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Abstract

Content

1. The specifics of distance learning in foreign languages

The educational process is currently difficult to imagine without the use of online learning. The rapid growth in the number of mass online courses arouses interest in them from educational organizations. The modern generation lives in a virtual space, so online learning is a great way to learn a foreign language or improve your knowledge.

The main advantages of online learning should be considered:

  • the potential to create a personal (individual) educational direction for each student in this system. A personal training program has a fruitful effect on creating students' interest in learning, motivates, forms a desire to acquire new knowledge and skills, realize professional self-determination, prepare the necessary basis for future career development;
  • creating conditions for permanent access to vocational education, regardless of the country or region of residence, for all students. [ 1 ]

Today, the distance learning format is successfully used in the pedagogical process when learning foreign languages in most higher educational institutions. The introduction of the distance format into the educational system enabled students to acquire knowledge and skills without interrupting their main activities, choose ways to study the material in various conditions, which significantly increased the level of knowledge. Now students are especially interested in the teacher who is ready, knows and knows how to use distance learning technologies in the learning process, create a virtual educational environment for full interaction with students. The skill of interacting with information is very highly valued, in view of which the realization of pedagogical potential and distance learning methods regarding the study of foreign languages in higher educational institutions is particularly significant. [ 2 ]

Theoretical material can be taught quite easily in an online format in the form of presentations with the ability to ask questions, as well as in the format of files and short videos. Elements of individual work, such as writing exercises and feedback, checking home reading can also be transferred online.

Socialization in the learning process is a very important aspect. The analysis of the experience gained makes it clear that the methods used cannot fully replace the "direct" classroom interaction with students. At the same time, online learning methods are quite effective in studying certain aspects of the language, in particular, grammar and translation. [ 3 ]

The tasks of the near future can undoubtedly be considered to determine the optimal ratio of the volumes of the methods under consideration, to identify the nuances of their use in teaching various linguistic aspects, the accentuated use of certain techniques in groups of different levels of language competencies, the development of their educational and methodological support and the creation of new "mixed" textbooks. At the moment, there are a large number of resources for learning foreign languages, which significantly increase the productivity of mastering the material. They are portals, platforms, websites and other applications for students and teachers to interact, complete assignments and exercises, participate in conferences and webinars, distribute various content, and so on. In more detail, you can consider the resources in demand for learning English in the table 1:

Table 1 - Resources for learning foreign languages

Resource Description
Macmillan English Campus Macmillan English Campus – a platform for learning English for teenagers, young adults and professionals, providing students with language practice on request, and teachers with flexible materials and courses available anytime and anywhere.
Vocabulary Exercises for Academic Word List This website contains over 750 gap-filling exercises to learn and review over 2,000 elements of general vocabulary and academic vocabulary in English. These exercises are a great way to practice vocabulary in different contexts. The resource can be used to expand students' vocabulary.
UEfAP Academic Writing Files Using English for academic purposes: information and recommendations for students of higher educational institutions.
Ted talks TED – a non-profit organization engaged in the dissemination of ideas, usually in the form of short conversations. The resource was launched in 1984 as a conference where technology, entertainment and design converged, and today covers almost all areas – from science to business and global issues in more than 110 languages.
ESL Brains – Unique video-based teaching materials for adults Adult education programs that address various aspects of modern life.
BBC news Latest news, sports, TV, radio and much more. The resource informs, educates and entertains regardless of your age
The Economist – World News, Politics, etc. An international weekly newspaper, printed in magazine format and published in digital format, which focuses on current affairs, international business, politics and technology.
The New Yorker magazine The New Yorker – American weekly magazine.
Quizlet: Learning tools & flashcards A learning resource that allows you to study any direction.

The online format of classes has become almost everywhere an integral part of the foreign language course, while it does not replace full-time interaction between a teacher and a student..

The introduction of an innovative approach to the study of foreign languages using modern information technologies remains a priority in the field of education.

2. Organization of distance learning of a foreign language on the basis of computer telecommunications

Pedagogical design is a field of science and creative practice—oriented activity, based on a set of cognitive theories (behaviorism, cognitive science, connectivism, positivism and constructivism), elements of engineering and artistic design and principles of the most successful pedagogical practices, dealing with issues of rationalization of the learning process, creating a comfortable educational environment, stylistics, structure and content of modern educational institutions. materials. Proceeding from the general attitude that the means is "everything that the subject uses in the process of moving towards the goal", pedagogical design means pedagogically sound, ethically verified and aesthetically designed pedagogical means created based on the principles of pedagogical design. [ 4 ]

Based on a number of scientific papers , the following principles of pedagogical design were formulated:

  • effective goal setting: a clear idea of what students should learn as a result of classes and how to measure the changes that have occurred;
  • individualization and differentiation of training: taking into account the psychological characteristics and needs of students and the corresponding correction of the program, the division of students into groups according to their levels, individual tasks that contribute to the formation and development of personality;
  • openness and non-linearity of the learning process, creation of conditions for constructing one's own experience: the relevance and complexity (versatility) of topics, as well as their connection with the surrounding reality, modular organization of the training program, the atmosphere of free and informal dialogue between the student and the teacher, the possibility of building an individual trajectory and constructing one's own experience for each student without ready-made knowledge, models, algorithms and methods of solving problems, conditions for self-expression, self-learning, self-improvement and self-realization of students;
  • comprehensive impact on all representative systems: the effectiveness of teaching is ensured by appealing to different styles of thinking, different cultural heritage, as well as the impact on all representative systems or sensory modalities (visual, auditory, gustatory, tactile and olfactory sensations), on the basis of which the experience is formed;
  • reflexivity and constant feedback as an integral component of learning: students' assessment of acquired knowledge, skills and abilities, as well as changes in the spiritual world, feedback from students and other teachers to evaluate the effectiveness of classes or programs;
  • aestheticization of the educational environment by means of pedagogical design. In addition to relying on the set of principles listed by us, a distinctive feature of the means of pedagogical design is their external representation, that is, the transformation of pedagogical means proper, by means of design in order to improve the perception, memorization and assimilation of educational information. Conventionally, such "transformed" means are called visual, auditory, audiovisual and subject-spatial.

It is believed that the means of pedagogical design play a special role in creating such a space of interaction that influences value orientations, ideals, attitudes, which is due to the active influence of the subject environment on human consciousness. Having an idea of the psychological features of perception, the system of mental structures and spiritual values of students, in the process of developing pedagogical design tools, it is possible to program their emotional, mental and moral impact on students. [ 5 ]

So, the definition of the term "pedagogical design" emphasizes not only the scientific, but also its creative component. Knowledge of design technologies sets only a formal scheme for the development of electronic educational materials, and this is not enough to create a methodically competent product. A creative approach is required in creating your own digital educational resources with the help of appropriate technologies and tools. Pedagogical design tools are considered as a symbiosis of conventional pedagogical tools and design tools based on certain principles, the result of which is to increase the attractiveness and effectiveness of educational materials. Promising further areas of work are considered to be the study of the influence of the sound accompaniment of lessons, the teacher's speech, the personality of the teacher and the resource provision of the discipline being studied in the mode of independent work.

3. Knowledge of the basics of pedagogical design

It follows from the above that pedagogical design is very relevant both for teachers, can be considered as one of the most important components of training and retraining, and for students studying the training of pedagogical personnel.

Pedagogical design is the development and development of the socio–educational environment in the direction of transferring an increasing number of mechanical functions from the teacher to technical means and software agents. Scientists consider pedagogical design as a science and practice. As a science, pedagogical design studies the effectiveness of educational materials and tools that create a certain educational environment. In this regard, important categories of pedagogical design are: educational environment, educational resource, educational tool, educational material (content). In this case, the educational environment is considered as a system of influences and conditions for the formation of a personality according to a given pattern, as well as the creation of opportunities for its development. That is, a student immersed in the educational environment is constantly busy working with information: reading a book, analyzing a text, solving problems, and the like. Therefore, the creation of educational material that will guide the learner from ignorance to knowledge, from inability to skills and abilities, the formation of key competencies comes to the fore of pedagogical design. When an educational tool is created as a solution to a contradiction that has arisen, a way to solve a certain educational goal, and not as a retelling of already known facts, it can be called effective. [ 6 ]

The knowledge paradigm of education assumed the retransmission of ready-made knowledge, the reproductive assimilation of educational material, the dominant role of subject knowledge. As a result of the educational process within the framework of this paradigm, the degree of workload of the student with educational information is considered.

The practice-oriented (competence-based model) of the educational process implies the strengthening of students' independent work, the interactive nature of learning, and the individualization of learning. At the same time, subject knowledge loses its dominant role, the degree of information load of the student fades into the background. As a result of the educational process, the formation of a system of certain competencies in the student is considered.

The main stages of pedagogical design are:

  1. Analysis: determination of the purpose of teaching, means, conditions of future academic work.
  2. Design: preparation of plans, development of prototypes, selection of basic solutions, drafting scenarios.
  3. Development: transformation of plans, scenarios, prototypes into a set of educational materials.
  4. Application: educational materials are used in the educational process.
  5. Evaluation: the results of the study work are evaluated, the evaluation data are used to adjust the training materials.

At the same time, the stages of pedagogical design are cyclical activities, as a result of which they are repeated to make adjustments, improve the educational material being developed during practical testing. [ 7 ]

Before creating a network lesson project, it is necessary to carry out the following preparatory work:

  • determine the purpose of creation, the scope of application, as well as the audience for which it is intended, since all these factors will further affect the level of presentation and presentation of the material;
  • collect and analyze information on the topic being developed – it should reflect reality, be relevant, sufficient, should not contain uncertainties, the presentation should correspond to the age audience (concise and competent);
  • to select the appropriate illustrative material – graphs, drawings, drawings, video and audio series;
  • think over the scenario of the user's work with the project, based on this, choose its structure and navigation.

4. Development of a technological map of a network lesson

Thus, the technological map designs the learning process depending on the type of lesson. The technological map defines the planned level of learning outcomes: personal, subject and meta-subject. The task is to provide an opportunity for the student to become a real subject of activity at each stage of the lesson, that is, to make sure that he not only performs certain actions according to the planned plan, but also participates in the following:

  • setting the goals and objectives of this lesson based on the boundaries of your own knowledge and ignorance;
  • planning ways to achieve the intended goal;
  • monitoring and evaluation of the results obtained;
  • implementation of the necessary correction of educational activities based on their own difficulties;
  • reflections of activity both on the results of the lesson and on each structural element of the lesson;
  • выборе задания из предложенных системой с учётом индивидуальных возможностей.

Algorithm for drawing up an electronic technological map:

  1. Highlight all types of work for the electronic textbook (teacher) mode plus new material, showing techniques of independent work, showing techniques of self-control and mutual control.
  2. Plan the independent work of students, which includes the implementation of practical work.
  3. Create task blocks for each type of independent work.
  4. Consider the option of presenting new educational material.

When studying in a network environment and on the basis of a social network, which studies are considered as the formation of this network. This approach to learning is based primarily on actor-network theory. According to this theory, the network looks like a collection of agents (people and things) that interact in a single space and whose activities are aimed at solving a common problem. [ 8 ]

The learning process can be presented in the form of an unwinding spiral: imagine, create, play, share, discuss and imagine again. The process of network learning assumes that participants perform the following actions:

  1. They imagine and imagine what exactly they want to do and get as a result.
  2. Create a project based on their ideas.
  3. They play with the results of their activities.
  4. Share the results of their activities with other people.
  5. Ponder and discuss their results.
  6. Discussion and reflection leads to new ideas and new projects.

A special place in distance learning is occupied by elective courses that deepen and develop the main topics studied in the classroom. They should be specially developed as stand-alone courses, but related, however, to the basic material.. [ 9 ]

Let's turn to the network model, when the entire course is hosted in networks. This is, in fact, distance learning for those students who do not have the opportunity to study full-time. These can be stand-alone courses or an information and educational environment (fig. 1).

A model of a distance learning network course

Figure 1 – Model of a network distance learning course
(animation: 3 frames, 1 replay cycle, 107 kilobytes)

When organizing a network lesson, the general strategy of organizing joint activities is that it supports constructive activity without imposing behaviors on participants. This gives participants a sense of a developing community in which new digital objects, ideas, and projects are constantly being created. [ 10 ]

The pedagogical possibilities of social networks are associated with their use for network learning, the purpose of which is to establish and strengthen links between teachers, students, digital objects and tools of activity. The pedagogical design of the online lesson supports the emergence and strengthening of connections and relationships in the course of joint activities, the result of which is a collective project.

The technological map is structured in the logic of the system-activity approach, that is, it reflects the activity of the teacher, the activity of students and the planned results of the educational process. The very structure of the map aims the teacher at a conscious approach to planning the process of forming educational results.

List of sources

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