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Journal articles on the topic 'Digital Educational Resources'
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HRYNKO, V. "DESIGNING DIGITAL EDUCATIONAL RESOURCES WITH THE DIGITAL TECHNOLOGIES TOOLS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 22 (November 7, 2018): 58–62. http://dx.doi.org/10.33989/2075-146x.2018.22.185010.
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Designing digital educational resources with the digital technologies tools while training future primary school teachers is considered by the author as one of the ways of solving the problem of insufficient level of implementing digital educational resources in the educational process of educational institutions.The author clarifies the essence of the concept of “digital educational technology” and its interconnection with the notion of “digital educational resources” and notes that the term “digital technology” is used to describe the technology of creating, transmitting and storing information messages, which envisages coding their contents with figures, and the term “digital resource” is used to describe information carriers created by using digital technologies.If the use of digital technology and digital resources is carried out for the implementation of educational tasks, the author advises to use such categories as “digital educational technology” and “digital educational resource”. It is noted that the design of digital educational resources is the important task of using digital educational technologies.The process of using digital technologies for designing a digital educational resource on the example of the digital educational resource “Interactive poster” is considered. Eight stages have been identified, during which the following functions of digital technology are implemented: visual, operational and creative, correctional, communication, collaborative, demonstrative and presentational.It is noted that designing digital educational resources with the digital technologies tools while training future primary school teachers provides for the organization of activities aimed at improving the ability to use digital technologies to create effective cognitive and active educational process, which is attractive for students, to critically evaluate digital educational resources in the aspect of expediency of their application in professional activity, as well as the capacity for lifelong learning to use technological innovation.
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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.
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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.
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Aleksandrova, Ludmila A., and Edvard R. Galimov. "University digital educational model." Journal Of Applied Informatics 15, no. 89 (October 30, 2020): 37–51. http://dx.doi.org/10.37791/2687-0649-2020-15-5-37-51.
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This work was carried out in accordance with the Digital Economy program of the Russian Federation and is therefore relevant. The program posed the following tasks for universities: the digital transformation of universities and the training of specialists of the digital economy. The Ministry of Education has articulated these issues as the creation of the Digital University. The paper proposes a model that can be laid the foundation of the Digital University. The model was developed on the basis of an analysis of the development of education in the fi of digitalization over the past 20 years, an assessment of the readiness of the leading universities of the Russian Federation to transform at present, and their own experience in using digital technologies. The proposed model satisfies the following requirements: openness of the system for students and teachers; the student’s participation in the formation of the trajectory of his own learning; the ability to access additional resources, courses and choose the places for practical training; formation and analysis of the digital trace; the use of intelligent methods for assessing acquired knowledge and competencies. The main blocks of the model are identified and the tasks for each block are formulated, which must be solved at the stage of creating the Digital University. The paper proposes approaches to their solution, technologies that the authors tested, evaluated and published the results in their previous works. In conclusion, we note that to create a Digital University, first of all, it is necessary: expand the base of control and training materials, modify, improve their forms; implement software smart systems for training and control; form a digital student trace, digital passports of information resources and, on their basis, form an individual learning path, an image of a specialist; develop learning scenarios for different images of students, goals, objectives; integrate intellectual resources of science and education; automate the management of the learning and control process as much as possible.
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Turalbeyeva, A., А. Zh Kenzhali, and S. Feizuldayeva. "OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH DIGITAL EDUCATIONAL RESOURCEDIGITAL EDUCATIONAL RESOURCE." BULLETIN Series of Pedagogical Sciences 71, no. 3 (September 15, 2021): 208–22. http://dx.doi.org/10.51889/2021-3.1728-5496.21.
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The article describes the possible aspects of the organization of the methodology of teaching mathematics in primary classes through digital educational resources, content. The theoretical analysis is carried out and the content analysis of the conceptual and categorical apparatus of digital education in the concepts of "information competence, information technologies", "digital resource" is presented. The possibilities of "digital education" in primary classes are characterized generically in all the main subjects. There will also be samples of digital content prepared for the section "learning in parts" in the 4th grade according to the methodology of teaching mathematics in primary classes. In the section Research results, the article presents an algorithm for preparing digital resources. It is explained that the preparation of digital educational resources consists of text-based annimations, multimedia components (video clips, synthesizing images), and sound objects. A scenario for the preparation of digital content will be developed. The advantages of using digital resources in teaching mathematics in primary classes in the development of students ' cognitive abilities are analyzed. For example, the advantages of accessibility of education, personality-oriented learning, creation of an information educational environment, the possibility of choosing an individual trajectory, creative activity, motivational breakthrough, demonstration situation, etc. are described.
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Vaskova, N. I., and N. B. Zinovyeva. "Organizing workflows of academic libraries with online digital educational resources." Scientific and Technical Libraries, no. 11 (December 30, 2021): 105–14. http://dx.doi.org/10.33186/1027-3689-2021-11-105-114.
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Accommodating lists of links to recommended online educational resources on the academic library websites is discussed. The author concludes that that is not quite efficient as it could be, as qualitatively heterogeneous resources often unadapted for learning purposes are included; their titles are complex, unintelligible, and elusive; or oriented toward different groups of users. The authors suggest to develop: methods to annotate and critically evaluate resource contents, to select resources efficiently so they meet user information needs; classification scheme to differentiate online educational resources by stage and field of study, and prospectively – by larger professional groups. It might be also helpful to design end-to-end navigator of resources suggestible for academic libraries and learning in every code of professional training field.
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Greenberg, Jane, Karen Fullerton, and Edie Rasmussen. "Metadata for a Digital Library of Educational Resources." Journal of Internet Cataloging 3, no. 2-3 (November 20, 2000): 127–44. http://dx.doi.org/10.1300/j141v03n02_02.
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Ahammad, Nur. "Open source digital library on open educational resources." Electronic Library 37, no. 6 (December 9, 2019): 1022–39. http://dx.doi.org/10.1108/el-11-2018-0225.
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Purpose This paper aims to explain the implementation procedure of DSpace at the Library of Independent University, Bangladesh. This paper shows how DSpace is promoting open educational resources (OER) movement and demonstrates the ease of implementing DSpace in an institution. Moreover, the purpose of this paper is to encourage library professionals to participate in the OER movement by implementing DSpace in their libraries. Design/methodology/approach The requirements for implementing DSpace have been shown in this paper. It also describes the system model of an academic repository (DSpace)/digital library (DL). In addition, the paper describes the legal issues for submitting an item in DSpace and self-submission process of an item as well as shows impact of DSpace on OER. Findings Open source software and Open Access Institutional Repository software has a fundamental role in promoting OER. DSpace is perfect for building a DL or an institutional repository in libraries, especially for developing country libraries because this demands low cost and it is easy to implement in libraries as well as is user-friendly. Originality/value This paper will help to understand the role of the library community and librarians about OER. It will also show the impact of DL on OER. In addition, this paper encourages librarians to participate in OER movement.
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Chekan, E. A., and K. A. Fedulova. "Designing digital educational resources for information and digital training of masters." INSIGHT, no. 1(9) (2022): 136–46. http://dx.doi.org/10.17853/2686-8970-2022-1-136-146.
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The article considers the use of computer modeling technologies for visualization of learning elements of engineering disciplines in order to improve understanding of the structure and functioning of complex technical objects and technological systems. The principles of digital didactics and their influence on the formation of the content of educational resources are analyzed. An education blog is presented as a modern tool for information and digital training of vocational education teachers. The scientific novelty of the work lies in the fact that the use of computer modeling technologies as meta-technologies for organizing information and digital training of modern masters allows us to take a fresh look at the process of digitalization of education and at the design of its content. The practical significance of the study lies in the fact that inclusion of computer modeling technologies in educational practice allows not only to improve its quality, but also to prepare a graduate to enter the innovative digital system of an educational organization.
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Alberola-Mulet, Ivan, Marcos Jesús Iglesias-Martínez, and Inés Lozano-Cabezas. "Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study." Education Sciences 11, no. 5 (May 17, 2021): 239. http://dx.doi.org/10.3390/educsci11050239.
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Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.
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Sanz-Labrador, Ismael, Miguel Cuerdo-Mir, and Luis Miguel Doncel-Pedrera. "The Use of Digital Educational Resources in Times of COVID-19." Social Media + Society 7, no. 3 (July 2021): 205630512110492. http://dx.doi.org/10.1177/20563051211049246.
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COVID-19 has profoundly disrupted national education systems, affecting the future well-being of school-age children. Bacher-Hicks and colleagues showed that the intensity of the search for online learning resources in the United States doubled with respect to pre-COVID-19 levels. However, areas of the country with higher incomes, better internet access, and fewer rural schools experienced significantly greater increases in search intensity. Using a similar method to study the case of Spain, we analyze the evolution of search intensity for a selection of digital educational resources over the period 2015 to 2021. Special attention is paid to the period of COVID-19 pandemic, namely, March 2020 to June 2021. The findings include a widespread rise in the use of digital resources with respect to the use in the last 5 years, which varies by digital educational resource and region. However, the use of digital resources in Spain does not seem to vary according to family income, at least in relation to open access digital educational resources. In addition, there appears to be a steady decline in search intensity for digital educational resources and a certain degree of substitutability following the surge due to the pandemic and the school closures.
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Tretyakova, Tatiana Vasilievna, Elena Zotikovna Vlasova, Nadezhda Sergeevna Buryanina, Alekseeva Tuyara Egorovna, and Larisa Leonidovna Markova. "Formation of digital educational ecosystem for teacher education." LAPLAGE EM REVISTA 7, Extra-C (June 25, 2021): 249–58. http://dx.doi.org/10.24115/s2446-622020217extra-c1009p.249-258.
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This paper presents an example of the formation of a digital educational ecosystem, developed at the Teacher Training Institute of North-Eastern Federal University (NEFU), as an integral socially significant multi-level system, whose participants are students and employees of the educational system of the republic. In general, the digital educational ecosystem is a socio-technical ecosystem, which includes a set of interacting independent educational and social actors, representing students, educational institutions, and a variety of potential customers of educational services. The important thing for the functioning of the digital educational ecosystem is the availability of resources: material and technical, human resources represented by teachers with formed digital competencies, software (digital educational resource), and used modern technologies (blended learning, distance learning technologies, and so on). It is expected that practical activities within the project should create collective digital competencies, will accumulate new intellectual capital, and will develop new mechanisms of collaboration in the interaction of new participants from the perspective of territorial, geographical, national, and other aspects.
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Abdyssalam Alhaag, Amel, Goran Savic, Gordana Milosavljevic, Milan Tima Segedinac, and Milorad Filipovic. "Executable platform for managing customizable metadata of educational resources." Electronic Library 36, no. 6 (December 10, 2018): 962–78. http://dx.doi.org/10.1108/el-04-2017-0079.
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PurposeThe purpose of this research is to enable dynamic customization of metadata that describes educational resources in digital repositories.Design/methodology/approachUsers need to describe educational resources in digital repositories according to a user-specific metadata set. As users generally do not have the skills to customize the software application manually, this approach relies on the techniques of model-driven software engineering, which should allow customization of the software application programmatically with no need to develop or order a new software application. An experiment was conducted to evaluate the proposed solution.FindingsA software platform for managing educational resources described by dynamically extendable metadata is proposed. The platform enables the creation of data models that are programmatically transformed to a Web application for the management of educational resources. In this way, users can create their own models of metadata that are relevant in a particular domain.Research limitations/implicationsThe solution has been verified by users with technical knowledge. The appropriateness of the model should still be explored for domain experts with little technical knowledge who desire to define new metadata in their domain.Practical implicationsThe solution can be used for digital repositories that store diverse educational resources. Each resource could be described using metadata that relates to the domain the resource belongs to.Originality/valueDigital repositories standardly describe educational resources using some general metadata, which are more focused on the physical characteristics of resources rather than their semantics. The proposed solution introduces custom domain-specific semantics into the description of the resources, which improves their retrieval.
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Janzakova, Sh, N. G. Damuov, Zh U. Suleimenova, and G. S. Mukanova. "FEATURES OF FORMATION OF READINESS OF FUTURE TEACHERS TO USE DIGITAL EDUCATIONAL RESOURCES." BULLETIN Series Psychology 64, no. 3 (September 20, 2020): 36–42. http://dx.doi.org/10.51889/2020-3.1728-7847.07.
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The Article is devoted to the current topic of today's digital society -the problem of forming the readiness of future teachers to use digital educational resources. the authors analyze the concepts of digital educational resources, their types, ways of using them in the educational process, determine their psychological and pedagogical basis. also, the concept of "future teacher's readiness to use digital educational resources" is specified and an attempt is made to reveal the features of forming the readiness of future teachers to use digital educational resources. the Authors cover and analyze a large amount of theoretical and methodological materials related to the use of digital educational resources in the educational process and summarize their thoughts.
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Trifonova, Mima. "Competences for creating educational resources in a digital environment." Годишник на Педагогически факултет, Тракийски университет 15 (2018): 136–54. http://dx.doi.org/10.15547/ybfe.2018.10.
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The article presents the teacher's activity in terms of the educational resources they use in their teaching. Emphasis is placed on the opportunity for teachers to create their own educational materials in a digital environment. A classification of the educational resources has been made according to the purpose they serve and the digital objects they consist of. The pedagogical projections of digital objects in their role as components that make up the learning resources have been analyzed. The need to form hybrid competencies, in this case digital-pedagogical ones, for the students who would be future teachers in primary education has been explained.
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Trifonova, Mima. "Competences for creating educational resources in a digital environment." Годишник на Педагогически факултет, Тракийски университет 15 (2018): 136–54. http://dx.doi.org/10.15547/10.15547/ybfe.2018.10.
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The article presents the teacher's activity in terms of the educational resources they use in their teaching. Emphasis is placed on the opportunity for teachers to create their own educational materials in a digital environment. A classification of the educational resources has been made according to the purpose they serve and the digital objects they consist of. The pedagogical projections of digital objects in their role as components that make up the learning resources have been analyzed. The need to form hybrid competencies, in this case digital-pedagogical ones, for the students who would be future teachers in primary education has been explained.
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Колобова, О. Л., Д. В. Агальцова, А. М. Каткова, Н. Н. Юркина, В. А. Парахин, and А. В. Козлов. "Relevance of accounting the practice of digital educational resources application and teaching methods updating for the general education disciplines in the secondary vocational education system." Management of Education, no. 2 (June 7, 2021): 247–55. http://dx.doi.org/10.25726/k9638-7533-4499-q.
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В статье рассмотрены практики использования цифровых образовательных ресурсов при разработке и обновлении методик преподавания общеобразовательных дисциплин в системе среднего профессионального образования. Цель статьи: обосновать актуальность учета практики использования цифровых образовательных ресурсов при разработке и обновлении методик преподавания общеобразовательных дисциплин в системе среднего профессионального образования. Задачи статьи: дать определение понятию цифровых образовательных ресурсов; рассмотреть практики использования цифровых образовательных ресурсов при разработке и обновлении методик преподавания общеобразовательных дисциплин в системе среднего профессионального образования; выделить направления в разработке цифровых образовательных ресурсов; проанализировать недостатки при разработке цифровых образовательных ресурсов; выделить преимущества использования цифровых образовательных ресурсов в образовательном процессе. Гипотеза исследования – важность внедрения цифровых образовательных ресурсов в образовательный процесс системы среднего профессионального образования. Методы исследования – анализ, классификация, обобщение, индукция. Достигнутые результаты – дано определение понятию цифровых образовательных ресурсов, подчеркнута важность внедрения цифровых образовательных ресурсов в образовательный процесс системы среднего профессионального образования, рассмотрены направления в разработке цифровых образовательных ресурсов, выделены преимущества использования цифровых образовательных ресурсов в образовательном процессе, проанализированы недостатки при разработке цифровых образовательных ресурсов. The article considers the practices of digital educational resources application when developing and updating the general education disciplines teaching methods in the secondary vocational education system. The purpose of the article is to substantiate the relevance of accounting the practice of digital educational resources application in development and updating of teaching methodologies for the general education disciplines in the secondary vocational education system. The objects of the article are as follows: to define the notion of digital educational resources; to consider the practices for the digital educational resources application in development and updating of teaching methodologies for general education (compulsory) disciplines in the secondary vocational education system; to distinguish the directions in development of digital educational resources; to analyze the disadvantages of digital educational resources development; to distinguish the advantages of digital educational resources application in the educational process. The study assumption is the importance of digital educational resources implementation into the educational process of secondary vocational education system. The research methods are as follows: analysis, classification, generalization, induction. The results achieved are as follows: the notion of digital educational resources was defined, the importance of digital educational resources implementation into the educational process of secondary vocational education system was emphasized, the directions in development of digital educational resources were considered, the advantages of digital educational resources application in the educational process were identified, the disadvantages of digital educational resources development were analyzed.
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Ilyina, E. A. "DIGITALIZATION IN HUMAN RESOURCES MANAGEMENT OF THE EDUCATIONAL ORGANIZATION." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 174–77. http://dx.doi.org/10.36683/2500-249x-2019-10-174-177.
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Digitalization of educational organization activity allows raising its activity efficiency by inclusion of all links of educational process in the uniform digital environment. In human resources management digital technologies form transparent, consecutive and measurable managerial processes by the employees of educational organization. In the article the system of digital control of the higher school on the example of Chuvash I.Yakovlev State Pedagogical University is considered.
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Queirós, Ricardo, Paulo Leal, and José Campos. "Sequencing educational resources with Seqins." Computer Science and Information Systems 11, no. 4 (2014): 1479–97. http://dx.doi.org/10.2298/csis131005074q.
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Existing adaptive educational hypermedia systems have been using learning resources sequencing approaches in order to enrich the learning experience. In this context, educational resources, either expository or evaluative, play a central role. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. This paper presents Seqins as a sequencing tool of digital educational resources. Seqins includes a simple and flexible sequencing model that will foster heterogeneous students to learn at different rhythms. The tool communicates through the IMS Learning Tools Interoperability specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and automatic evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning domain.
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Alexandrov, Daniil, Valeria Ivaniushina, and Dmitry Simanovsky. "Online Educational Resources for Schoolchildren and the Digital Divide." Voprosy obrazovaniya / Educational Studies Moscow, no. 3 (2017): 183–201. http://dx.doi.org/10.17323/1814-9545-2017-3-183-201.
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Rubin, Claire B. "The need for digital educational resources in emergency management." International Journal of Emergency Management 1, no. 3 (2003): 309. http://dx.doi.org/10.1504/ijem.2003.003294.
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Duval, E., E. Vervaet, B. Verhoeven, K. Hendrikx, K. Cardinaels, H. Olivie, E. Forte, et al. "Managing Digital Educational Resources with the ARIADNE Metadata System." Journal of Internet Cataloging 3, no. 2-3 (November 20, 2000): 145–71. http://dx.doi.org/10.1300/j141v03n02_03.
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Москалев, Михаил Григорьевич, Анна Дмитриевна Носова, and Тимур Тальгатович Газизов. "DIGITAL EDUCATIONAL RESOURCES IN THE WORK OF THE TEACHER." Tomsk state pedagogical university bulletin, no. 2(220) (March 10, 2022): 77–85. http://dx.doi.org/10.23951/1609-624x-2022-2-77-85.
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Введение. В современном мире жизнь человека невозможно представить без использования различных цифровых ресурсов. Переход к цифровой экономике диктует новые потребности, связанные с современным оборудованием и программным обеспечением, в первую очередь с подготовкой конкурентоспособных кадров для новой экономики, от которых зависит позиционирование и возможности России на мировом экономическом рынке.Компетенции молодых специалистов, которые были востребованы несколько лет назад и казались перспективными, например уверенное пользование компьютером, сейчас кажутся базовыми. В постоянно меняющемся мире важно своевременно начать подготовку будущих специалистов для цифровой экономики, так как для переподготовки и обучения кадров потребуются большие временные ресурсы. В таком случае возникает потребность в педагогических кадрах, которые были бы способны начать процесс обучения молодых специалистов. В роли таких представителей сферы образования выступают школьные учителя, от которых зависит качество подготовки будущих работников, а следовательно, и скорость перехода страны на полную цифровизацию всех сфер жизнедеятельности. Для подготовки будущих сотрудников учителям необходимо овладеть новыми компетенциями, которые диктуют современное общество и рынок труда. Тем самым возникает необходимость в комплексной переподготовке и повышении квалификации школьных учителей.Цель – разработать курс по использованию цифровых ресурсов в деятельности педагога и апробировать его на работниках сферы образования Томской области. Материал и методы. Обосновывается разработка и проведения курса повышения квалификации для учителей, кратко описаны разделы, значимость и способы реализации курса.Результаты и обсуждение. Разработан и проведен курс повышения квалификации для учителей, посвященный цифровым образовательным ресурсам в рамках проекта «Цифровая образовательная среда».Заключение. Учителя, успешно освоившие курс повышения квалификации, приобретают новые навыки и совершенствуют имеющиеся ранее компетенции в области цифровых образовательных ресурсов, что позволяет и пересмотреть привычные методики преподавания, сделать модель обучения более гибкой и индивидуальной для каждого ученика, а также начать подготовку кадров для жизни в эпоху цифровизации и цифровой экономики. Introduction. In the modern world, human life is impossible to imagine without the use of various digital resources. The transition to the digital economy dictates new needs associated with modern equipment and software, primarily with the training of competitive personnel for the future digital economy, on which Russia’s positioning and opportunities in the global economic market depend.The competencies of young professionals that were in demand a few years ago and seemed promising, for example, confident use of a computer, now seem basic. In an ever-changing world, it is important to start training future specialists for the digital economy in a timely manner, since retraining and training of personnel will require large time resources. In this case, there is an acute question of teaching staff who would be able to start the process of training young professionals. The role of such personnel is played by school teachers, on whom the quality of training of future personnel depends, and consequently, the speed of the country’s transition to full digitalization of all spheres of life. To train future staff, teachers need to master new competencies and needs that are dictated by modern society and the labor market. Thus, the issue of comprehensive retraining and advanced training of school teachers is acute. Material and methods. The author substantiates the development and implementation of a professional development course for teachers, briefly describes the sections, significance and methods of implementing the course.Results and discussion. Developed and conducted a professional development course for teachers dedicated to digital educational resources in the framework of the project “Digital Educational Environment”.Conclusion. Teachers who have successfully completed advanced training courses acquire new skills and improve their previous competencies in the field of digital educational resources, which allows teachers to revise the usual teaching methods, make the learning model more flexible and individual for each student. And also start training for life in the era of digitalization and the digital economy.
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Dwyer, Anne, Caroline Jones, and Lee Rosas. "What digital technology do early childhood educators use and what digital resources do they seek?" Australasian Journal of Early Childhood 44, no. 1 (March 2019): 91–105. http://dx.doi.org/10.1177/1836939119841459.
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Continuing professional learning is vital to early childhood professionals, and the use of digital technology can potentially reduce costs and improve access. In this study, 74 educators across 17 early childhood services in Australian urban and regional locations completed a questionnaire about their personal and professional uses of digital technology to find resources. The results indicate most early childhood educators use digital technology to construct their own professional knowledge bases, and though they make some use of formal resources around national standards, they make greater use of informal resources and discussion groups. They tend to seek practical information and activity ideas and ways to connect with other professionals, although this varies somewhat by years of professional experience, age and the socioeconomic context they work in. Results highlight early childhood educators’ professional learning desires and the potential value of mobile learning for providing access to professional learning for early childhood educators working in resource-limited and geographically limited settings.
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Sklyarova, E. A., V. N. Shadrina, and L. K. Sagitova. "Hypertextualization of library and information educational activities for the Federal state educational standard implementation." Scientific and Technical Libraries, no. 5 (July 23, 2021): 99–108. http://dx.doi.org/10.33186/1027-3689-2021-5-99-108.
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Information structuring is seen as an efficient way to develop social communication. The study task is to reveal theoretical and technological background of hypertextualization of library and information educational environment. The substance, functions, structural elements of hypertext and its advantages for social communication are described. Specifications of using hypertext technologies for education are discussed, along with principles of hypertext design and perception via digital academic complex, digital textbooks, digital bibliographies as the multifunctional open subsystems of digital learning materials interrelated structurally and methodologically in the library and information disciplines.The authors analyzee the experience of Belgorod State Institute of Arts and Culture in designing hypertext resource providing the completeness, accessibility and relevance of using information educational resources and information communication technologies in every type of learning activities. These efforts are seen by the faculty as one of the ways to support professional education methodologically.
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Liu, Dan. "Digital Service Model of Red Educational Resources from the Perspective of Excellent Traditional Culture." Discrete Dynamics in Nature and Society 2022 (February 24, 2022): 1–9. http://dx.doi.org/10.1155/2022/7899809.
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In view of the poor service effect caused by the incomplete index base of the traditional red education resources digital service model, this paper puts forward the red education resources digital service model from the perspective of excellent traditional culture. Determine the influencing factors of red education resources in the integration process, integrate the remote scheduling principle of teaching information into the feature vector extraction of red education resources, extract the number of main factors of the feature vector, decompose the feature vector of red education resources, take the wavelet entropy of red education resources as the fusion weight, and integrate the obtained coefficients through wavelet transformation. Get the integration results of red education resources. Build the architecture of digital service model, grab all web pages on the Internet with indexer, and create forward index and reverse index. Use the controller to search web pages and control all web pages to be searched. Restrict query conditions through user interface. Establish a red education resource data index database, query and process documents, and build a digital service model. The experimental results show that the designed service model has good goodness of fit and high performance.
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McMartin, Flora, Ellen Iverson, Alan Wolf, Joshua Morrill, Glenda Morgan, and Cathryn Manduca. "The use of online digital resources and educational digital libraries in higher education." International Journal on Digital Libraries 9, no. 1 (April 17, 2008): 65–79. http://dx.doi.org/10.1007/s00799-008-0036-y.
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Sydykhov, B. D., A. B. Kassiyetova, and N. B. Dikambay. "THEORETICAL AND METHODOLOGICAL PROBLEMS OF USING DIGITAL EDUCATIONAL RESOURCES OF THE FUTURE TEACHER." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 421–25. http://dx.doi.org/10.51889/2020-1.1728-7901.78.
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The article discusses some theoretical and methodological problems of using the digital educational resources of a future teacher. The study determines that the integrated use of the capabilities of information and telecommunication technologies in education can be achieved through the development and use of multifunctional digital educational resources that meet the current needs of the educational process, the features of the content, teaching methods and forms. The authors in the article, analyzing the scientific and pedagogical literature, the authors strive to show the direction of the introduction of digital educational resources in the educational process and the psychological principles of development necessary for their description and use, as well as the basic requirements of the educational system in digital educational resources.
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Tsankov, Nikolay, and Ivo Damyanov. "Expertise in the Selection of Electronic Educational Resources – Conceptual Vision." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (April 11, 2019): 216. http://dx.doi.org/10.3991/ijet.v14i07.9922.
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The current stage of training of pedagogical specialists is associated with the search for opportunities for the continuous development of their digital competences. It is viewed as a dynamic system that integrates the constantly expanding set of competencies given the dynamic development of information and communication technologies and the requirements for training in a digital environment. The main component (competency) in the digital competency profile of pedagogical specialists is the expertise in the selection and combination of electronic educational resources for the creation of a dynamic technologically enriched digital environment, which guarantees higher quality of education and consequently – higher educational results. This article presents an author's system of criteria and indicators as a conceptual vision for expert evaluation of electronic educational resources, which can be enriched and expanded in a technological and methodological context.
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Solovyova, Valentina Aleksandrovna. "SYSTEM OF DIGITAL CRITERIA FOR EDUCATIONAL WEB RESOURCE ASSESSMENT." CBU International Conference Proceedings 5 (September 23, 2017): 820–26. http://dx.doi.org/10.12955/cbup.v5.1032.
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An educational web resource is a tool that can help discern useful data on the Internet. A system of criteria, however, is needed to assess the quality of this resource. Existing assessment models use various principles for this purpose. Ten such models are considered in this paper, though none of these use the basic principles of education. This paper suggests a unique new model that considers the major pedagogical principles of scientific content, visualization, the availability and feasibility of education, humanization of education, and students’ consciousness and participation. These principles are modified for the requirements of e-learning. The main focus of creating the model is the learner. Some assessment-related points in the suggested model are described in a more detailed manner than in previous models. The new model provides criteria that can ensure the quality of an educational Web resource. Thus, the model can form the foundation for creating educational resources.
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Huang, Lin Na, Feng Hua Liu, and Li Fang Tang. "On Cloud Sharing Model of Digital Educational Resources in Hebei Universities." Advanced Materials Research 651 (January 2013): 846–51. http://dx.doi.org/10.4028/www.scientific.net/amr.651.846.
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With the coming of the era of cloud computing, applications of cloud computing must have a profound impact on the field of education and promote the development of education and teaching. How to apply cloud computing in education is becoming a hot research. Under this context, the services provided with cloud computing and the establishment of Digital Education Resource Cloud Sharing Mode can break through the bottleneck of digital education resource sharing in universities, and improve the efficiency of digital educational resource sharing, which is conducive to promote educational equity and help to reduce sharing cost in order to realize the effect optimization of digital education resource sharing. This paper analyzes the construction of digital education resource in Hebei universities and designs the cloud-based sharing model.
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MOLCHANOVA, S. M. "DIGITAL INSTRUMENTS IN THE EDUCATIONAL ENVIRONMENT." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 1, no. 9 (2021): 134–38. http://dx.doi.org/10.36871/ek.up.p.r.2021.09.01.019.
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The article discusses the issues of introducing digital technologies into education. Examples of some online platforms of educational programs of universities, digital tools that allow to optimize the learning process, characteristics of digital educational resources and models of the needs of the educational process used in the modern learning process for the continuous educational process are presented. The problems arising in the course of digitalization of the educational environment are outlined. The need to improve the regulatory framework of the research topic and stimulate the development of digital legal literacy is noted.
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Dneprovskaya, N. V., and I. V. Shevtsova. "Open Educational Resources in the Development of Digital Learning Environment." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 144–55. http://dx.doi.org/10.31992/0869-3617-2020-29-12-144-155.
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During the period of the forced transition of universities around the world to the online education, the demand for digital free access services has grown. A unique opportunity has appeared to supplement and develop the theoretical and methodological provisions of online learning based on the analysis of the empirical results that characterize the relevance and effectiveness of the digital environment parts. The educational materials free available at the Internet are the part of the digital environment, which are combined into the concept of open educational resources (OER). The purpose of the study is to assess the relevance of OER for faculty, systematize the main ways of working with them, identify the motives and barriers for the development of OER by faculty. The study conducted among the lecturers at Russian universities showed the high importance and value of OER for their teaching and methodological activities to create and develop the training course content in digital environment. More than half of the faculty staff create and distribute their copyright materials on the Internet on their own initiative for the convenience of their students. The faculty and students freely exchange educational materials using a variety of web services. In conditions of increasing demands on faculty and content of training-course, OER is a valuable resource for educational activities. The analysis of the regulatory framework revealed a lack of OER policy in Russian universities, which is one of the barriers for lecturers to create OER. The results of the study made it possible to develop recommendations for the development of OER in the field of higher education: consolidate the concept of OER in the regulatory framework of education, provide methodological and legal support for the creation and use of OER by faculty, and conduct an information campaign to reveal the prospects and advantages of using OER in higher education.
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Ponachugin, A. V., and Yu N. Lapygin. "Digital educational resources of the university: design, analysis and expertise." Vestnik of Minin University 7, no. 2 (June 7, 2019): 5. http://dx.doi.org/10.26795/2307-1281-2019-7-2-5.
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Kurilovas, Eugenijus. "Digital library of educational resources and services: evaluation of components." Informacijos mokslai 42, no. 43 (January 1, 2008): 69–77. http://dx.doi.org/10.15388/im.2008.0.3440.
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The notions of digital library of educational resources and services (DLE) and its main components are presented in the article. DLE is considered here to be the aggregate of knowledge repositories and services organized as complex information system. The requirements and the framework for such system’s architecture design aimed to implement the approach based on the main DLE’s components’ reusability and learning customisation possibilities for its users are briefly presented in thearticle. The main components of such DLEs are learning objects (LOs, i.e. learning assets (LAs) and units of learning (UoLs)), their repositories, and appropriate services such as virtual learning environments (VLEs). The article aims to describe the original LOs evaluation instrument based on presented approach for DLE design as well as the original method for complex evaluation of VLEs compounding pedagogical, organizational and technical evaluation criteria. Homogeneous, simpleand clear criteria rating system is suggested for all main DLE components evaluation.Skaitmeninė mokymo(si) išteklių ir paslaugų biblioteka: sudedamųjų dalių vertinimasEugenijus Kurilovas SantraukaStraipsnyje pateikiamos skaitmeninės mokymo(si) išteklių ir paslaugų bibliotekos (toliau – biblioteka) ir jos pagrindinių sudedamųjų dalių sąvokos. Biblioteka čia suprantama kaip žinių saugyklų ir atitinkamų paslaugų visuma, suprojektuota kaip kompleksinė informacinė sistema. Straipsnyje trumpai aptariami reikalavimai ir tokių sistemų architektūros projektavimo karkasas, kurių tikslas yra: įgyvendinti mokslinį požiūrį į biblioteką, grindžiamą jos sudedamųjų dalių daugkartinio naudojimo bei naudotojų mokymo(si) individualizavimo galimybėmis. Pagrindinės tokios bibliotekos sudedamosios dalys yra mokymosi objektai (MO, t. y. mokymosi komponentai ir mokymosi vienetai), jų saugyklos ir atitinkamos paslaugos, tokios kaip virtualios mokymosi aplinkos. Straipsnyje aprašomas originalus MO vertinimo įrankis, grindžiamas pasiūlytu moksliniu požiūriu į bibliotekos architektūros projektą, taip pat originalus virtualių mokymosi aplinkų (VMA) kompleksinio vertinimo metodas, jungiantis pedagoginius, organizacinius ir techninius vertinimo kriterijus. Visoms pagrindinėms bibliotekos sudedamosioms dalims vertinti siūloma vienoda, paprasta ir aiški kriterijų rangavimo sistema.
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Dalinger, V. A. "METHODICAL ASPECTS OF TEACHING GEOMETRY BASED ON DIGITAL EDUCATIONAL RESOURCES." CONTINUUM. MATHS. INFORMATICS. EDUCATION 17, no. 1 (2020): 10–15. http://dx.doi.org/10.24888/2500-1957-2020-17-1-10-15.
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Dneprovskaya, N. V., and I. V. Shevtsova. "Open Educational Resources in the Development of Digital Learning Environment." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 144–55. http://dx.doi.org/10.31992/0869-3617-2020-29-12-144-155.
Full textAbstract:
During the period of the forced transition of universities around the world to the online education, the demand for digital free access services has grown. A unique opportunity has appeared to supplement and develop the theoretical and methodological provisions of online learning based on the analysis of the empirical results that characterize the relevance and effectiveness of the digital environment parts. The educational materials free available at the Internet are the part of the digital environment, which are combined into the concept of open educational resources (OER). The purpose of the study is to assess the relevance of OER for faculty, systematize the main ways of working with them, identify the motives and barriers for the development of OER by faculty. The study conducted among the lecturers at Russian universities showed the high importance and value of OER for their teaching and methodological activities to create and develop the training course content in digital environment. More than half of the faculty staff create and distribute their copyright materials on the Internet on their own initiative for the convenience of their students. The faculty and students freely exchange educational materials using a variety of web services. In conditions of increasing demands on faculty and content of training-course, OER is a valuable resource for educational activities. The analysis of the regulatory framework revealed a lack of OER policy in Russian universities, which is one of the barriers for lecturers to create OER. The results of the study made it possible to develop recommendations for the development of OER in the field of higher education: consolidate the concept of OER in the regulatory framework of education, provide methodological and legal support for the creation and use of OER by faculty, and conduct an information campaign to reveal the prospects and advantages of using OER in higher education.
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Umarova, Zakhro. "Pedagogical Opportunities of Media Resources in a Digital Media Educational Environment." Journal La Edusci 1, no. 5 (December 31, 2020): 1–5. http://dx.doi.org/10.37899/journallaedusci.v1i5.252.
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Today, in XXI century using digital media and media resources in learning and teaching process become a vital. Media become powerful tool in educational process and it gives opportunities gaining effectiveness of teaching and learning process. Majority surveys, which were held in different countries and regions, are showing high quality education results proving that digital media and media resources are effective means in educational process. This article reveals the pedagogical possibilities of media resources in the digital media educational environment.
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Koryakovtsev, S. P. "The use of information and communication technologies at the Higher educational system." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2021): 43–54. http://dx.doi.org/10.20339/am.07-21.043.
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Analyzed is, how widely and effectively information and communication technologies are used at the higher educational system. As a result of the study, it was found that in the process of distance learning students who belong to high and medium resource groups are more motivated, creative and efficient than students from families who belong to low resource groups. It has been determined that the main advantages of the distance learning format are the possibility of implementing individual educational trajectories of students, improving communication and the effectiveness of interaction between students and teachers, the ability to invite experts and practitioners to classes online, creating a more open and friendly educational environment. The study revealed the preferred forms of distance learning. Students from families who belong to highly resource groups, for the most part, believe that distance work of a teacher and student should be implemented mainly in the form of synchronous learning. Students from families who belong to medium resource and low resource groups generally prefer the format of asynchronous learning (recording lectures) and expanding students' independent work. Analyzed digital educational resources used by students of different groups. Regardless of gender, age, course of study and university, students widely use the digital educational resources of CyberLeninka. At the same time, it was found that students from families who belong to highly resource groups systematically turn to other digital educational resources: video lectures from Harvard and Stanford Universities. Based on the results of the study, measures are proposed to improve the effectiveness of distance learning at the university.
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Robinson, Laura, and Brian K. Gran. "No Kid Is an Island: Privacy Scarcities and Digital Inequalities." American Behavioral Scientist 62, no. 10 (July 17, 2018): 1413–30. http://dx.doi.org/10.1177/0002764218787014.
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This article examines how digital inequalities give rise to privacy practices and resource acquisition strategies among disadvantaged youths. Based on in-depth interview data, the article probes the hidden costs of digital inequality among high school students in an agricultural belt of California. The analysis pays special attention to high-achieving students engaging in capital-enhancing activities such as schoolwork and college applications necessitating the use of digital resources. The findings examine the emotional costs paid by disadvantaged strivers whose privacy is compromised in their struggles to obtain the digital resources critical to college admissions, scholarship, and financial aid applications—almost all of which must be completed online. More specifically, the data show how youths facing a dearth of digital resources must manage their lack of physical privacy and digital footprints, as well as adaptively disclose private information to resource gatekeepers. When underresourced youths seek digital resources necessary for capital-enhancing activities, they must weigh the benefits of access to resources against the emotional costs of potentially shaming disclosures. In this way, for these youths lacking resources but with high educational aspirations, privacy and resource acquisition are negotiated processes that require emotional labor.
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Leng, Chew Bee, Kamsiah Mohd Ali, and Ch’ng Eng Hoo. "Open access repositories on open educational resources." Asian Association of Open Universities Journal 11, no. 1 (August 1, 2016): 35–49. http://dx.doi.org/10.1108/aaouj-06-2016-0005.
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Purpose Triggered by the advancement of information and communications technology, open access repositories (a variant of digital libraries) is one of the important changes impacting library services. In the context of openness to a wider community to access free resources, Wawasan Open University Library initiated a research project to build open access repositories on open educational resources. Open educational resources (OER) is an area of a multifaceted open movement in education. The purpose of this paper is to show how two web portal repositories on OER materials were developed adopting a Japanese open source software, called WEKO. Design/methodology/approach The design approach is based on a pull to push strategy whereby metadata of scholarly open access materials kept within the institution and network communities’ digital databases were harvested using the Open Archives Initiatives Protocol for Metadata Harvesting method into another open knowledge platform for discovery by other users. Findings Positive results emanating from the university open access repositories development showed how it strengthen the role of the librarian as manager of institutional assets and successfully making the content freely available from this open knowledge platform for reuse in learning and teaching. Research limitations/implications Developing further programmes to encourage, influence faculty members and prospective stakeholders to use and contribute content to the valuable repositories is indeed a challenging task. Originality/value This paper provides insight for academic libraries on how open access repositories development and metadata analysis can enhance new professional challenges for information professionals in the field of data management, data quality and intricacies of supporting data repositories and build new open models of collaboration across institutions and libraries. This paper also describes future collaboration work with institutions in sharing their open access resources.
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Kuatbekov, A., and O. B. Tapalova. "Using digital media resources to train future education managers." Pedagogy and Psychology 47, no. 2 (June 30, 2021): 129–37. http://dx.doi.org/10.51889/2021-2.2077-6861.13.
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This article highlights the topic of using digital media resources in training specialists - future education managers. At the present stage, the relevance of training future education managers is important for improving the quality of educational services in educational institutions. Research methods: theoretical analysis, methods of questioning and survey among students and teachers. The article presents the obtained experimental data on the study of the development of creative thinking of future education managers. The analysis was made of modern teaching methods, common to which is the focus on self-education through open access and media resources to information. The most popular at the moment are video materials, presentations. Little coverage in the educational process of the university is given to the topic of online libraries. Online libraries are an important part of education and contain a large amount of scientific data. The survey revealed that only 32% of students - future education managers are familiar with online libraries. The development of creative thinking should be a priority in the training of future managers of the secondary and higher education system.
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Dyakova, Tatiana A., Marina V. Kholodkova, and Zhanna I. Zherebtsova. "Educational longread as a way of organizing a digital educational Internet resource in Russian as a foreign language." Tambov University Review. Series: Humanities, no. 194 (2021): 113–24. http://dx.doi.org/10.20310/1810-0201-2021-26-194-113-124.
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Modern technical advances in digital pedagogy today offer qualitatively new opportunities for organizing and presenting educational material in the context of distance learning. The purpose of the study is to provide a methodological substantiation of one of the new ways of organizing a digital educational Internet resource on Russian as a foreign language “Russian language. Beginning” in the form of a training longread. The features of an educational longread are stated, the main media elements, specificity, content and means of creation are determined, on the basis of which the definition of an educational longread is formulated. The educational longread is considered through the prism of the process of teaching Russian as a foreign language (RFL) at the initial stage using the capabilities of digital technologies, methods of designing educational materials, creolization of texts, methodological role in the educational process, structure and interaction with third-party linguodidactic resources. On the example of the digital educational Internet resource “Russian language. Beginning ”in the work, methods of solving linguodidactic problems of an introductory phonetic course by means of an educational longread are presented. It is concluded that educational longread as a way of organizing educational materials in a digital educational environment (DEE), due to its properties, is one of the potentially effective linguodidactic tools for distance learning.
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Tucci, G., A. Conti, L. Fiorini, F. Panighini, and E. I. Parisi. "EDUCATION AND TRAINING RESOURCES ON DIGITAL PHOTOGRAMMETRY." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5 (November 19, 2018): 45–50. http://dx.doi.org/10.5194/isprs-archives-xlii-5-45-2018.
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<p><strong>Abstract.</strong> Current close-range photogrammetry makes it possible to obtain 3-D models from imagery acquired with off-the-shelf digital cameras or other low-cost devices and processed with affordable software or apps in an almost automatic way. For this reason, a wider and wider public (often without a specific training, as archaeologists, architects, landscape planners, digital artists) is using these tools and their outcomes in many fields. However, the drawback of its ease of use is that photogrammetry is often used without any critical awareness of the metric quality of the results.</p><p> Therefore, it is necessary to bridge the growing gap between the spread of photogrammetric techniques and their use through appropriate educational processes. The paper presents and explain the results of the project “Education and training resources on digital photogrammetry”, financed in 2018 by ISPRS as part of the “Educational and Capacity Building Initiative” programme.</p><p> The project, after evaluating the current teaching methodologies and techniques, is producing and sharing original teaching materials (like videos and datasets) on digital photogrammetry. The aim is to transform the traditional transmissive didactic model in a newer one in which the students have an active role and improve their proficiencies solving actual case studies in practice. This induces students to rethink and better understand all the steps of the photogrammetric project design, acquisition and processing but above all to acquire greater skills to critically evaluate the acquired data and results.</p>
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Bocconi, Stefania, Silvia Dini, and Michela Ott. "Challenging Current Ways of Evaluating and Documenting the Accessibility of Educational Digital Resources." International Journal of Knowledge Society Research 3, no. 1 (January 2012): 52–66. http://dx.doi.org/10.4018/jksr.2012010105.
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The accessibility of digital educational resources is a key issue in order to provide “all” students with equal educational opportunities. Teachers and educators need adequate help and support to choose and adopt in their school practice those products that are fully accessible by “all” their students; this entails both that they should receive adequate training and that they may access reliable specific information (i.e., that the accessibility of digital educational resources is carefully assessed and documented and that related information is made available for them through appropriate documentation systems). This paper refers on how the authors, during a field experience, tackled the issue of evaluating, documenting and spreading information about the accessibility of educational digital resources. The methodological framework adopted for evaluating the accessibility of educational digital resources is outlined and a concrete example of how this was implemented in a nation-wide dedicated documentation system is described.
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Aidarbekova, Kulzhan A., Saltanat K. Abildina, Svetlana A. Odintsova, Aigul O. Mukhametzhanova, and Nagimash A. Toibazarova. "Preparing future teachers to use digital educational resources in primary school." World Journal on Educational Technology: Current Issues 13, no. 2 (May 3, 2021): 188–200. http://dx.doi.org/10.18844/wjet.v13i2.5653.
Full textAbstract:
The use of digital educational resources is based on ensuring that control measures are fixed and that the educational process as a whole is more transparent. The purpose of this article is to research the use of digital educational resources in primary school. The methodological basis of the study is determined by the possibility of using the design method. The novelty of the study is determined by the fact that the digital educational environment is understood primarily as the function of knowledge transfer and the desire to combine conventional teaching methods with innovative principles. It was concluded that the digital environment should be designed and taught to future teachers not only as an applied subject but also as an infrastructural component. By comparing the experimental and control groups, the authors empirically confirmed that pedagogical influence using web-based technologies is more effective than previously used ones.
Keywords: blended learning; education; conventional teaching; technologies; web resources.
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Umarova, Zakhro. "Effectiveness of Organizing Students’ Self – Education with the Facilities of Media Resources in Educational Media Environment." Revista Gestão Inovação e Tecnologias 11, no. 2 (June 5, 2021): 756–64. http://dx.doi.org/10.47059/revistageintec.v11i2.1710.
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New information communication technologies and digital media are changing our world and the way we learn. Therefore, the introduction of ICT in the professional activities of teachers in our time is inevitable. Information technologies open up new opportunities for improving the educational process, activate the cognitive activity of students and allow organizing the independent and joint work of students and teachers at a higher - creative level. With countless educational resources, ICT can help improve teaching and learning process. Teachers can use various of educational digital resources, among them, media resources contribute to increasing student engagement thus improving traditional teaching methods. The increasing use of ICT and digital technologies is stimulates a growing demand for new professional competencies. New requirements are being put forward for the professional competence of teachers in the context of the digitalization of the education system. In this context, it is about ICT, digital and media competencies of future teachers. This article reveals the methods for the development of these competencies through the organization of self-education of students in educational media environment. In educational media environment, which is offered by us, media resources introduced as open educational digital resources for self-learning modular short courses under the subject "Information Technologies in Education". The study showed that, media resources serve to enrich the educational process with visual materials and to increase the efficiency of student self-learning.
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Makhmutkhodjaeva, L. S. "Online and Digital Education at Universities of Uzbekistan." Open Education 25, no. 3 (July 7, 2021): 46–61. http://dx.doi.org/10.21686/1818-4243-2021-3-46-61.
Full textAbstract:
Purpose of the study. The digital turn in higher education and pedagogical technologies requires the use of a variety of teaching approaches and methods. The quarantine period in connection with the COVID-19 pandemic caused the need for a radical transformation of the higher education system, its new paradigm in a modern digital society. In such conditions, it becomes necessary to form a digital educational environment and many countries, including the Republic of Uzbekistan, have faced this task. Students need to develop skills in working with information, in particular, the use of information and communication technologies in the process of solving cognitive tasks and performing creative tasks in cognitive and educational activities. All these processes update the topic of the article and require an analysis of the experience of using electronic educational resources in the Republic of Uzbekistan.Materials and methods. The methodological basis of the research was the activity-oriented, personality-oriented, systemic, project-based and individually creative approaches. The analysis of the historiography of the problem showed: despite a significant number of studies in the field of application of various information technologies in historical research, there are still no works that would summarize data on working with electronic educational resources in the Republic of Uzbekistan. This article is an attempt to offer an analysis of the possibilities, as well as the main advantages of using electronic educational resources in teaching disciplines in higher education, using the example of Uzbekistan.Results. The article examines electronic resources for distance education that are present in the CIS countries, since online educational resources as a complex of various educational materials, for which gadgets are used, can improve the quality of education and diversify the forms of teaching. The author analyzes the conditions and prospects for the development of distance education in the Republic of Uzbekistan, notes a conceptual approach to educational digital platforms that contribute to improving the quality of education. The system of higher education of the Republic as well as the conditions and prospects for the development of distance education in the Republic of Uzbekistan are investigated. The author identifies the main trends in the modern online educational environment. In addition, the advantages and disadvantages of electronic educational resources have been identified. The article defines the strategic goals for the development of higher education in the Republic of Uzbekistan at a new stage of development, and also presents an analysis of Internet resources for distance education that are available in Uzbekistan. Conclusion. Thus, we come to the conclusion that in the current conditions, many countries are switching to digital and electronic means of education; the article shows the main Internet resources that contribute to the effectiveness of the system of professional training for bachelors, using the example of the Republic of Uzbekistan. The effectiveness, intensity, activation, individualization, and communicativeness of the educational process depend to a greater extent on how electronic resources are used, what tasks are solved during their use.
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Maslova, Inga, Gulnara Burdina, and Irina Krapotkina. "The Use of Electronic Educational Resources and Innovative Educational Technologies in University Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 68. http://dx.doi.org/10.3991/ijet.v15i16.14909.
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The penetration of digital technologies in the field of human sciences requires the use of more diverse teaching methods and techniques. Electronic educational resources (EER), which include a whole range of educational materials, allow varying the forms of teaching and contribute to improving the quality of education. This study analyses international experience in the development and implementation of EER and offers a practical description for organizing electronic teacher education with the bachelor's degree programmes. We tried to consider the specificity of using e-learning in the field of human sciences, specifically history. The study describes original development of electronic educational resources that have effectively proven themselves when working with students: the Eureka forum, creating a database project, text analysis of academic articles and creating a digest of scientific research on the problem. The study offers e-learning techniques that allow in a digital environment to preserve the traditional learning model – lecture-and-book model. To determine the impact of the e-learning, we conducted a survey among 98 students to evaluate the degree of involvement in the e-learning process and to obtain an assessment of its use in teaching practice. The study results can be practically used for creating new electronic educational resources focusing on distance education.
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Blinov, D. M. "Interactive educational and methodological complex "Initial information about the structure of substance"." Informatics in school, no. 5 (July 19, 2021): 19–24. http://dx.doi.org/10.32517/2221-1993-2021-20-5-19-24.
Full textAbstract:
The article presents the author's digital educational resource — an interactive educational and methodological complex "Initial information about the structure of substance". The resource was developed in support of the school physics course of the 7th grade and is dedicated to the section "Initial information about the structure of substance". This is a didactic manual that can be used both in the classroom-lesson system of teaching, and in the independent study of physics — in the form of distance or home learning. The article describes the structure and content of a digital educational resource, as well as its features. The idea of its creation and the prospects of its use are considered. The interactive educational and methodological complex "Initial information about the structure of substance" was presented at the Republican competition "Mosaic of digital educational resources — 2021" and was awarded a 1st degree diploma.
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Zakirova, Elena, Elena Kulikova, and Ekaterina Medvedeva. "Digital educational resources for English language studies: teachers and learners’ attitude." SHS Web of Conferences 106 (2021): 03016. http://dx.doi.org/10.1051/shsconf/202110603016.
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The introduction of electronic educational content optimizes and facilitates the learning process. This attitudinal study aims to investigate the relation of English teachers and students of the Russian universities (pointed out below) towards digital educational recourses and their usage in the context of foreign language learning. In general, it enables the authors to gather the information about popularity of digital educational recourses for English language learning in order to identify: 1) for what purposes and which digital education recourses are mainly used by English language teachers and whether they manage to achieve the planned result; 2) which resources are of the students’ greatest interest and what is the base of their choice; 3) weather the students are satisfied with the introduction of digital education recourses in the educational process in general and in the ELT in particular. The study is based on the analysis of the results of the questioning. Participants of the study were school and university teachers and students from Universities of Moscow and Moscow region. The findings of the study showed that there is no significant difference between educators and students’ attitudes towards digital education resources. The most participants both teachers and students consider them increasing the effectiveness of learning English. Some of the recourses are popular with both groups of respondents while others have been adopted by one group and easy accessed to the process of language learning.