but also many other plots (drawings, sound inserts, animation, portraits, etc.), revealing the subject from different angles. A network structure of information is being created, which has greater information saturation and additional semantic potential than individual objects in their totality.
– Knowledge is acquired through different channels of perception (visual, auditory, etc.), they are better absorbed, remembered for a longer period.
– Perception, interpretation and development of knowledge based on multimedia is realized not only in a cognitive way, but also in a contemplative way. The reconstruction of history, as the most important step in the development of historical consciousness, can use illustrative examples of virtual reconstruction in a computer, which will facilitate the intellectual activity of the student.
Thus, with the help of ICT, the information interaction between the subjects of the information and communication subject environment is intensified, the result is the formation of a more effective learning model.
Passive learning technologies are being replaced by active and interactive technologies. The latter allow organizing the lesson in such a way that the interaction between the subjects of the learning process becomes an integral part of the modern education system. ICT allows to develop and apply fundamentally new means of information interaction between the student, the educator and the means of informatization and communication.
This interaction is focused on performing various types of independent activities with models of the objective environment (models of cultural artifacts, reconstructions historical events, phenomena and processes, etc.), created by modern computer tools and presented on the screen, for the study and study of the behavior of such models, imitations of the studied phenomena or processes. This information interaction is aimed at searching, transmitting, broadcasting, processing the information resources necessary for the user (text, audiovisual, etc.).
The principles of interaction in the new educational environment have changed significantly. A student, perceived in educational technologies as an object of learning for a long time, becomes an equal subject of the educational process. The subjects of interaction most often were the trainee - the student and the educator - the teacher. Traditionally, the exchange of information was carried out between two subjects of the educational process (teaching and learning), who had the opportunity to provide feedback. With the advent of interactive teaching aids (interactive software for educational purposes), a third subject is included in information interaction (learning aid functioning on the basis of ICT), which has the ability to provide feedback to the first two, being not only a partner in information interaction, but also a source of educational information of considerable volume and different levels, both in complexity and in content.
At the same time, the student can choose the content of educational information himself, according to his preferences and level of preparedness. Traditionally, the type of information activity of the trainee was limited to a known set: perception (when listening, viewing) in the process of explaining to the trainee new educational material of a certain specific volume; memorization, memorization by the trainee himself, as a rule, only part of the presented educational material; reproduction (verbally or in writing) learned material by the trainee.
The emergence of interactive teaching aids provides such new forms of learning activities as registration, collection, accumulation, storage, processing of information about the studied objects, phenomena, processes, transmission of sufficiently large amounts of information presented in various forms, control of the display of models of various objects on the screen, the phenomenon , processes. Now an interactive dialogue is carried out not only with the educator, but also with the ICT-based learning tool.
Of course, it does not follow from the foregoing that now it is necessary to transfer all lessons to a computer class and entrust all presentation of educational material to a computer. The teacher in his own, built and "directed" lesson can and should alternate between various methodological techniques. This will make the lesson more dynamic, interesting and, as a result, will help students learn the course faster and deeper. For example, a teacher can explain part of the lesson “with the help of improvised material”, the other part can be entrusted to his “electronic assistant”, then arrange a quiz, etc.
The leading goal of using multimedia equipment in the classroom is to achieve a deeper memorization of educational historical material through figurative perception, enhancing its emotional impact, providing “immersion” in the era under study. This happens through the use of maps, diagrams, educational pictures, video and audio comments presented in the form of electronic presentations or training curricula.
Thus, the use of multimedia technologies in the educational process makes it possible to move from a passive to an active way of implementing educational activities, in which the student is the main participant in the learning process.
In conclusion, I would like to say that a modern teacher is simply obliged to be able to work with modern teaching aids, if only in order to ensure one of the most important rights - the right to quality education. Today, a teacher operating within the framework of the usual “chalk technology” is significantly inferior to his colleagues who conduct classes using a multimedia projector, an electronic board and a computer that provides Internet access.
11. Egorova Yu.N., Morozov M.N., Kirillov V.K. Multimedia technology as a comprehensive means of improving the quality of education in general education school// Proceedings of the Regional Scientific and Practical Conference. - Cheboksary: CTU im. I.N. Ulyanova, 1999, pp. 170–172.
2. Half G.B. Integration of multimedia technologies with traditional academic disciplines in the system of advanced training of subject teachers. Informatika i obrazovanie. - 2009. - No. 5.
3. Kruglikov G.I. Handbook of the master vocational training: studies. allowance for students Wednesdays. prof. education / G.I. Kruglikov. - 5th ed., Sr. – M.: Academy, 2009. – 204–206 p.
This article reveals the features of the use of multimedia technology in education.
Keywords: multimedia, technology, education, hypermedia
Today, multimedia technologies are one of the promising areas of informatization of the educational process. The improvement of software and methodological support, the material base, as well as the mandatory advanced training of the teaching staff, sees the prospect of the successful application of modern information technologies in education.
Multimedia technologies enrich the learning process, make learning more effective, involving most of the student's sensory components in the process of perceiving educational information. Thanks to multimedia technologies, oral speech has turned from static to dynamic, that is, it has become possible to track the processes being studied over time.
Multimedia courses can also be used for individual distance learning with interactive properties of control of acquired knowledge, and for group. Multimedia technologies make it possible to programmatically connect text, graphic, animation slides with the results of modeling the processes under study. This makes it possible to embody the classical principle of didactics, the principle of visibility, at a new qualitatively higher level.
Multimedia and hypermedia technologies integrate powerful distributed educational resources, they can provide an environment for the formation and manifestation of key competencies, which primarily include information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the system of general education.
Multimedia is the interaction of visual and audio effects under the control of an interactive software using modern technical and software tools, they combine text, sound, graphics, photos, videos in one digital representation.
Hypermedia is computer files linked by means of hypertext links to move between multimedia objects.
Multimedia teaching technologies are a combination of technical teaching aids (TUT) and didactic teaching aids - information carriers (DLT). Multimedia technical means provide the conversion of information (sound and image) from analog, i.e. continuous, to digital (discrete) form for the purpose of its storage and processing, as well as the reverse conversion so that this information can be adequately perceived by a person. Technical multimedia teaching aids include, as a rule: a multimedia computer equipped with a stereo sound card, a DVD/CD-ROM drive, stereo speakers, a microphone, and a video card; TV tuners and radio tuners (television and radio receiver boards) that allow you to receive TV and radio programs; devices for inputting video images into a computer for digitization; board for working with a video recorder or video camera; camcorders and digital cameras; WEB-cameras for teleconferencing and visual communication; various screens; cabinet dimming devices; devices for audio and video playback and information display; remote control devices for technical means.
Multimedia has such qualities as flexibility, interactivity, integration of various types of multimedia educational information. That is why we can say that multimedia is a rather useful and productive educational technology.
The use of multimedia technologies in education has the following advantages compared to traditional education:
Allows the use of color graphics, animation, sound, hypertext;
Allows for continuous updating;
Allows the possibility of placing interactive web elements in it, for example, tests or a workbook;
Allows the possibility of non-linear passage of material due to the many hyperlinks.
One such multimedia technology is the Macromedia Flash technology, which recent times gained a lot of popularity. The use of this software environment in the educational process significantly increases the motivation for learning, arouses the curiosity of students, and also contributes to the development of professional skills in the field of computer graphics and programming.
The features of this technology that make it possible to recommend it as a tool for designing educational materials are:
Flash technology is a vector animation technology, that is, a pure mathematical description of each object on the screen, unlike raster graphics, is very undemanding to resources for playback, takes up very little space, and is not distorted when scaling and rotating;
Flash is initially focused on screen viewing, not printing, and this brings the picture quality closer to photographic;
Own programming language, which is called Action Script. Using this language, you can control any element of the movie and change any of its properties. Interactivity, that is, the ability of the video to change depending on the user's actions, has become a consequence of the introduction of a programming language into the videos.
Thus, at present, various aspects of the use of multimedia in education are being actively studied, the technical and psychological and pedagogical features of multimedia technologies are highlighted, and the need for their purposeful and productive use in the educational process of secondary and higher schools is emphasized. Most educators and psychologists note that modern information technologies, including multimedia, provide students with access to non-traditional sources of information, make it possible to implement fundamentally new forms and methods of teaching using conceptual and educational tools. mathematical modeling phenomena and processes that improve the effectiveness of training.
Bibliographic link
Otegen G.Zh., Akzulla L., Turekhanova S.I. APPLICATION OF MULTIMEDIA TECHNOLOGIES IN THE EDUCATIONAL PROCESS // International Journal of Experimental Education. - 2017. - No. 4-2. - P. 174-175;URL: http://expeducation.ru/ru/article/view?id=11491 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
The modern learning process must be constantly intensified, because due to the amount of knowledge accumulated by mankind and the tasks set by society, a modern student must absorb huge amounts of information in a smaller unit of time. Multimedia and interactive technologies come to the rescue.
The thought of talking about technologies, the structure of objects, relief maps and processes in dynamics without demonstrating them is a smile. At the same time, the possibilities and effect of perception of dynamic video or 3D images are not comparable with printed static images.
Multimedia in education allows you to connect the maximum of human channels to the perception of information, since we perceive more than 70% of information through vision, and less than 30% through hearing. Multimedia allows you to create an information-rich immersion environment for participants in the educational process, using text and graphic data, video, audio, volume modeling capabilities and interactive tools.
The effectiveness of the use of interactive methods in teaching long been studied and proven. It is known that interactive tools allow increasing the degree of assimilation of the material up to 90%. The method of interactive learning using modern multimedia equipment allows you to use new opportunities to provide more knowledge and form the necessary focus of students' attention.
At the same time, teachers get almost limitless opportunities for using a variety of teaching methods: dividing students into groups, teamwork, brainstorming, interactive testing and surveys, broadcasting video clips, presentations, Internet materials, etc. At the same time, the materials used in the learning process are easy to store and replicate, reuse, including remotely. The results of testing and slices of knowledge are instantly processed, stored and broadcast. Possibility to make video recording of lectures for later use or online broadcasts. And many many others.
Interactive technologies in education
Multifunctional classrooms and assembly halls
Distance learning
Efficiency of information exchange for remote collaboration, the ability to conduct video conferences with several groups of people in various points planet, the possibility of remote presence in the classroom for students who are on treatment or for children / students with handicapped determined the popularity and widespread use of distance learning both in educational institutions and in the corporate sector.
Basic equipment for the organization distance education: videoconferencing , video display facilities(screens, TV panels, video walls) and sound system. You get the opportunity to record classes / conferences, organize online broadcasts of lectures, seminars and much more.
The myth of the complexity of unnecessary "toys". There is an opinion among the teaching staff that multimedia are distracting entertainment toys, or difficult to use, that they require special content, additional conversion of materials into digital format, and all this requires additional labor and time resources, etc.
In practice, it's quite the opposite. A mandatory requirement for installed systems is the maximum ease of management and use of equipment for teachers and students. Most systems come with ready-to-use software applications, downloaded training materials, and have intuitive menus (interfaces) to control. This is necessary, first of all, so that the participants are not distracted from the essence of the educational process.
In addition, it should be taken into account that modern students and students brought up under the influence of information technologies have formed features of information perception due to the constant use of various technical devices and information networks. The presentation of educational materials with the help of an oral lecture and a chalkboard is categorically unattractive for them and insufficient in terms of saturation.
Multimedia and interactive equipment allows you to successfully solve the main task - to make the learning process bright, visual, exciting and interactive, which allows you to keep your attention and keen interest in the subjects being studied, and also allows you to use additional capabilities of the human brain for better memorization and assimilation of information.
Embedding multimedia in educational process is not only cost, but also an objective necessity, and with far-sighted skillful use - a source of additional funding. Transition to a market model of the system higher education imposes, on the one hand, the need to compete in the field of obtaining grants for research and advanced developments, and on the other hand, allows you to independently receive orders from industrial enterprises for certain research, model building, testing, design and development. The growth in the number of technology parks in our country makes it necessary to equip universities with high-tech equipment, since, in the end, the effectiveness of training and the contribution of educational and research institutions becomes the engine of the country's economy as a whole.
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INTRODUCTION 5
CHAPTER 1. Theoretical aspects implementation of multimedia technologies in education 8
1.1 Features of multimedia technologies. Their development 9
1.2. Multimedia in general secondary education 11
1.3. Multimedia technologies in various forms educational activities 13
1.4. Telecommunication means as means of multimedia 20
1.5. Specialized multimedia tools and their use in teaching schoolchildren 22
CONCLUSION 33
LITERATURE 34
INTRODUCTION
The topic "Multimedia technologies in the school course", considered in this course work, is very relevant, since multimedia is a modern computer information technology that allows you to combine text, sound, video, graphics and animation (animation) in a computer system.
The term “multimedia” can be translated into Russian as “many environments” (sometimes translated as many media). As a rule, the term multimedia refers to the interaction of visual and audio effects under the control of interactive software.
In my term paper, I set the goal of revealing the topic of multimedia technology in a school course. To achieve this goal, the following tasks are supposed to be solved:
analyze the literature on the topic
consider theoretical basis multimedia technologies
reflect the features of the use of multimedia technologies in general secondary education
characterize the hardware and software multimedia used in the school
The concept of "multimedia" is so broad and vague that it can include a huge range of software and hardware, from an 8-bit sound card and a single speed CD drive to professional programs and computers used in the creation of special film effects and even entire computer films.
Despite the fact that the subject of computer science and computer technology has been taught at school for more than ten years, disputes about the usefulness of using a computer in the educational process do not subside. The emergence of powerful modern multimedia computers, and with them the most unique capabilities of computer technology, open up completely new prospects for the subject teacher in improving the educational process and often turn inveterate skeptics into active supporters of the use of computer technology in education. One, but well-equipped with input-output devices, a multimedia computer installed in any school classroom is an electronic board for a teacher, a workshop for groups of students, a school desktop publishing house, a music studio, a telecommunications hub for communication with the outside world.
The object of the study is the process of learning in high school.
The subject of the study is multimedia technologies that improve the efficiency of the learning process in high school.
Multimedia products can be divided into several categories depending on which consumer groups they are aimed at. One is intended for those who have a computer at home - these are educational, developing programs, all kinds of encyclopedias and reference books, graphic programs, simple music editors, etc. Software CDs are so popular with home entertainment users that the number of CD titles on the market is doubling every year. Another category is business applications. Here multimedia serves a different purpose. With its help, presentations come to life, it becomes possible to organize live video conferences, and voice mail replaces office PBX so well that a regular telephone begins to be perceived as archaic.
Currently, a computer is becoming indispensable for an accountant, economist, manager and many other professionals who use it for complex accounting and statistical calculations. Nowadays, personal computers are becoming indispensable assistants, without which no small business, no branched corporations can do.
And there is still a small group of products aimed exclusively at professionals. They offer video production facilities, computer graphics, as well as home music studios.
CHAPTER 1. Theoretical aspects of the introduction of multimedia technologies in education
Any language that people use to communicate contains a lot of words that have different meanings. The meaning of such words is determined from the context of their use in speech. Examples of such words in Russian are crane, key, crane, machine and other similar words.
It is important to understand that, like many other words in the language, the word "multimedia" also has several different meanings at once.
Multimedia- this is:
technology that describes the procedure for the development, operation and use of information processing tools different types;
an information resource created on the basis of technologies for processing and presenting information of various types;
computer software, the functioning of which is associated with the processing and presentation of information of various types;
computer hardware, with the help of which it becomes possible to work with information of different types;
a special generalizing type of information that combines both traditional static visual (text, graphics) and dynamic information of various types (speech, music, video fragments, animation, etc.).
Thus, in broad sense the term "multimedia" means a range of information technologies that use various software and hardware in order to most effectively influence the user (who has become both a reader, a listener, and a viewer).
Thanks to the use of multimedia in informatization tools due to the simultaneous impact of graphic, sound, photo and video information, such tools have a great emotional charge and are actively included in the entertainment industry, the practice of various institutions, home leisure, and education.
The advent of multimedia systems has revolutionized many areas of human activity. One of the widest areas of application of multimedia technology has been in the field of education, since multimedia-based informatization tools can, in some cases, significantly increase the effectiveness of learning. It has been experimentally established that when the material is presented orally, a student perceives and is able to process up to one thousand conventional units of information per minute, and when the organs of vision are "connected", up to 100 thousand such units.
1.1 Features of multimedia technologies. Their development
Multimedia tools and technologies provide an opportunity to intensify school education and increase the motivation of schoolchildren to learn through the use of modern methods of processing audiovisual information, such as:
"manipulation" (imposition, movement) of visual information;
contamination (mixing) of various audiovisual information;
implementation of animation effects;
deformation of visual information (increasing or decreasing a certain linear parameter, stretching or compressing an image);
discrete presentation of audiovisual information;
image toning;
fixing the selected part of visual information for its subsequent movement or consideration "under a magnifying glass";
multi-window representation of audiovisual information on one screen with the ability to activate any part of the screen (for example, in one "window" - a video film, in another - text);
demonstration of real processes, events in real time (video film).
There are several concepts related to multimedia and the use of appropriate informatization tools in education. In particular, when using multimedia tools in teaching schoolchildren, the role of illustrations increases significantly.
Illustration is also an ambiguous term. There are two main interpretations of this term.
Illustration (illustration)- this is:
introduction to the text of explanatory or supplementary information of another type (image and sound),
giving examples (possibly without using other types of information) for a clear and convincing explanation.
It is important to understand that both interpretations of the term illustration are equally relevant to both ordinary paper textbooks and teaching aids and to modern multimedia tools. Moreover, the need for illustration leads to the fact that now all means of informatization of education should be used for a visual, convincing and accessible explanation of the main, fundamental or most difficult points of the educational material. Multimedia just contributes to this.
In multimedia tools, illustrations can be presented in the form of examples (including text), two-dimensional and three-dimensional graphic images (drawings, photographs, diagrams, graphs, diagrams), sound fragments, animation, video fragments. The appearance of new types of illustrations in educational multimedia does not mean a complete rejection of the previous approaches used in the publication of traditional school textbooks on paper. In the field of illustration and printing design of traditional textbooks for general secondary education, considerable experience has been accumulated, according to which the features of the spatial grouping of the elements of the publication are determined, the emphasis (visual selection) of individual elements is carried out, the physiological aspects of perception and other factors are taken into account. This experience is also successfully applied in the development of modern multimedia tools for teaching schoolchildren.
At present, multimedia encyclopedias have been created in many school disciplines and educational areas. Game situational simulators and multimedia training systems have been developed that allow organizing the educational process using new teaching methods.
1.2. Multimedia in general secondary education
Multimedia is an effective educational technology due to its inherent qualities of interactivity, flexibility and integration of various types of educational information, as well as the ability to take into account the individual characteristics of students and help increase their motivation.
Due to this, most educators can use multimedia as the basis of their educational informatization activities.
Informatization of education is a field of scientific and practical human activity aimed at the use of technologies and means of collecting, storing, processing and disseminating information, which ensures the systematization of existing and the formation of new knowledge in the field of education in order to achieve the psychological and pedagogical goals of training and education. Let us consider in more detail the properties of multimedia listed above, which turn this technology into a full-fledged component of informatization of education.
interactivity means of informatization of education means that users, as a rule, schoolchildren and teachers, are given the opportunity to actively interact with these tools. Interactivity means the presence of conditions for an educational dialogue, one of the participants of which is the means of informatization of education.
Providing interactivity is one of the most significant benefits of multimedia tools. Interactivity allows, within certain limits, to control the presentation of information: students can individually change settings, study the results, and also respond to program requests about specific user preferences. Students can set the feed rate, the number of repetitions and other parameters to suit their individual educational needs. This allows us to conclude about flexibility multimedia technologies.
Multimedia technologies allow meaningful and harmonious integrate many types of information. This allows the computer to present information in various forms commonly used in schooling, such as:
video, complex video effects;
1.3. Multimedia technologies in various types of educational activities
Multimedia can be used in the context of a wide variety of learning styles and be perceived by a wide variety of people: some prefer to learn through reading, others through listening, still others through watching videos, and so on.
The use of multimedia allows students to work with educational materials in different ways - the student himself decides how to study the materials, how to use the interactive capabilities of informatization tools, and how to implement joint work with his fellow students. Thus, students become active participants in the educational process.
Working with multimedia tools, students can influence their own learning process, adjusting it to their individual abilities and preferences. They study exactly the material that interests them, repeat the study as many times as they need, which contributes to a more correct perception.
Thus, the use of high-quality multimedia tools makes it possible to make the learning process flexible in relation to social and cultural differences between students, their individual styles and pace of learning, and their interests. The use of multimedia can have a positive impact on several aspects of the educational process at school.
Multimedia contributes to:
1. Stimulation of the cognitive aspects of learning, such as the perception and awareness of information;
2. Increasing the motivation of schoolchildren to study;
3. Development of teamwork skills and collective cognition among trainees;
4. The development of a deeper approach to learning in students, and, therefore, entails the formation of a deeper understanding of the material being studied.
In addition, the advantages of using multimedia in general secondary education include:
simultaneous use of several channels of perception of the student in the learning process, due to which the integration of information delivered by several different senses is achieved;
the ability to simulate complex, expensive or dangerous real experiments, which are difficult or impossible to conduct at school;
visualization of abstract information through dynamic representation of processes;
visualization of objects and processes of micro- and macroworlds;
the opportunity to develop the cognitive structures and interpretations of students, framing the material being studied in a broad educational, social, historical context, and linking educational material with the interpretation of schoolchildren.
Multimedia tools can be used to improve the learning process, both in specific subject areas and in disciplines that are at the intersection of several subject areas of school education.
The effectiveness of the system of general secondary education is also largely influenced by the environment in which the educational process takes place. This concept includes the structure of the educational process, its conditions and accessibility (society, libraries, multimedia resource centers, computer laboratories, etc.).
Under such conditions, multimedia means of informatization of education can be used as one of the many possible learning environments. Such an environment is applicable in numerous educational projects in which students reflect on the subject area being studied, participate in a dialogue with their peers and teachers, discussing the progress and results of schooling.
To date, information and, in particular, multimedia technologies are used to a greater or lesser extent in the educational and organizational and pedagogical activities of almost all secondary educational institutions. The work of schoolchildren in computer and Internet classes, both in the study of computer science and in classes in other subjects, the planning of classes using a computer or electronic computer testing of the knowledge of schoolchildren and applicants have become ubiquitous.
School teachers develop and actively use electronic learning tools, manuals, computer problems, workshops, laboratory work, pedagogical software. Most of the used scientific and methodological developments have been translated into electronic form. New forms of educational activity based on the advantages of the latest multimedia technologies, which, first of all, include distance education, are being further developed.
The use of computer multimedia technologies in the educational process raises it to a qualitatively new level, positively affects the motivation of schoolchildren for learning activities, increases their level of consistency and activity in choosing methods for solving the problems they face.
A significant surge in the introduction of multimedia technologies in general secondary education occurred in connection with the introduction of the Unified State Examination. Testing and other methods of measuring the level of knowledge, skills and abilities of schoolchildren give rise to a complex of information processes, in the automation of which universities are increasingly using computer technology and multimedia technologies.
The functioning of the research sphere in the education system generates a whole direction for the introduction of multimedia tools. However, one should also take into account the fact that the specifics of the informatization of scientific research does not allow applying to the construction and use of multimedia resources involved in scientific research the same methods and approaches that are used in the informatization of other areas of educational activity.
Along with the main educational activity for any school, it is also possible to informatize various extracurricular activities that always accompany the education of schoolchildren and play a huge role in educating young people, developing in children the desire to work in a team, and expanding the "information baggage" of future school graduates. Unfortunately, this area of educational activity is still not sufficiently computerized, and there are practically no studies in the field of informatization of extracurricular activities of schoolchildren.
An extensive area of application of multimedia technologies in a modern school is organizational and managerial activity. Its automation uses many tools, one way or another, based on multimedia. Scientists-educators make various attempts to integrate specific aspects of the educational process, teaching methods with school management technologies.
Hardware and software multimedia used in the school.
A formal approach to the definition of multimedia tools used at school suggests that they can be almost any means that can bring different types of information to learning and other educational activities. In this case, aging analogue teaching aids, which have become traditional, can also fall under the concept of multimedia tools.
Most often, however, multimedia includes computers and their associated peripherals. At the same time, in this section of this online publication, it makes sense to list the main tools, the use of which at school allows teachers and students to deal not only with text or pictures, but also with audio, video or other direct information.
Over the years, various means penetrated into school education, the appearance of which raised the information support of the system of general secondary education to a qualitatively new level, which each time had a positive effect on the effectiveness of training specialists.
Currently, in Russian schools you can find:
means for recording and reproducing sound (electrophones, tape recorders, CD players),
systems and means of telephone, telegraph and radio communication (telephones, facsimile machines, teletypes, telephone exchanges, radio communication systems),
systems and means of television, radio broadcasting (television and radio receivers, educational television and radio, DVD players),
optical and projection film and photographic equipment (cameras, film cameras, overhead projectors, film projectors, epidiascopes),
printing, copying, duplication and other equipment intended for documenting and reproduction of information (rotaprints, copiers, risographs, microfilm systems),
computer tools that provide the possibility of electronic representation, processing and storage of information (computers, printers, scanners, plotters),
telecommunication systems that ensure the transmission of information via communication channels (modems, networks of wired, satellite, fiber optic, radio relay and other types of communication channels intended for information transmission).
Technical means make it possible to introduce into educational activities the possibility of operating with information of various types, such as sound, text, photo and video images. These tools, in some cases, turn out to be very complex in technical and technological terms and may well be considered as multimedia tools.
The computer, which has penetrated into the sphere of education, is a universal means of information processing. The versatility of a computer lies in the fact that, on the one hand, it alone is able to process information of different types (multimedia information), on the other hand, the same computer is able to perform a whole range of operations with information of the same type. Thanks to this, the computer, together with the appropriate set of peripheral devices, is able to provide the performance of all the functions of technical multimedia teaching aids.
Regardless of the brand, model, time of creation and scope, all personal computers used in school education have common fundamental features, including:
work with one user, when only one person works with the computer at a time. This does not exclude the simultaneous execution of several information processing operations;
the possibility of processing, storing, presenting and transmitting information of various types, including text, numerical data, graphics, sound and others (multimedia information);
uniform communication with the user in a language close to natural;
joint work with various hardware multimedia devices that significantly expand the capabilities of a personal computer in processing, storing, presenting and transmitting various types of information;
performing information processing operations under the control of specially developed computer programs aimed both at maintaining the operation of various system functions of a computer and at solving applied problems that are significant for the informatization of human activity.
Multimedia technologies allow meaningful and harmonious integration of many types of information. This allows the computer to present information in various forms, such as:
images, including scanned photographs, drawings, maps and slides;
video, complex video effects;
animations and animation simulation.
1.4. Telecommunication means as means of multimedia
Modern computer multimedia tools and multimedia technologies are closely related to the rapidly developing computer telecommunications. Almost all information resources published in computer networks are multimedia resources. Conversely, most of the multimedia resources and technologies currently being created are focused on working in telecommunication modes.
The widespread introduction of telecommunications networks in all spheres of human life, including general secondary education, became possible only after the emergence of the global computer network Internet, the use of this telecommunications network in various fields of human activity, including schooling.
The use of telecommunication networks in schools, combined with the use of multimedia technologies and resources, opens up new opportunities, the main of which are:
expanding access to educational and methodological multimedia information;
the formation of schoolchildren's communication skills, culture of communication, the ability to search for multimedia information;
organization of operational consulting assistance;
increasing the individualization of education, developing the base for self-study;
ensuring the conduct of virtual training sessions (seminars, lectures) in real time;
organization of distance learning;
organization of joint research projects;
modeling of research activities;
access to unique equipment, modeling of complex or dangerous objects, phenomena or processes, etc.;
formation of a network community of teachers;
formation of a network community of schoolchildren;
development of students' critical thinking, skills of searching and selecting reliable and necessary multimedia information.
Perhaps, under the telecommunications multimedia tools used in general secondary education, one should understand any means and tools related to the transmission of multimedia information used in schools. With this approach, telecommunications used in education, in addition to computers and software, will include telephones, televisions and many other telecommunications devices. Such a definition has every right to exist. But, at the same time, the universal capabilities of telecommunication networks make it inexpedient to further penetrate all the noted means of informatization into general secondary education. They just lose their relevance. Telecommunication computer networks fully replace all other telecommunication means, having a whole range of additional features. In this regard, it becomes justified to classify as telecommunication means used in the field of education only computer means of transmitting educational multimedia information. Thanks to the use of telecommunications, well-known telecommunication services, such as e-mail, teleconferences, remote access to information resources, and others, have penetrated into the field of education. All of them also allow you to work with multimedia information and are a powerful tool that expands the scope of multimedia use in teaching students.
1.5. Specialized multimedia tools and their use in teaching schoolchildren
As a rule, the majority of teachers and students, one way or another familiar with computer technology, unmistakably classify acoustic systems (speakers), a computer sound card (board), a microphone, a special computer video camera and, possibly, a joystick as hardware multimedia tools. All these devices are, indeed, common components of multimedia equipment, are quite easy to use, have a fairly clear purpose and do not require any detailed description in this Internet publication. Of much greater interest may be specialized multimedia tools, the main purpose of which is to increase the effectiveness of training. Among such modern means, first of all, it is necessary to include interactive multimedia boards.
Hardware-software set "Interactive whiteboard"- this is a modern multimedia tool that, having all the qualities of a traditional school board, has more opportunities for graphic commenting on screen images; allows you to control and monitor the work of all students in the class at the same time; naturally (by increasing the flow of presented information) to increase the student's workload in the classroom; ensure ergonomic training; create new motivational prerequisites for learning; conduct training based on dialogue; teach using intensive methods using case methods.
An interactive whiteboard allows you to project an image from a monitor screen onto a projection board, as well as control a computer using special felt-tip pens, being constantly near the board, as it would be with a keyboard or mouse.
Virtual keyboard used to control the computer when the teacher is directly near the blackboard, i.e. duplicates a standard computer keyboard.
An important characteristic of an interactive whiteboard is its "dimensionlessness", i.e. recorded information can be located on an area of unlimited size, while everything that is written on this board can be stored indefinitely. All information displayed on the board can be used throughout the lesson. The teacher or student can return to previous information at any time. In addition, all the information of the current lesson can be used in subsequent lessons, while their implementation does not require additional preparation.
Unlike a traditional whiteboard, an interactive whiteboard has more tools for graphic commenting on screen images, which allows you to increase the image quality of the information presented to focus students' attention, namely: more colors for the pen, different shapes and thicknesses of the pen, as well as the ability to set various colors blackboard background. The interactive whiteboard allows you to save time in the lesson when creating various kinds of drawings, diagrams, diagrams, graphs, as it has a large number of tools for constructing geometric shapes.
Another feature of the interactive whiteboard is the ability to save the information recorded on it in the video format. For example, you can fix the solution of the problem in such a way that later you can view not the static end result, but the process of solving the problem from beginning to end, and at any speed.
An interactive whiteboard can be used as an effective means of creating educational and didactic materials: examples of problem solving, diagrams, drawings, graphs, etc., both static and dynamic. All these materials can be created directly in the lesson, and in the future they can be used in explaining new material, in repetition, and also as simulators for individual work.
We can conditionally distinguish four properties of an interactive whiteboard, which determine all possible methods of its use:
unlimited space,
an extended set of tools for capturing information and graphic commenting on screen images,
the possibility of storing recorded information in electronic form and its further unlimited replication,
the ability to save information in a dynamic form (in a video file).
The development of modern multimedia tools makes it possible to implement educational technologies at a fundamentally new level, using for these purposes the most progressive technical innovations that allow the provision and processing of various types of information. One of the most modern multimedia tools penetrating the field of education are various modeling tools and tools whose operation is based on technologies called virtual reality.
Virtual objects or processes include electronic models of both real and imaginary objects or processes. Adjective virtual used to emphasize the characteristics of electronic analogues of educational and other objects presented on paper and other tangible media. In addition, this characteristic means the presence of an interface based on multimedia technologies that simulates the properties of real space when working with electronic analogue models.
Virtual reality- these are multimedia tools that provide sound, visual, tactile, as well as other types of information and create the illusion of the user's entry and presence in a stereoscopically presented virtual space, the user's movement relative to the objects of this space in real time.
Systems of "virtual reality" provide direct "immediate" contact of a person with the environment. In the most advanced of them, a teacher or student can touch an object that exists only in the computer's memory by putting on a glove stuffed with sensors. In other cases, you can "turn" the object depicted on the screen and view it from the back. The user can "step" into the virtual space armed with "information suit", "information glove", "information glasses" (monitor glasses) and other devices.
The use of such multimedia tools in the education system changes the mechanism of perception and comprehension of the information received by the user. When working with "virtual reality" systems in education, there is a qualitative change in the perception of information. In this case, perception is carried out not only with the help of sight and hearing, but also with the help of touch and even smell. There are prerequisites for the implementation of the didactic principle of visualization of learning at a fundamentally new level.
It is promising to use this multimedia technology in education for the development of spatial representations, for organizing training of specialists in conditions as close as possible to reality.
Understanding the information provided by "virtual reality" systems can be not only theoretical, but also practical, namely: visual-figurative or visual-effective. Practical thinking requires less effort compared to theoretical thinking, the perception of figurative information, as a rule, is easier than the perception of symbolic information. Therefore, multimedia tools built using virtual reality technology are able to provide a better understanding and assimilation of educational material in the learning process. However, it is important to understand that the higher the level of virtual reality systems, the more work should be invested in their creation, the more perfect the technical means of informatization available to teachers and schoolchildren should be.
1.3. Advantages and disadvantages of using multimedia in teaching schoolchildren
Multimedia technologies are becoming more and more popular every day. various areas educational activities. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of schoolchildren, as well as internal factors associated with the spread of modern computer technology and software in general educational institutions, the adoption of state and interstate education informatization programs, the emergence of the necessary experience of informatization in all more school teachers. In most cases, the use of multimedia tools has a positive effect on the intensification of the work of teachers, as well as on the effectiveness of teaching students.
At the same time, any experienced school teacher will confirm that against the background of a fairly frequent positive effect from the introduction of information technology, in many cases the use of multimedia tools does not affect the effectiveness of teaching, and in some cases such use has a negative effect. It is obvious that the solution of the problems of appropriate and justified informatization of education should be carried out comprehensively and everywhere.
Teachers should take into account two possible directions for the introduction of multimedia in the educational process. The first of these is due to the fact that such tools are included in the educational process as "supportive" tools within the traditional methods of the historically established school system. In this case, multimedia resources act as a means of intensifying the educational process, individualizing learning and partially automating the routine work of teachers related to taking into account, measuring and evaluating schoolchildren's knowledge. The introduction of multimedia resources within the framework of the second direction leads to a change in the content of education, a revision of the methods and forms of organization of the educational process at school, the construction of holistic courses based on the use of the content of resources in individual academic disciplines Oh. Knowledge, skills and abilities in this case are considered not as a goal, but as a means of developing the student's personality. The use of multimedia technologies will be justified and will lead to an increase in the effectiveness of education if such use meets the specific needs of the general secondary education system, if full-scale education without the use of appropriate informatization tools is impossible or difficult. Obviously, any teacher should get acquainted with several groups of such needs, determined both in relation to the educational process itself and in relation to other areas of activity of teachers.
The first group includes the needs associated with the formation of certain knowledge systems in schoolchildren. Such needs arise when getting acquainted with the content of several disciplines at once, when conducting classes that are interdisciplinary in nature. In addition, they arise when studying the elements of micro and macro worlds, as well as when it is necessary to study a number of concepts, theories and laws that, with traditional school education, cannot find the required experimental justification (the study of weightlessness, familiarity with the concept of infinity).
The second group of needs is determined by the need for schoolchildren to master reproductive skills. The needs of this group arise in situations related to calculations (reduction of time, verification and processing of results). Along with this, the needs of the second group arise during the development of typical skills in each discipline (determining the division price measuring instruments in physics, compiling isomers according to the carbon skeleton in chemistry) and in the formation of general educational skills (general logical - systematization and classification, analysis and synthesis, reflexive - the ability to plan an experiment, collect and analyze information).
The third group of needs is determined by the need to form students' creative skills (the main sign of creativity is the novelty of the product). Such needs arise when solving optimization problems, in which one is selected from a number of possible options - the most rational from a certain point of view, when solving problems to choose the most economical solution or the most optimal variant of the process (finding the optimal solution not only mathematically, but also graphically) . The needs of this group arise when setting and solving problems to test put forward hypotheses, if necessary, developing constructive-combinatorial creative skills (using digital constructors that allow you to assemble a whole from parts, model objects and processes). In addition, this also includes needs arising from the need to model processes or a sequence of events, which allows the student to draw conclusions about the factors that influence the course of processes or events. And, finally, the third group includes the needs that arise in the course of a laboratory experiment, requiring for its implementation devices that are not available for a particular educational institution or a very long (short) period of time. At the same time, such a laboratory experiment can be carried out within the framework of pedagogical measurements and also entail the need to use appropriate information and telecommunication technologies.
The fourth group of needs is associated with the need to form certain personal qualities in schoolchildren. The needs related to the fourth group arise for the organization of modeling, which creates opportunities for the moral education of students through the solution of social, environmental and other problems (analysis of the possible consequences of accidents, the consequences of using various technologies, which allows not only to teach students to avoid such dangers, but also to educate moral assessments their occurrence in modern world). Also, the need to use multimedia tools may arise in order to form a sense of responsibility in students in relation to other people, in relation to themselves and their own bodies.
Along with the above needs, for the justified and effective use of multimedia technologies, it is necessary to know the main positive and negative aspects of informatization of education, the use of multimedia resources. Obviously, knowledge of such aspects will help to use multimedia where it entails the greatest advantages and minimize possible negative aspects associated with the work of schoolchildren with modern informatization tools.
There are quite a lot of positive aspects of using information and telecommunication technologies in education (which, of course, includes multimedia). The main aspects are:
improvement of methods and technologies for selection and formation of the content of education,
introduction and development of new specialized academic disciplines and areas of study related to computer science and information technology,
making changes to the teaching systems for most traditional school disciplines that are not related to computer science,
improving the effectiveness of school education through its individualization and differentiation, the use of additional motivational levers,
organization of new forms of interaction in the learning process,
change in the content and nature of the activities of the student and teacher,
improvement of mechanisms for managing the system of general secondary education.
The negative aspects include the curtailment of social contacts, the reduction of social interaction and communication, individualism, the difficulty of moving from the symbolic form of representing knowledge on the pages of a textbook or display screen to a system of practical actions that have a logic different from the logic of organizing a system of signs. In the case of the widespread use of multimedia technologies, teachers and students become unable to use the large amount of information that modern multimedia and telecommunications provide. Complex ways of presenting information distract students from the material being studied.
It should be remembered that if a student is simultaneously shown information of different types, he is distracted from some types of information in order to keep track of others, missing important information, and the use of informatization tools often deprives students of the opportunity to conduct real experiments with their own hands.
Individualization limits the live communication of teachers and students, students among themselves, offering them communication in the form of a "dialogue with a computer". The trainee does not receive sufficient practice of dialogic communication, the formation and formulation of thoughts in a professional language.
Finally, excessive and unjustified use of computer technology has a negative impact on the health of all participants in the educational process.
The listed problems and contradictions indicate that the use of multimedia tools in school education on the principle of "the more the better" cannot lead to a real increase in the efficiency of the general secondary education system. The use of multimedia resources requires a balanced and clearly reasoned approach.
CONCLUSION
In our course work, the goal was not to highlight all the problems related to the creation and use of multimedia technologies in general secondary education. Moreover, much in this area of informatization of education still remains unexplored or completely unsettled.
At the same time, I tried, as a future computer science teacher, to get an idea of the main elements of the existing regulatory framework and the features of the creation and application of multimedia technologies in general secondary education, since the literature and Internet resources on this topic contain a classified system of requirements for the quality of resources, a classified system recommendations for the creation, testing and examination of multimedia technologies, recommendations aimed at improving the efficiency of the educational process using multimedia resources and technologies.
Every year the educational segment of global telecommunication networks develops. It contains more and more multimedia resources aimed at application in general secondary education. The greatest efficiency of the educational process when using multimedia technologies is achieved if such technologies comply with the system of requirements described in the course work.
LITERATURE
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Multimedia technologies in education
Multimedia technologies enrich the learning process, make learning more effective, involving most of the student's sensory components in the process of perceiving educational information.
Today, multimedia technologies are one of the promising areas of informatization of the educational process. The improvement of software and methodological support, the material base, as well as the mandatory advanced training of the teaching staff, sees the prospect of the successful application of modern information technologies in education.
Multimedia and hypermedia technologies integrate powerful distributed educational resources, they can provide an environment for the formation and manifestation of key competencies, which primarily include information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the system of general education. Interactive technologies based on multimedia will solve the problem of “provincialism” of a rural school both on the basis of Internet communications and through interactive CD-courses and the use of satellite Internet in schools.
Multimedia is the interaction of visual and audio effects under the control of interactive software using modern technical and software tools, they combine text, sound, graphics, photos, videos in one digital representation.
Hypermedia are computer files linked by hypertext links to move between multimedia objects.
Internet technologies are attractive for organizing computer classes in schools, however, having the advantages associated with the possibility of obtaining up-to-date information, the possibility of organizing a dialogue with almost the whole world, they have serious drawbacks: these are difficulties when working with large amounts of information with poor communication lines ( and such in remote regions and rural areas in the Russian Federation are the majority), the inability to work without communication lines. These shortcomings are eliminated with the use of optical compact discs called CD ROMs and DVD discs.
Available software products, including ready-made electronic textbooks and books, as well as their own developments, allow the teacher to increase the effectiveness of teaching. The Internet is becoming an indispensable assistant to the teacher in finding and obtaining information, and as a means of communication with colleagues.
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4. Methodology for the development of didactic support for lessons using multimedia technologies
4.1 Features of preparing educational multimedia presentations
When preparing educational multimedia presentations, it is necessary to take into account, on the one hand, the general didactic principles for 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 with the other is to make the most of the opportunities provided by the software tools of the telecommunications network and modern information technologies. Naturally, it is necessary to build on didactic and cognitive goals and objectives, because the means of information technology are the means of implementing didactic tasks.
In other words, the effectiveness of multimedia presentations depends on the quality of the materials used (training courses) and the skill of the teachers involved in this process. Therefore, the pedagogical, meaningful organization of multimedia presentations (both at the design stage of the presentation and in the process of its use) is a priority. Hence the importance of the conceptual pedagogical provisions on which it is supposed to build a modern lesson using multimedia presentations.
When creating multimedia presentations, the following requirements must be considered:
Motivation. Motivation is a necessary component of learning, which must be maintained throughout the lesson process. Of great importance is a clearly defined goal, which is set for students. Motivation quickly decreases if the level of the tasks set does not correspond to the level of the student's preparation.
Setting a learning goal. The student from the very beginning of working at the computer should know what is required of him. Learning objectives should be clearly and precisely formulated in the course of the lesson.
Creation of prerequisites for the perception of educational material. To create the prerequisites for the perception of educational material, auxiliary materials (guides for the student) that are included in the textbook kit or prepared by the teacher himself can be useful.
Submission 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 the frames supplied to the display screen. Known principles of readability must be used.
Grade. In the course of working with a computer, students should know how they cope with educational material. The most important is the organization of communications "student - teacher - student". For these purposes, it is recommended to organize the work of schoolchildren in projects or "learning in cooperation", discussions.
When creating a multimedia presentation, it is necessary to take into account not only the relevant principles of classical didactics, but also the specific principles of using computer multimedia presentations.
The study of the works of the classics showed that teachers who develop multimedia presentations will be useful, for example, the recommendations given by F. Diesterweg in his "Guide to the Education of German Teachers". They remain extremely relevant in our time with the most modern pedagogical technologies. Here are some of them: - distribute each material into known steps and small finished parts; - indicate at each step separate parts of the subsequent material and, without allowing significant breaks, cite separate data from it in order to arouse the student's curiosity, without, however, fully satisfying it; - distribute and arrange the material in such a way that, wherever possible, at the next stage, when learning a new one, the previous one is repeated again.
The material needs to captivate you. The use of well-known authoritative sources, brands and concepts could make people take more interest in it. The use of a variety of graphics, animations and simulations should help increase the attractiveness of interactive courses.
The use of multimedia technologies for the creation of electronic materials dictates its own laws and imposes certain requirements on the approaches and methods of development.
Multimedia educational presentations are designed to help the teacher and allow you to conveniently and visually present the material. The use of even the simplest graphic tools is an extremely effective tool.
A well-crafted presentation can capture the attention of the trainees and arouse interest in learning. However, one should not get carried away and abuse the external side of the presentation associated with special effects. If you overdo it, then reduce the effectiveness of the presentation as a whole. It is necessary to find such a balance between the material presented and the effects that accompany it, so that your students literally "sit on the edge of the chair." This rule is true for all multimedia presentations in general, but especially for educational presentations.
4.2 Developing a multimedia presentation script
When creating a scenario diagram and compiling text accompaniment to a multimedia presentation, one should be guided by the following principles:
The presentation should be concise, accessible and compositionally coherent. The duration of the presentation with the script should be no more than 20-30 minutes. To demonstrate, you need to prepare approximately 20-25 slides (showing one slide takes about 1 minute, plus time for answering questions from the audience).
When presenting the material, you should highlight several key points and, during the demonstration, return to them from time to time in order to highlight the issue from different angles. This ensures that the information is properly received by your listeners. Don't be afraid to repeat your thought if you want it to be learned.
Guidelines for Creating an Effective Presentation
The plan below will help you when you are working on your own presentation.
Before you start working on your presentation, you should have a complete understanding of what you are going to talk about.
There should be nothing superfluous in the presentation. Each slide should represent a necessary narrative link and work towards the overall idea of the presentation. Unsuccessful slides must be merged with others, moved or deleted altogether.
Use ready-made templates when choosing a character style and background color. Don't be afraid to get creative. Experiment with placing graphics and creating special effects.
Don't overload your slides with unnecessary details. Sometimes it is better to present several simple ones instead of one complex slide. Don't try to cram too much information into one slide.
Additional effects should not become an end in itself. They should be kept to a minimum and used only to draw the viewer's attention to key points demonstrations. Sound and visual effects should in no case come to the fore and obscure useful information.
A multimedia presentation should have the following qualities:
Convenient navigation system that allows you to easily navigate through the presentation
Using the multimedia capabilities of modern computers and the Internet (graphic inserts, animation, sound, if necessary, etc.).
Breaking down the lesson into small logically closed blocks (slides).
Each slide in your presentation should have a title.
When creating multimedia presentations, you must:
to break down the lesson into small semantic parts - modules. Each slide must have a title;
selection for each module of the appropriate form of expression and presentation to the trainees of the section heading, texts, figures, tables, graphs, sound and video sequences, etc. (according to the content);
modeling the cognitive activity of students when studying a section and using the results in compiling it (the main transition sequence between slides is determined);
designing ways to consolidate knowledge and skills and provide feedback (selection of tasks, control questions, tasks for modeling, development of methods for analyzing answers, replicas of typical incorrect answers, compiling tips (help));
compiling texts, developing drawings, tables, diagrams, drawings, video sequences, in accordance with the requirements of ergonomics; the layout of the modules of each section of the lesson from an ergonomic point of view.
Each module includes to the maximum:
Psychological mood text
Learning objectives of the module
Study questions
Educational material
A set of key issues on the topic of the module
The best work of students from previous groups
New student work
Questions for self-examination and reflection (preferably with answers, comments and recommendations)
Block diagram of the module
When creating multimedia presentations, it is necessary to take into account the peculiarities of the perception of information from the computer screen.
It is necessary to maintain a single style of presenting information for the entire lesson.
and strive to unify the structure and form of presentation of educational material (unification of the user interface, use of graphic elements, creation of lesson templates).
It is recommended to use standard fonts - Times, Arial. It's best to limit yourself to using two or three fonts for the entire presentation. For example, the main text of the presentation is Times New Roman, the title of the slide is Arial.
etc.) to highlight text elements (bulleted lists). For example: It is advisable to use different markers
It is recommended to use color in the presentation, it is most effective to highlight individual pieces of text with color and individual table cells or the entire table with color (cell background or table background). The entire presentation is done in one color palette, usually based on one template.
It is important to test your presentation for readability on a computer screen. Presentation texts should not be large. It is recommended to use a concise, informative style of presentation of the material.
When creating a multimedia presentation, it is necessary to solve the problem: how to ensure the maximum simplicity and transparency of the organization of educational material for the student with the maximum information saturation of the product.
One way to solve this problem is to limit both the ways of presenting educational material and the set of navigation objects. In this case, the student, having quickly mastered the features of the interface of this presentation, will not be distracted by it in the future, focusing all his attention on the content of educational information.
When creating a multimedia presentation, the teacher faces a number of challenges:
The need to create a simple and intuitive interface in which educational information is visually combined with navigation tools;
Determination of the structural organization and form of presentation of educational material, corresponding to the set pedagogical goals.
The main goal of the proposed approach is to focus on studying the process of organizing content and presenting it in a form that is most convenient for the audience to understand.
An important point is the choice of the general style of the presentation. When the presentation class, the category of trainees are defined, then it becomes easier to make a choice of style. Choosing the right style requires knowing the principles of ergonomics, which include the best, proven methods for using certain components of a multimedia presentation. Considering this stage, you can analyze in detail several presentations, identifying their shortcomings and suggesting ways to eliminate them.
