This is a complex of information and communication tools and programs that ensure the transfer of information and the creation of a unified information field.
Multimedia technologies in education include various audio, video, and gaming technologies through which the process of teaching and certifying students’ knowledge is carried out. These include the following information and interactive technologies:
- Laptop or personal computer, or rather wireless and wired Information system. Computer technology is the main attribute of an interactive lesson. There are a huge number of means of transmitting information and testing students’ knowledge, the functioning of which is possible thanks to the presence of computers. This includes email, intended for sending materials to students and maintaining contact; and an electronic library - a source of obtaining information from electronic books, magazines and other journalistic publications; and audio and video conferencing capabilities.
- An interactive whiteboard is an important technological equipment necessary for conducting interactive lessons. This is a kind of traditional chalkboard, albeit with a large number possibilities for presenting theoretical and graphic material. Using this multimedia tool helps to test the knowledge of all students in the class at the same time. In addition, the use of an interactive whiteboard allows you to save information and display it in various forms and in a dynamic form.
- A projector is an important component of projection technology. Thanks to a projector connected to a computer, audio and video materials are displayed on the projection screen. It is very convenient to use a projector when showing presentations in large lecture halls and assembly halls of educational institutions.
- Satellite television and radio broadcasting. IN foreign countries The use of satellite television and radio broadcasting for the purpose of broadcasting lectures and training sessions has become widespread. In Russia, the introduction of working methods, for example, with satellite television, has not received such wide recognition. Abroad, satellite broadcasting and radio broadcasting are actively used in the process distance learning. Their main advantages are reaching the largest audience of listeners.
- Copying and printing equipment. This is a technique designed to develop and reproduce information. As a rule, such a technique is present in any educational institution.
- Telephone and radio communications, Skype. These multimedia tools are necessary for communication between teachers and students. Just like satellite television, they are most often used during distance learning.
- Audio and video consoles. Gained widespread popularity even before educational institutions connected to a single electronic educational system. This is justified primarily by the fact that when using this equipment when explaining the material, there is a simultaneous impact on the student’s hearing and vision. The efficiency of remembering information in such cases increases to 50% - 60%.
- Means for recording and reproducing audio information. These multimedia tools are additional means of transmitting and storing information. Mostly information is stored on disks, flash drives and other devices.
- Electronic simulators are a unique multimedia technology that helps reinforce educational material, develop skills, and certify students’ knowledge. Its advantages also include prompt and simultaneous testing of students. This contributes to a more rational use of teaching time and a more objective assessment of pupils and students.
The possibilities for using modern information and communication technologies are unlimited. With their help, educational material can be presented graphically, visually, and even experimentally!
Multimedia is an extremely useful and fruitful educational technology due to its inherent qualities of interactivity, flexibility, and integration of various types of multimedia. educational information, as well as due to the ability to take into account the individual characteristics of students and help increase their motivation.
Providing interactivity is one of the most significant advantages of digital media over other media. Interactivity refers to the process of providing information in response to user requests. Interactivity allows, within certain limits, to control the presentation of information: students can individually change settings, examine the results, and also respond to program requests about specific user preferences. They can also set the delivery rate and number of repetitions to suit their individual academic needs.
Moreover, the ability to provide learner-centered user interaction distinguishes the multimedia computer from any other medium that does not require active human participation.
However, many aspects must be taken into account when using multimedia in education. Even taking into account the ubiquity of multimedia in modern world, one must be aware that the availability of educational materials and hardware to students varies widely.
Further, in order to realize the full academic potential of multimedia technologies, students require the support of exceptionally competent teachers. Among other responsibilities, teachers must be able to guide student learning and provide effective learning strategies.
Like the use of textbooks, the use of multimedia educational tools enriches teaching strategies only when the teacher not only delivers information, but also guides, supports and assists the learner in educational process.
Multimedia technologies make it possible to combine many types of multimedia information in a meaningful and harmonious way. This allows knowledge to be represented in various forms using a digital computer, such as:
– images, including scanned photographs, drawings, maps and slides;
– video, including complex video effects and animated simulation of the human face.
Typically, presentations accompanied by beautiful images or animations are more visually appealing than static text, and they can maintain an emotional level that complements the material being presented.
Multimedia can be used in the context of a wide variety of learning styles and be perceived by a variety of minds - some students prefer to learn through reading, others through listening, others through watching videos, etc. .
In addition, the use of multimedia allows students to work on educational materials in different ways - the student decides how to study the materials, how to use the interactive capabilities of the application, and how to implement working together with his fellow students. Thus, students become active participants in the educational process. Students can influence their own learning process by tailoring it to their individual abilities and preferences. They can study exactly the material that interests them, repeat the material as many times as they need, and this helps remove many of the obstacles to their individual perception.
The use of quality multimedia thus makes the learning process flexible to the social and cultural differences between students, their individual learning styles and paces, and their interests. Individual training is the implementation of the principle of active, independent learning, in which students themselves choose which questions to answer and which topics to study.
Multimedia learning is the common name used to describe the cognitive theory of multimedia learning. This theory includes several principles of learning with or through multimedia.
Software products used in educational sphere, or educational electronic resources in a foreign language, can be divided into the following groups according to their content and functional purpose:
1) information and reference materials (encyclopedias, reference books, dictionaries, magazines, newspapers, almanacs);
2) electronic books for reading;
3) movies on DVD;
4) libraries of electronic visual aids and databases;
5) teaching materials on electronic media (lesson development, guidelines on teaching aspects of language and types of speech activity, tests and other test materials);
6) Internet resources;
7) combined electronic learning tools (training programs, electronic textbooks, collections of exercises and educational games);
8) educational and methodological software to accompany lessons foreign language(demonstration materials, presentations, projects, computer-based lesson developments, etc.) created by the teacher for a specific lesson.
Information and reference materials for teachers and students on CD or DVD contain a huge amount of factual data and illustrative material, which is usually presented in a more attractive form than on paper. Due to animation, a search system, video clips, various sound effects, quizzes, tests and other forms of knowledge control, these electronic resources can compete with multimedia textbooks. As a rule, they are not used independently, but play a supporting role as a source of information for working on projects, presentations, and electronic abstracts.
E-books Readers and DVDs are incredibly engaging for students, and they provide the teacher with the opportunity to work at the hypertext level (in the broad sense), thereby providing textual and visual visibility for the entire class and guiding the reading/viewing process within the context of the material being taught.
Electronic visual aids and teaching materials represent a resource for the teacher, providing him with methodological assistance in preparing for lessons, drawing up test assignments, summing up the mastery of skills and abilities.
Internet resources combine the properties of all the above-mentioned software products, representing today's most powerful means of obtaining information, solving educational problems and business electronic communication.
Software products that are training programs or electronic teaching aids, are the most complete and self-sufficient types of electronic resources and are aimed at highest degree student autonomy. They are usually intended for independent work in an educational institution or at home, when the components educational activities are managed and controlled by the student himself, and monitoring is carried out by the teacher. They are a very convenient and effective learning tool if the task is to independently work on a particular topic. Due to the wide choice of learning situations, the material being studied can be studied more deeply through repeated implementation of given actions and necessary operations, practicing practical skills and bringing them to automatism. However, such software alienates the teacher from the student, reducing their cooperation to a minimum. But it is the active cooperation of the student and the teacher that contributes to increasing the efficiency of the cognitive process in the classroom. Many opponents of the introduction of multimedia technologies into the educational process blame this factor on electronic textbooks.
It is obvious that the use of multimedia technologies in the educational process should certainly be dosed, that is, software products should be selected so that their content fully corresponds to the topic and educational material of the lesson, the approach of the teacher, the age and interests of students, and has all the advantages of multimedia electronic resources.
Most of the listed types of software products are quite widely represented on the market of educational electronic resources and provide one or another group of potential users with a wide choice.
Both technically and in content, these products are usually of quite high quality, since they are created by professional programmers in collaboration with subject matter experts. However, one can partly agree with the somewhat categorical opinion of V.P. Bespalko, who notes that “the currently accepted methodology, when programmers wittily and inventively create a so-called “shell” of a training program, and then invite methodologists to fill this shell with the educational process, is similar to a pedagogical Procrustean bed for didactics... Only “the next “The way of creating computer teaching systems has a future: ... first designing the didactic process, and then creating its computer shell.” This does not mean at all that everything that is not created by a teacher is useless and ineffective. We are talking about the need for the teacher to create his own developments, without which it is impossible to conduct a single more or less successful lesson, not to mention an effective modern lesson, and which can be created qualitatively only with the use of software products available on the educational market, created by professional programmers.
The use of multimedia in education does not necessarily require innovative methods of assessment. At the teacher's discretion, standard assessment methods may be used. However, traditional assessment methods can be supplemented with special techniques based on the use of information and communication technologies. Such methodological techniques are based on the fact that students collect together and systematize all the work they have completed, written reports, drawings, calculations, and multimedia products created by them, as well as comments on these works received from teachers, their own related educational notes (magazines or diaries).
Assessment determined through such methods gives rise to a pedagogical strategy for collecting and systematically organizing this type of data. The creation of students' own portfolio of work, for example using various software, can contribute to the achievement of several learning objectives, such as the development of self-esteem and external assessment, the development of various skills in ICT tools in general, and multimedia tools in particular.
In order to most effectively develop the required skills in students, teachers must carefully select criteria for evaluating multimedia materials collected by students and present these criteria to course participants before they begin working on their projects.
Many teachers prefer a system for assessing the entire range of developments created and collected by students because it provides high level documentation of the learning and development process.
Such methods make it possible to evaluate the entire educational process from its very beginning, since the complex of student developments is replenished periodically throughout the entire training.
By modifying or replacing the specific tasks from which results are intended to be collected, this creative form of assessment can be tailored to the needs of a specific open distance training course. In this case, such a method will allow students to focus on learning outcomes and make sure that the chosen learning strategy leads to their goals.
The method for assessing a set of projects and developments of students, made using multimedia technologies, allows us to provide a retrospective of the open process of learning and development, determine the learning style inherent in the student, serve as a means of developing communication skills and developing mutual responsibility between the teacher and course participants, and reveal students’ attitudes towards learning in system open education, and also study the factors of their motivation.
When applying the method of assessing the totality of multimedia developments of students, it should be taken into account that such a pedagogical strategy:
– allows the teacher to individually approach each student;
– provides a basis for subsequent analysis and planning: by studying the learning style of an individual student, it is possible to highlight his strengths and weaknesses, as well as identify obstacles to personal success;
– serves as a means of communication, providing tools and technologies for information exchange for all people directly or indirectly involved in the open education system;
– allows students themselves to become active participants in the assessment process, thanks to which students can present their current knowledge and determine the goals that they want to achieve in further education;
– expands the capabilities of traditional assessment methods, allowing you to assess more complex and important aspects of learning using multimedia technologies;
– covers a wide range of knowledge and information different types from various sources.
At the same time, the use of the described method and the corresponding pedagogical strategy is not used for quantitative or standardized assessment of students (although teachers can form subjective judgments about the achievements of individual students based on developed projects and multimedia production systems), assessing students’ compliance with accepted standard norms. The method may be considered less reliable and less effective than traditional quantitative assessment methods such as test scoring.
Structuring and evaluating multimedia materials collected by students can be resource-intensive, and creating their own evaluation criteria for teachers can be difficult or unusual.
If the course objectives and assessment criteria are not clearly defined, it is possible to receive only a jumbled collection of student work that does not reflect the dynamics of his development and the fullness of his educational achievements.
Multimedia support of the learning process still has its drawbacks, which are expressed in the following.
Selfeducation. Some students are unable to take advantage of the freedom that hypertext-based multimedia provides.
Dissipation of attention. Often, confusing and complex presentation methods can cause the user to be distracted from the material being studied due to various inconsistencies. In addition, the nonlinear structure of multimedia information exposes the user to the “temptation” of following the proposed links, which (if used ineptly) can distract the student from the flow of presentation of the material. The enormous amount of information presented by multimedia applications can also be a distraction during the learning process.
Moreover, human short-term memory has a very disabilities; As a rule, an ordinary person is able to confidently remember and operate simultaneously with only seven different conceivable categories. When a student is presented with multiple types of multimedia information simultaneously, a situation may arise in which the student is distracted from some types of information in order to attend to others. This could lead to missing important information. Moreover, people's ability to use their senses simultaneously is limited, which can negatively impact the potential of multimedia materials.
Lack of interactivity. Level interactive interaction user interaction with the program still remains at a very low level, and is still very far from the level of communication between people.
Lack of selective feedback. Possibilities for “feedback” to the user in computer-based educational applications are, as a rule, very limited. In most cases, computers cannot replace face-to-face teaching, but only expand its capabilities. Typically, the application's feedback is limited to correct/incorrect response control, and does not support the ability to dynamically select different learning strategies or provide further explanation as to whether an answer is correct or incorrect. A multimedia application is unable to identify a student's individual needs or challenges and therefore cannot respond to them like a teacher would.
Insufficient skills - students and teachers. Many students, especially in mature age, may have never used computers before. Attention should be paid to teaching them the skills to use the multimedia, as well as basic skills such as using a keyboard and mouse. Often teachers themselves do not have all the multimedia skills necessary for effective learning using multimedia technologies.
Difficulty in creating materials. Creating audio, video and graphics is much more difficult than writing regular text.
Time-consuming. Both the use of multimedia at the end-user level and the creation of multimedia information yourself are very time-consuming. Multimedia creation takes a particularly long time.
Availability. Not all students have the required hardware and software resources. This may limit the applicability of multimedia learning.
Inclusion/exclusion of entire sections of society. Not all members of society can be involved in the use of multimedia technologies due to lack of access to the Internet, or limited availability of software or hardware required to work with educational materials on the Internet.
Difficulties with software and hardware. Software and hardware must be properly configured to ensure seamless use of learning materials. At the same time, multimedia applications have higher system requirements than simple text editing tools, etc.
Internet access speed problems. An insufficiently fast communication channel means low quality of sound, image, video, as well as long delays when downloading files, which can negatively affect the ease of the educational process.
Multimedia is not mobile enough. Printed materials can be read anywhere: on the tram, on the beach, while Internet materials or multimedia information are not easy to “take with you.”
A computer screen is not paper. Information on a computer screen is not as easy to read as printed information. Large amounts of text that need to be read from beginning to end are more convenient to read on paper. Also, paper versions are more convenient for reading magazines and books. Often, a multimedia application will provide a means of searching for information, so that the user can first find the information he or she needs and then print only that information.
So, multimedia technologies can be used to present and process various types of information. They can also be used as a means of communication and knowledge transfer.
Thus, the use of these technologies in education can help students in constructing their own knowledge. Students can build knowledge and develop practical skills in many different subject areas or create different digital representations of knowledge. In particular, they can increase their overall erudition and other key skills. For example, they can develop learning motivations, communication and social skills, value systems and ethics.
Multimedia technologies in education
Multimedia technologies enrich the learning process and make learning more effective by involving most of the student’s sensory components in the process of perceiving educational information.
Today, multimedia technologies are one of the promising areas of informatization of the educational process. In improving software and methodological support, material base, as well as in the mandatory advanced training of teaching staff, there is a prospect for the successful use of modern information technologies in education.
Multimedia and hypermedia technologies integrate powerful distributed educational resources; they can provide an environment for the formation and manifestation of key competencies, which include primarily information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the general education system. Interactive technologies based on multimedia will solve the problem of “provincialism” rural school both based on Internet communications, and through interactive CD courses and the use of satellite Internet in schools.
Multimedia is the interaction of visual and audio effects controlled by interactive software using modern hardware and software; they combine text, sound, graphics, photos, video in one digital representation.
Hypermedia are computer files linked through hypertext links to move between multimedia objects.
Internet technologies are attractive for organizing computer classes in schools; however, while they have advantages associated with the ability to obtain up-to-date information and the ability to organize dialogue with almost the whole world, they have serious disadvantages: difficulties when working with large amounts of information with poor communication lines ( and these are the majority in remote regions and rural areas in the Russian Federation), the inability to work without communication lines. These disadvantages are eliminated by using optical compact discs called CD ROMs and DVDs.
Available software products, including ready-made electronic textbooks and books, as well as their own developments, allow the teacher to increase the efficiency of teaching. The Internet is becoming an indispensable teacher's assistant in searching and obtaining information, and as a means of communication with colleagues.
Use of multimedia technologies
1) lessons using multimedia presentations are conducted in computer classes using multimedia projectors, resident reference books, automated teaching systems, video recordings of various programs, etc.;2) during practical classes, each student should be assigned a separate computer, on which it is advisable to create his personal folder, named with the class code and the student’s last name;3) must be used individual approach, including the widespread use of individualized training programs, a bank of multi-level tasks (for practical classes and laboratory work);4) it is advisable to conduct a significant part of classes in the form business games; assignments should include real life, multi-choice and undefined tasks, especially those that graduates will encounter in their professional activities;7) the project method should be widely used, within which the principles of consistency and continuity must be observed; this means that one global task must be consistently carried out in all practical (laboratory) and computational and graphic work, supplemented and expanded, embodied in a harmonious complete system;8) the possibility of parallel and concentric study of the main sections of the program must be provided; this allows students, as they master the course, to gain more and more in-depth knowledge in each section, without losing the integrity of the presentation of all the material;9) it is necessary to rely on the following interrelated principles: motivation of cognition; versatile perception; "penetrating" system information analysis;10) the problem-based teaching method should be used more widely, and students should develop real programs (documents, tables, databases) that can be used in the learning process.
The use of multimedia technologies in education has the following advantages compared to traditional education:
allows the use of color graphics, animation, sound, hypertext;
allows for continuous updating;
has low costs for publication and reproduction;
allows the possibility of placing interactive web elements in it, for example, tests or a workbook;
allows for the possibility of copying and transferring parts for quotation;
allows for non-linear flow of material due to multiple hyperlinks;
establishes a hyperlink with additional literature in electronic libraries or educational sites;
Multimedia allows you to combine verbal and visual-sensory information, which helps motivate students and create a relevant mood for learning.
Organizing classroom lessons using multimedia technologies makes it possible to save time, thereby intensifying the presentation of educational material, through the use of very simple tools accessible to any student. During the lesson, the schoolchildren themselves can create a highly visualized, colorful educational and gaming environment, which literally produces a revolutionary effect in the perception of the subject “Informatics” by schoolchildren.
Multimedia computer technologies give the teacher the opportunity to quickly combine a variety of tools that promote a deeper and more conscious assimilation of the material being studied, save lesson time, and saturate it with information.
The introduction of multimedia technologies in teaching a modern computer science course has revealed a number of positive aspects and some difficult moments. Thus, organizing classes using multimedia technologies using a special projector makes it possible to clearly demonstrate the capabilities of the software being studied and save time, thereby intensifying the presentation of educational material. At the same time, additional requirements arise for the preparation of multimedia materials and lesson organization.
The inclusion of information multimedia technologies makes the learning process more technologically advanced and more effective. Yes, there are difficulties along this path, there are mistakes, and they cannot be avoided in the future. But the main success is the interest of students, their readiness for creativity, the need to gain new knowledge and a sense of independence. The computer allows you to do lessons that are not similar to each other. This feeling of constant novelty promotes interest in learning.
Thus, when using multimedia in a lesson through interactivity, structuring and visualization of information, the student’s motivation is strengthened and his cognitive activity, both at the level of consciousness and subconscious
Of all information channels, visual is the most powerful, therefore its use in the field of education through multimedia is more developed. However, this does not negate the importance and significance of other media. For example, the effectiveness of learning material is significantly increased by creating its own rhythmic dominant for each multimedia textbook using the optimal selection of musical accompaniment. The clever interaction of keyboard and mouse in multimedia textbooks in combination with other media adds another benefit to this educational technology. It is based on the fact that manual exercises significantly develop memory. It is no coincidence that earlier in gymnasiums contour maps They drew - to “teach” their hand and to remember better. If in the future we strive to increase the normalization of use (minimize accidental key presses), then the issues associated with the mouse and keyboard will be easier to formalize. Here it is necessary to rely on research in the field of engineering psychology and ergonomics.
Separate works of individual author's consciousness (text, images, sound, video) are combined into new system. By interacting with each other already at the script development stage (calculating all the functionality expected from the product in accordance with its intended purpose), they lose their independence. As a result of this interaction, a multimedia work acquires qualities that individual works do not have. The fact is that science (linguistics, art history, etc.) has accumulated knowledge about these individual forms of information, and the properties of the multimedia environment are just beginning to be studied. Ultimately, multimedia in education is only as effective as the solution to a specific problem. learning task– teach something, develop a skill to work with something.
There is no doubt that multimedia technologies enrich the learning process and make learning more effective by involving most of the student’s sensory components in the process of perceiving educational information. So, according to G. Kirmayer, when using interactive multimedia technologies in the learning process, the share of learned material can be up to 75%. It is quite possible that this is most likely a clearly optimistic assessment, but the increase in the efficiency of assimilation of educational material when both visual and auditory components are involved in the perception process was known long before the advent of computers. Multimedia technologies have transformed educational visualization from static to dynamic, that is, it has become possible to track the processes being studied over time. Previously, only educational television had this opportunity, but this area of visibility lacks the aspect associated with interactivity. Modeling processes that develop over time and interactively changing the parameters of these processes is a very important didactic advantage of multimedia learning systems. Moreover, quite a lot of educational tasks are related to the fact that it is impossible to demonstrate the phenomena being studied in a classroom; in this case, multimedia tools are the only possible ones today.
Experience in using multimedia technologies shows:
students' interest in work and their activity sharply increases;
an algorithmic style of thinking develops, the ability to make optimal decisions and act variably is formed;
the teacher is freed from a lot of routine work, given the opportunity creative activity based on the results obtained.
4. Methodology for developing didactic support for lessons using multimedia technologies
4.1 Features of preparing educational multimedia presentations
When preparing educational multimedia presentations, it is necessary to take into account, on the one hand, the general didactic principles of creating training courses, the requirements dictated by psychological characteristics perception of information from the screen and on a printed basis (since any text can be printed on paper using a printer), ergonomic requirements, and on the other hand, to make maximum use of the opportunities that the software of the telecommunications network and modern information technologies provide us. Naturally, we must start from didactic and educational goals and objectives, because information technology tools are the essence of a means of realizing didactic objectives.
In other words, the effectiveness of multimedia presentations depends on the quality of the materials used (training courses) and the skill of the teachers involved in this process. Therefore, the pedagogical, meaningful organization of multimedia presentations (both at the stage of designing the presentation and during its use) is a priority. Hence the importance of conceptual pedagogical principles on which it is supposed to build modern lesson using multimedia presentations.
When creating multimedia presentations, you must consider the following requirements:
Motivation . Motivation is a necessary component of learning, which must be maintained throughout the entire lesson process. A clearly defined goal that is set for schoolchildren is of great importance. Motivation quickly decreases if the level of assigned tasks does not correspond to the student’s level of preparation.
Setting a learning goal . From the very beginning of working at a computer, a student should know what is required of him. Learning objectives must be clearly and clearly formulated during the lesson.
Creating prerequisites for the perception of educational material . To create the prerequisites for the perception of educational material, auxiliary materials (guides for students) included in the textbook or prepared by the teacher himself can be useful.
Presentation of educational material. The strategy for presenting the material is determined depending on the educational tasks being solved. An important problem is the design of frames supplied to the display screen. Known readability principles must be used.
Grade . When working with a computer, schoolchildren must know how they cope with educational material. The most important thing is the organization of communication “student - teacher - student”. For these purposes, it is recommended to organize the work of schoolchildren in projects or “learning in cooperation”, discussions.
When creating a multimedia presentation, you need to take into account not only the relevant principles of classical didactics, but also the specific principles of using computer multimedia presentations.
The study of the works of the classics showed that teachers who develop multimedia presentations will find it useful, for example, the recommendations given by F. Disterweg in his “Guide to the Education of German Teachers.” They remain extremely relevant in our time with the most modern pedagogical technologies. Here are some of them:
Distribute each material into known steps and small finished parts;- indicate at each stage separate parts of the subsequent material and, without allowing significant breaks, provide separate data from it in order to arouse the student’s curiosity, without, however, satisfying it fully;- distribute and arrange the material in such a way that, wherever possible, at the next stage when learning something new, the previous one is repeated again.
It is necessary that the material captivates you. Using well-known authorities, brands and concepts could make people more interested in it. The use of a variety of graphics, animation and simulation should help increase the attractiveness of interactive courses
The use of multimedia technologies to create electronic materials dictates its own laws and imposes certain requirements on development approaches and methods.
Multimedia educational presentations are designed to help the teacher and allow you to conveniently and clearly present the material. The use of even the simplest graphic tools is extremely effective.
A well-crafted presentation can capture students' attention and spark interest in learning. However, you should not get carried away and abuse the external side of the presentation associated with special effects. If you overdo it, you will reduce the overall effectiveness of the presentation. You need to find such a balance between the material presented and the effects that accompany it that your students are literally “sitting on the edge of their chair.” This rule is true for all multimedia presentations in general, but especially for educational presentations.
4.2 Development of a script for a multimedia presentation
When creating a script outline and writing text accompaniment for a multimedia presentation, you should be guided by the following principles:
The presentation should be concise, accessible and compositionally coherent. The duration of a presentation with a script should be no more than 20-30 minutes. For the demonstration, you need to prepare approximately 20-25 slides (showing one slide takes about 1 minute, plus time for answering questions from the audience).
When presenting the material, you should highlight several key points and, during the demonstration, return to them from time to time in order to cover the issue from different angles. This ensures that your listeners receive the information properly. Don't be afraid to repeat your point if you want it to be understood.
Tips for Creating an Effective Presentation
The outline below will help you when working on your own presentation.
Before you start working on your presentation, you should have a thorough understanding of what you are going to talk about.
There should be nothing superfluous in the presentation. Each slide should represent a necessary link in the narrative and work towards the overall idea of the presentation. Unsuccessful slides must be combined with others, moved or deleted altogether.
Use it ready-made templates when choosing a character style and background color. Don't be afraid to get creative. Experiment with placing graphics and creating special effects.
Don't overload your slides with unnecessary details. Sometimes it is better to present several simple ones instead of one complex slide. Don't try to cram too much information into one slide.
Additional effects should not become an end in themselves. They should be kept to a minimum and used only to draw the viewer's attention to key points in the demonstration. Sound and visual effects should never come to the fore and obscure useful information.
A multimedia presentation must have the following qualities:
Convenient navigation system that allows you to easily navigate the presentation
Using the multimedia capabilities of modern computers and the Internet (graphic inserts, animation, sound if necessary, etc.).
Dividing the lesson into small logically closed blocks (slides).
Each presentation slide must have a title.
When creating multimedia presentations you must:
break down the lesson into small semantic parts - modules. Each slide must have a title;
selection for each module of the appropriate form of expression and presentation to students of the section title, texts, pictures, tables, graphs, audio and video sequences, etc. (according to content);
modeling the cognitive activity of students when studying a section and using the results when compiling it (the main sequence of transition between slides is determined);
designing ways to consolidate knowledge and skills and provide feedback (selection of tasks, test questions, tasks for modeling, development of methods for analyzing answers, replicas to typical incorrect answers, drawing up tips (help));
compiling texts, developing pictures, tables, diagrams, drawings, videos, in accordance with ergonomic requirements; layout of the modules of each lesson section from an ergonomic point of view.
Each module includes to the maximum:
Psychological mood text
Module learning objectives
Study questions
Educational material
A set of key problems on the topic of the module
The best works of students from previous groups
New student works
Questions for self-test and reflection (preferably with answers, comments and recommendations)
Block diagram of the module
List of literature for the module and links to Internet sites on the subject of the module.
When creating multimedia presentations, it is necessary to take into account the peculiarities of perceiving information from a computer screen.
It is necessary to maintain a uniform style of presentation of information for the entire lesson
and strive to unify the structure and form of presentation of educational material (unification of the user interface, use of graphic elements, creation of lesson templates).
It is recommended to use standard fonts - Times, Arial. It's best to limit yourself to two or three fonts for your entire presentation. For example, the main text of the presentation is Times New Roman, the slide title is Arial.
It is advisable to use various markers etc.) to highlight text elements (bullet lists). For example:
Text1
Text2
Text3
Text4
It is recommended to use color in a presentation; it is most effective to highlight individual pieces of text with color and individual table cells or the entire table with color (cell background or table background). The entire presentation is made in the same color palette, usually based on one template.
It is important to check your presentation for readability on a computer screen. Presentation texts should not be large. It is recommended to use a concise, informational style of presentation of the material.
When creating a multimedia presentation, you need to solve the following problem:how to ensure maximum simplicity and transparency of the organization of educational material for the learner with maximum information richness of the product.
One way to solve this problem is to limit both the ways of presenting educational material and the set of navigation objects. In this case, the student, having quickly mastered the features of the interface of this presentation, will not be distracted by it in the future, focusing all his attention on the content of educational information.
When creating a multimedia presentation, the teacher faces a number of difficult tasks:
The need to create a simple and intuitive interface in which educational information is visually combined with navigation tools;
Definition structural organization and forms of presentation of educational material that correspond to the set pedagogical goals.
The main goal of the proposed approach is to focus on studying the process of organizing content and presenting it in a form that is most convenient for perception by the learning audience.
An important point is the choice of the overall presentation style. When the class of presentation and the category of trainees are determined, it becomes easier to choose a style. To choose the right style, you need to know the principles of ergonomics, which include the best, practice-tested methods for using certain components of a multimedia presentation. Considering this stage You can analyze several presentations in detail, identifying their shortcomings and suggesting ways to eliminate them.
You need to be able to fit maximum information into a minimum of words, attract and hold the attention of students. Simply copying information from other media and placing it in a presentation is no longer enough.
Once the “zest” has been found, you can begin to develop the structure of the presentation, build a navigation scheme, select tools that will to a greater extent correspond to the intentions and level of the lesson. To ensure the didactic functions of the educational and methodological complex, the following requirements are imposed on the multimedia presentation:
1. Text fragments can be accompanied by audio or video information to highlight semantic accents. To present heterogeneous or hypertext information, it is recommended to use a multi-window interface.
2. The multimedia presentation may contain additional material, as well as material for in-depth study of the topic.
3. The most important elements of a multimedia presentation should have hints or explanations. The reference material for the presentation contains basic definitions, the most important dates in the history of the development of computer science, tables for comparing certain characteristics of objects, etc.
4. After studying each structural unit of the educational material, the presentation contains material for generalization, presenting the studied material in a more concise form.
5. Multimedia presentation should be open to development.
6. The text of a multimedia presentation must be copyable and printable.
When preparing multimedia presentations, the teacher should use the capabilities of the Internet, modern multimedia encyclopedias and electronic textbooks. Over time, the best multimedia presentations will appear on the Internet for use as a base in the process of preparing a lesson.
When creating a presentation, you should find as many common points as possible academic subject and “external” information flows. This makes your presentation more interesting, relevant and exciting.
Multimedia tools used in the presentation help to carry out more effective interaction with students. Plan all aspects of the event in advance.
Flexibility is one of the foundations of a successful presentation. Be prepared to make changes as the presentation progresses in response to students' reactions.
The presentation can have two versions for the teacher and the student. The electronic presentation is constantly updated with new materials and improved. For the student, his presentation is supplemented with personal work. Modern software and hardware make it easy to change the content of a presentation and store large amounts of information.
Stages of preparing a multimedia presentation:
Structuring educational material
Drawing up an implementation scenario
Presentation design development
Preparation of media fragments (texts, illustrations, video filming, recording audio fragments)Preparation of musical accompaniment
Testing and verification
.3 Techniques for using multimedia presentations.
The forms and place of use of a multimedia presentation (or even a separate slide) in a lesson depend, of course, on the content of this lesson and the goal set by the teacher. However, practice allows us to identify some common, most effective techniques application of such benefits:
1. When studying new material . Allows you to illustrate with a variety of visual aids. The application is especially beneficial in cases where it is necessary to show the dynamics of the development of a process.
2. When pinning a new topic
3. To test knowledge Computer testing is self-testing and self-realization, it is a good incentive for learning, it is a way of activity and self-expression. For a teacher, it is a means of quality control of knowledge, a programmed way of accumulating grades.
4. To deepen knowledge, as additional material for lessons.
5. When checking frontal independent work . Provides, along with oral, visual control of results.
6. When solving educational problems . Helps to complete a drawing, draw up a solution plan and control the intermediate and final results of independent work according to this plan
7. A means of emotional relief. During block lessons or long consultations before exams, it is worth turning on video clips of experiments or cartoons; students’ fatigue disappears, interest appears, they look for answers, turn to the teacher with questions, and are charged with new energy. Multimedia programs look like a video film, but with the ability to intervene in the course of action and conduct a dialogue.
8. As a means for making dispensing didactic material, codegrams and cards. A personal computer in the hands of a teacher, in addition to a scanner and printer, is a teacher’s mini-printing house.
In educational activities, the use of a computer is possible in three forms: 1) a machine as a simulator, 2) a machine as a tutor, performing certain functions for the teacher, and those that the machine can perform better than a person.3) A device that simulates a certain environment and the actions of specialists in it.
Training systems are best used to consolidate previously acquired skills. Tutoring systems are best used when the learning goals and objectives are clearly defined. Simulation educational modeling is most suitable when the educational material is not systematic in nature and its boundaries are not clearly defined.
When using a multimedia presentation, it can be used in the classroom system or new models of its use can be used.
The project method can be noted as the most promising pedagogical technology, which allows you to reveal more fully Creative skills schoolchildren, develop the ability to navigate a huge sea of information, focusing on the main thing, take responsibility and make decisions.
Of course, the project method requires the highest qualifications of the teacher, a creative approach to school curriculum, the ability to aggregate knowledge in several subjects and, of course, organizational skills. The use of information technology when carrying out a project at school and, of course, when developing materials for it, became decisive and inspired new life into the well-known design methodology. The main components of the project method are research schoolchildren and evaluation of this activity
Of all the cognitive tools, multimedia provides the best way to represent knowledge. different ways, including all modalities of perception. Working with multimedia tools, schoolchildren have at their disposal a rich arsenal for self-expression of the material they are studying. Multimedia implements a more creative approach to the process of assimilation and presentation of knowledge.
A learning system in which students acquire knowledge and skills through the process of planning and executing gradually more complex practical projects. One of the personally oriented technologies, a way of organizing students’ independent activities aimed at solving a problem educational project, integrating a problem approach, group methods, reflective and other techniques.
In our opinion, the most progressive possibilities of multimedia lie in their use in the educational process as an interactive multichannel cognition tool. The research, project approach in the system of teaching schoolchildren, their development of their own multimedia/hypermedia projects, the constant use of multimedia for educational purposes in all blocks of disciplines of general cultural and subject training, make it possible to transform the traditional learning process into a developmental and creative one.
Information technologies make it possible to give students a unique opportunity in the learning process, independently of the teacher, to learn a new concept, notice a pattern, put forward their own hypothesis, and feel how mathematical questions arise.
The ability to use the project method is an indicator of the high qualifications of the teacher, his progressive methods of teaching and developing students. It is not for nothing that these technologies are classified as technologies of the 21st century, which primarily require the ability to adapt to the rapidly changing living conditions of a person in a post-industrial society. But it should also be noted that the project method can only be beneficial if it is applied correctly, a well-thought-out structure of the projects being implemented and the personal interest of all project participants in its implementation.
Teaching methods have a close connection with the nature of the presentation and perception of information for both the learner and the teacher. And in connection with this fact, it should be noted that the use of multimedia technologies significantly affects the nature of the presentation of information, and, consequently, teaching methods
Opportunities arise to use the methodological technique “do as I do” - we are talking about the joint activity of teacher and student.
Or the presentation option is not completed, but the student is invited to illustrate the text himself.
Game teaching methods are widely used.
Multimedia elements create additional psychological structures that facilitate the perception and memorization of material, for example, summing up in each presentation is preceded by a certain sound or melody that sets the student up for a certain type of work.
The most effective use of combined teaching methods.
In computer science classes, it is recommended to combine both traditional forms of teaching (conversation, lecture, self-study, group lesson with visual display on a computer), as well as various new forms of organizing educational activities (project method, work in small groups, game methods, widespread use of individualized training programs, educational testing).
It is reasonable and appropriate to use the creative potential of students. Organizing the work of students on the creation, development and design of specific Web pages contributes to a significant intensification of their cognitive activity. this work accompanied, as a rule, by deep internal motivation, allows you to connect teachers and students, show ingenuity and imagination, and achieve self-expression.
Computer science education has traditionally used computer-based learning programs for a number of reasons. Firstly, one of the main developers of computer training programs were specialists in the field of computer science, secondly, formal languages for describing algorithms made it possible to carry out high-quality automated control of grammatical structures, and thirdly, the content of a number of sections of computer science is well structured, which contributes to its computer presentation.
The most productive and promising areas for students to use the Internet are: interpersonal communication, search for additional information on various academic disciplines, familiarization with educational projects, independent production of Web sites.
In the current research on the use of multimedia, the following problems can be identified:
Personalized learning styles are not taken into account when using multimedia. In other words, real individualization of learning based on the use of multimedia occurs only if the cognitive style of the author of multimedia programs coincides with the style of the user;
communicative or social-cognitive aspects of learning are not taken into account. The introduction of graphics, video images and audio information does not solve the problems of ensuring effective communication that has a significant emotional (and therefore motivational) impact on the learner;
the introduction of various types of media influence (including sound, graphics, video, animation) does not always solve the problem of improving the perception, understanding and memorization of information, and sometimes interferes with the perception of students due to noise in the channels;
teachers' lack of preparation for free use of multimedia in education due to low multimedia literacy (the ability to make an informed choice of multimedia tools to achieve pedagogical goals, knowledge of the possibilities and modern trends multimedia development, knowledge of multimedia development tools for educational purposes for assembling multimedia modules);
the problem of rejection of existing programs and resources, which occurs due to the inadequacy of multimedia programs to the real educational process;
the use of multimedia as a new didactic tool in traditional teaching systems does not allow for optimal implementation of the educational and developmental resource of multimedia;
Thus, traditional teaching technologies should be replaced by new information and developmental pedagogical technologies. With their help, the following should be realized in the classroom pedagogical situations, the activities of teachers and students in which are based on the use of modern information technologies, and are of a research, heuristic nature. To successfully implement these technologies, the teacher must have PC user skills and the ability to plan a structure of actions to achieve a goal based on a fixed set of means; describe objects and phenomena by constructing information structures; conduct and organize searches for electronic information; clearly and unambiguously formulate a problem, task, thought, etc.
Currently, conditions are being created in schools to solve most of the above problems. The essence of new information technologies has crystallized - providing teachers and students with access to modern electronic sources of information, creating conditions for developing the ability to self-learn by organizing research creative academic work students aimed at integrating and updating the knowledge acquired through various subjects. The reform of modern education can only take place if electronic sources of educational information are created.
Lesson 1
SLIDE 1
Good afternoon, dear colleagues. Congratulations on your past professional holiday, TEACHER'S Day! Be healthy and creatively active. Let the gratitude of your students become a worthy reward for you.
SLIDE 2
The topic of the first orientation lesson: “The role of modern educational technologies in the implementation of a competency-based approach. Improving the quality of education through the use of multimedia."
- Dear Colleagues! To determine the degree of use of information and communication technologies in teaching activities, answer the questions QUESTIONNAIRE
SLIDE 3
- Education received in primary school, serves as a base, a foundation for subsequent learning. One of the main documents on which primary schools rely in their work is Federal State Standard. The main task of which is to determine modern requirements to primary school, ensure the quality of primary education.
The implementation of the main educational program is based on system-activity approach. The most important component pedagogical process becomes person-centered approach. Currently, new procedural skills are being incorporated into the content of education:
Ø independently engage in your studies and obtain the necessary information;
Ø work in a group and make decisions;
Ø use new information and training technologies.
And today a tool has been created that allows us to solve this problem, that is, to build a new educational space in which students’ activity abilities are most effectively developed. Such a tool is innovative technologies training.
Decisive importance for the successful implementation of the entire proposed set of ideas and pedagogical solutions belongs to teachers. From how we
ü we position ourselves in the educational process,
ü are we able to organize educational activities,
ü do we strive to teach each of our students,
Are you ready to learn and improve your skills?
a lot depends.
The main goal of the pedagogical activity of the team of teachers at MBOU NSh No. 13 is the formation of a self-developing personality, that is, a personality willing and able to learn in the 21st century of high computer technologies. The main goal of education in primary school is to teach each child to master, transform and use huge amounts of information in practical activities in a short period of time.
SLIDE 4
How to make the lesson interesting, exciting and ensure that children learn the material well and firmly?
Every year the computer breaks into life more and more insistently, and with it innovative technologies that provide the opportunity to develop not only the student, but also the teacher. The incentive that determined the use of ICT in the work practice of teachers of MBOU NSh No. 13 is the understanding that this is not only a requirement today, but also an indisputable condition for achieving high quality education.
SLIDE 5
Multimedia technologies in modern education
Introduction of multimedia technologies into educational processes is one of the key points of informatization of education. Currently, multimedia technologies are one of the most dynamically developing and promising areas of information technology.
Multimedia – is the sum of technologies that allow a computer to input, process, store, transmit and display (output) types of data such as text, graphics, animation, images, video, sound, speech.
Multimedia are interactive systems that provide work with still images and moving video, animated computer graphics and text, speech and high-quality sound.
Multimedia is a complex of hardware and software that allows the user to work with heterogeneous data organized in the form of a unified information environment.
Multimedia technologies can be used:
1. To announce the topic
The topic of the lesson is presented on slides that briefly outline the key points of the issue being discussed.
2. As an accompaniment to the teacher’s explanation.
3. As an information and training manual
4. To control knowledge
Computer technologies today have become an integral part of the lives of many students. They often perceive them with much more interest than a regular school textbook.
It is difficult to conduct a lesson without using visual aids; problems arise as to where to find the necessary material and how best to demonstrate it. Computer technology came to the rescue.
Each classroom is equipped with: a computer or laptop, netbooks for students, a projector, a document camera, a printer, a scanner, an interactive whiteboard, school laboratory equipment, a digital microscope, interactive system testing, training programs, electronic supplements to textbooks, Internet access, licensed software.
The introduction of ICT is carried out in the following areas:
* creating presentations for the lesson;
* work with Internet resources;
* use of ready-made training programs;
* development and use of your own proprietary programs.
SLIDE 6
Types of multimedia technologies:
· Presentation;
Interactive board;
Interactive survey system;
Various educational programs;
Multimedia screen;
Network educational programs;
Imitation technologies;
Diagnostic complexes.
Use of ready-made or teacher-created presentations, electronic textbook supplements They allow you to clearly demonstrate material when explaining something new, regulate the volume and speed of information displayed through animation, and increase the cognitive activity of students.
SLIDE 7
"Presentation" translated from in English- performance. Multimedia presentations are a way of presenting information using computer programs PowerPoint, Windows Movie Maker, which are convenient and effective way, which combines dynamics, sound and image, i.e. factors that combine everything that contributes to maintaining involuntary attention, characteristic of the younger school age. It becomes concentrated and stable.
The presentation gives the teacher the opportunity to independently compose educational material based on the characteristics of a given class, topic, subject, which allows you to structure a lesson in such a way as to achieve maximum educational effect.
It should be noted that a huge role in the presentation is played not just by demonstrating an image, but by animation, i.e. movement of pictures, letters, words, musical accompaniment.
Presentations can be used at all stages of the lesson. The forms and place of use of presentations (or even individual slides) in the educational process depend on the content of the lesson and on the goal set by the teacher.
For example:
Updating knowledge
Accompanying the explanation of new material,
Primary consolidation of knowledge,
Generalization and systematization of knowledge,
Ensuring clarity of the presented material.
Practical work. Acquaintance with the functions and purpose of the working panel (frame).
Benefits of the presentation:
Allows you to make the lesson interesting, thoughtful, and educational;
Increases learning motivation;
Guarantees continuous communication in the teacher-student relationship
Promotes the development of productive creative thinking functions in students, the growth of intellectual abilities, and the formation of an operational style of thinking.
The presentation allows you to change types of activities and thereby relieves the emotional and psychological burden on students in the educational process.
Document camera, as a means of displaying text or illustrations on the screen with the ability to enlarge or reduce the display object, display photos and videos from the built-in computer camera, as well as save documents, photos, videos.
Practical work. Functions of a document camera.
Interactive survey system consists of wireless remote controls located on each student’s desk, allowing for instant monitoring of students’ mastery of the material being studied. The system's capabilities are varied:
General survey;
Motivational survey for speed, registering only the first student to answer correctly.
Determining who wants to answer the question posed during an oral interview. This avoids students responding in chorus.
The system allows you to maintain all logs of all students. The teacher knows which topic the student has poorly understood. It is possible to differentiate the level of mastery of the material and the individuality of the approach to each student. Thus, the survey becomes more lively and in a short period of time objective assessment all students in the group receive.
Usage electronic textbooks in class and outside of class time allows you to:
Achieve an optimal pace of student work, that is, an individual approach;
Students become the subject of learning, as the program requires active management from them;
The dialogue with the program takes on the character of an accounting game, this causes an increase in motivation for learning activities for most students;
Mitigate or eliminate the contradiction between growing volumes of information and routine ways of transmitting, storing and processing it.
Possibilities interactive whiteboard multifaceted. During the teaching process, teachers use an interactive whiteboard
v as a regular blackboard for classroom work (only the chalk is replaced with an electronic pencil);
v as a demonstration screen (showing slides, visual material, films) for visual educational information of the student;
v as an interactive tool - working with the functions of an interactive whiteboard, working using special software prepared in digital form.
Practical work.
Interactive whiteboard and its use in lessons in the beginning. school.
You need to read the instructions, connect the necessary connections and install the software disks - shortcuts will appear on the desktop.
PROJECTOR used as a demonstration of what is shown on a laptop or computer screen.
DOCUMENT CAMERA:
ü photo display from the built-in camera of the computer.
ü Demonstration of illustrations, text on the screen + enlargement or reduction of the display object
ü Save document, photo, video.
INTERACTIVE BOARD- this is a touch screen,
connected to a computer, the image from which is transmitted to the board by a projector.
The interactive whiteboard works both as a computer monitor and as a regular whiteboard. Just touch the surface of the board to control applications running on your computer.
Using the whiteboard, you can open files, surf the Internet, and write over any applications, websites, or videos using special markers.
Ø Ruled board (in a square, in a line was especially important in lessons in the 1st grade, it made it possible to lay the foundations for orientation on a notebook sheet, when the development of the rules of a single spelling mode and the formation of the skill of writing letters and numbers began)
Ø Pens replace chalk and computer mouse
Ø You can make changes, notes
Ø Data saving
Ø On it you can move created objects and inscriptions, add comments to texts, drawings, and change colors.
Screen calibration necessary to set up precise touch on the interactive whiteboard. The cursor on the board should align with the tip of the ID pen. If this does not happen, then calibration is required.
SPOTLIGHT- a tool that allows you to selectively hide sections of a page. Allows you to focus attention: hiding the screen, leaving visible only the area illuminated by a round or other shaped spotlight.
CURTAIN- a tool for hiding the current page or part of it.
USAGE MATHEMATICAL TOOLS.
By projecting a printed page scanned or saved using a document camera onto the board, I no longer have the opportunity to approach each student and show them a place to work in a notebook, show a line, a cell, the number of the task being performed, where they need to write and what.
With the introduction of the Federal State Educational Standard of Non-Governmental Education, all textbooks of the educational educational complex “Schools of Russia” have an electronic application. The discs include all the necessary illustrated information material with explanations, training exercises, and tests with which students can test their knowledge. Each lesson consists of an information screen or slide show and two pages of practice exercises. Tasks can be presented in the form of matching, exercises for choosing one answer from several, filling in the blanks, etc.
Any lesson has two subjects - the teacher and the students. The board cannot be a third subject. Not interactive. The board teaches, but the teacher. The presence of an interactive whiteboard does not make the lesson developmental; it can be made so by a teacher who has a clear idea of the goal, using effective methods learning, and the board is useful tool in the hands of the teacher. First of all, the selection of material for the lesson, its methodological and technical processing must work.
At the same time, I think it is wrong to make categorical statements that the results of all students improve with the use of an inter.board in the lesson, BUT I note that students become more interested and more motivated in the lesson, and remember the material faster.
Thus, the use of ID in the classroom is not a tribute to fashion, not a way to shift the teacher’s multifaceted creative work onto the computer’s shoulders, but only one of the means to enhance cognitive activity and increase the effectiveness of the lesson.
Having tested the capabilities of the board, I came to the conclusion: with the use of ID, the structure, goals, objectives and content of lessons do not change, the forms and methods of teaching are preserved.
Multimedia technologies in education
Multimedia technologies enrich the learning process and make learning more effective by involving most of the student’s sensory components in the process of perceiving educational information.
Today, multimedia technologies are one of the promising areas of informatization of the educational process. In improving software and methodological support, material resources, as well as in mandatory advanced training of teaching staff, we see the prospect of successful application of modern information technologies in education.
Multimedia and hypermedia technologies integrate powerful distributed educational resources; they can provide an environment for the formation and manifestation of key competencies, which primarily include information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the general education system. Interactive technologies based on multimedia will solve the problem of “provincialism” in rural schools, both on the basis of Internet communications and through interactive CD courses and the use of satellite Internet in schools.
Multimedia is the interaction of visual and audio effects controlled by interactive software using modern hardware and software; they combine text, sound, graphics, photos, video in one digital representation.
Hypermedia are computer files linked through hypertext links to move between multimedia objects.
Internet technologies are attractive for organizing computer classes in schools; however, while they have advantages associated with the ability to obtain up-to-date information and the ability to organize dialogue with almost the whole world, they have serious disadvantages: difficulties when working with large amounts of information with poor communication lines ( and these are the majority in remote regions and rural areas in the Russian Federation), the inability to work without communication lines. These disadvantages are eliminated by using optical compact discs called CD ROMs and DVDs.
Available software products, including ready-made electronic textbooks and books, as well as their own developments, allow the teacher to increase the efficiency of teaching. The Internet is becoming an indispensable teacher's assistant in searching and obtaining information, and as a means of communication with colleagues.
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4. Methodology for developing didactic support for lessons using multimedia technologies
4.1 Features of preparing educational multimedia presentations
When preparing educational multimedia presentations, it is necessary to take into account, on the one hand, the general didactic principles of creating training courses, the requirements dictated by the psychological characteristics of the perception of information from the screen and on a printed basis (since any text can be printed on paper using a printer), ergonomic requirements, and with the other is to make maximum use of the opportunities that the software of the telecommunications network and modern information technologies provide us. Naturally, we must start from didactic and educational goals and objectives, because information technology tools are the essence of a means of realizing didactic objectives.
In other words, the effectiveness of multimedia presentations depends on the quality of the materials used (training courses) and the skill of the teachers involved in this process. Therefore, the pedagogical, meaningful organization of multimedia presentations (both at the stage of designing the presentation and during its use) is a priority. Hence the importance of conceptual pedagogical provisions on which it is supposed to build a modern lesson using multimedia presentations.
When creating multimedia presentations, you must consider the following requirements:
Motivation. Motivation is a necessary component of learning, which must be maintained throughout the entire lesson process. A clearly defined goal that is set for schoolchildren is of great importance. Motivation quickly decreases if the level of assigned tasks does not correspond to the student’s level of preparation.
Setting a learning goal. From the very beginning of working at a computer, a student should know what is required of him. Learning objectives must be clearly and clearly formulated during the lesson.
Creating prerequisites for the perception of educational material. To create the prerequisites for the perception of educational material, auxiliary materials (guides for students) included in the textbook or prepared by the teacher himself can be useful.
Presentation of educational material. The strategy for presenting the material is determined depending on the educational tasks being solved. An important problem is the design of frames supplied to the display screen. Known readability principles must be used.
Grade. When working with a computer, schoolchildren must know how they cope with educational material. The most important thing is the organization of communication “student - teacher - student”. For these purposes, it is recommended to organize the work of schoolchildren in projects or “learning in cooperation”, discussions.
When creating a multimedia presentation, you need to take into account not only the relevant principles of classical didactics, but also the specific principles of using computer multimedia presentations.
The study of the works of the classics showed that teachers who develop multimedia presentations will find it useful, for example, the recommendations given by F. Disterweg in his “Guide to the Education of German Teachers.” They remain extremely relevant in our time with the most modern pedagogical technologies. Here are some of them: - distribute each material into known steps and small completed parts; - indicate at each stage separate parts of the subsequent material and, without allowing significant breaks, provide separate data from it in order to arouse the student’s curiosity, without, however, satisfying it fully; - distribute and arrange the material in such a way that, wherever possible, at the next stage when learning something new, the previous one is repeated again.
It is necessary that the material captivates you. Using well-known authorities, brands and concepts could make people more interested in it. The use of a variety of graphics, animation and simulation should help increase the attractiveness of interactive courses
The use of multimedia technologies to create electronic materials dictates its own laws and imposes certain requirements on development approaches and methods.
Multimedia educational presentations are designed to help the teacher and allow you to conveniently and clearly present the material. The use of even the simplest graphic tools is extremely effective.
A well-crafted presentation can capture students' attention and spark interest in learning. However, you should not get carried away and abuse the external side of the presentation associated with special effects. If you overdo it, you will reduce the overall effectiveness of the presentation. You need to find such a balance between the material presented and the effects that accompany it that your students are literally “sitting on the edge of their chair.” This rule is true for all multimedia presentations in general, but especially for educational presentations.
4.2 Development of a script for a multimedia presentation
When creating a script outline and writing text accompaniment for a multimedia presentation, you should be guided by the following principles:
The presentation should be concise, accessible and compositionally coherent. The duration of a presentation with a script should be no more than 20-30 minutes. For the demonstration, you need to prepare approximately 20-25 slides (showing one slide takes about 1 minute, plus time for answering questions from the audience).
When presenting the material, you should highlight several key points and, during the demonstration, return to them from time to time in order to cover the issue from different angles. This ensures that your listeners receive the information properly. Don't be afraid to repeat your point if you want it to be understood.
Tips for Creating an Effective Presentation
The outline below will help you when working on your own presentation.
Before you start working on your presentation, you should have a thorough understanding of what you are going to talk about.
There should be nothing superfluous in the presentation. Each slide should represent a necessary link in the narrative and work towards the overall idea of the presentation. Unsuccessful slides must be combined with others, moved or deleted altogether.
Use ready-made templates to choose your character style and background color. Don't be afraid to get creative. Experiment with placing graphics and creating special effects.
Don't overload your slides with unnecessary details. Sometimes it is better to present several simple ones instead of one complex slide. Don't try to cram too much information into one slide.
Additional effects should not become an end in themselves. They should be kept to a minimum and used only to draw the viewer's attention to key points in the demonstration. Sound and visual effects should never come to the fore and obscure useful information.
A multimedia presentation must have the following qualities:
Convenient navigation system that allows you to easily navigate the presentation
Using the multimedia capabilities of modern computers and the Internet (graphic inserts, animation, sound if necessary, etc.).
Dividing the lesson into small logically closed blocks (slides).
Each presentation slide must have a title.
When creating multimedia presentations you must:
break down the lesson into small semantic parts - modules. Each slide must have a title;
selection for each module of the appropriate form of expression and presentation to students of the section title, texts, pictures, tables, graphs, audio and video sequences, etc. (according to content);
modeling the cognitive activity of students when studying a section and using the results when compiling it (the main sequence of transition between slides is determined);
designing ways to consolidate knowledge and skills and provide feedback (selection of tasks, test questions, tasks for modeling, development of methods for analyzing answers, replicas to typical incorrect answers, drawing up tips (help));
compiling texts, developing pictures, tables, diagrams, drawings, videos, in accordance with ergonomic requirements; layout of the modules of each lesson section from an ergonomic point of view.
Each module includes to the maximum:
Psychological mood text
Module learning objectives
Study questions
Educational material
A set of key problems on the topic of the module
The best works of students from previous groups
New student works
Questions for self-test and reflection (preferably with answers, comments and recommendations)
Block diagram of the module
When creating multimedia presentations, it is necessary to take into account the peculiarities of perceiving information from a computer screen.
It is necessary to maintain a uniform style of presentation of information for the entire lesson
and strive to unify the structure and form of presentation of educational material (unification of the user interface, use of graphic elements, creation of lesson templates).
It is recommended to use standard fonts - Times, Arial. It's best to limit yourself to two or three fonts for your entire presentation. For example, the main text of the presentation is Times New Roman, the slide title is Arial.
etc.) to highlight text elements (bullet lists). For example: It is advisable to use different markers
It is recommended to use color in a presentation; it is most effective to highlight individual pieces of text with color and individual table cells or the entire table with color (cell background or table background). The entire presentation is made in the same color palette, usually based on one template.
It is important to check your presentation for readability on a computer screen. Presentation texts should not be large. It is recommended to use a concise, informational style of presentation of the material.
When creating a multimedia presentation, it is necessary to solve the problem: how, with maximum information richness of the product, to ensure maximum simplicity and transparency of the organization of educational material for the student.
One way to solve this problem is to limit both the ways of presenting educational material and the set of navigation objects. In this case, the student, having quickly mastered the features of the interface of this presentation, will not be distracted by it in the future, focusing all his attention on the content of educational information.
When creating a multimedia presentation, the teacher faces a number of difficult tasks:
The need to create a simple and intuitive interface in which educational information is visually combined with navigation tools;
Determining the structural organization and form of presentation of educational material that corresponds to the set pedagogical goals.
The main goal of the proposed approach is to focus on studying the process of organizing content and presenting it in a form that is most convenient for perception by the learning audience.
An important point is the choice of the overall presentation style. When the class of presentation and the category of trainees are determined, it becomes easier to choose a style. To choose the right style, you need to know the principles of ergonomics, which include the best, practice-tested methods for using certain components of a multimedia presentation. Considering this stage, you can analyze several presentations in detail, identifying their shortcomings and suggesting ways to eliminate them.
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