Multimedia teaching aids. Multimedia in education Multimedia in education

INTRODUCTION 5

CHAPTER 1. Theoretical aspects of the introduction of multimedia technologies in education 8

1.1 Features of multimedia technologies. Their development 9

1.2. Multimedia in general secondary education 11

1.3. Multimedia technologies in various types of educational activities 13

1.4. Telecommunication means as means of multimedia 20

1.5. Specialized multimedia tools and their use in teaching schoolchildren 22

CONCLUSION 33

LITERATURE 34

INTRODUCTION

The topic "Multimedia technologies in the school course", considered in this course work, is very relevant, since multimedia is a modern computer information technology that allows you to combine text, sound, video, graphics and animation (animation) in a computer system.

The term “multimedia” can be translated into Russian as “many environments” (sometimes translated as many media). As a rule, the term multimedia refers to the interaction of visual and audio effects under the control of interactive software.

In my term paper, I set the goal of revealing the topic of multimedia technology in a school course. To achieve this goal, the following tasks are supposed to be solved:

analyze the literature on the topic

consider the theoretical foundations of multimedia technologies

reflect the features of the use of multimedia technologies in general secondary education

characterize the hardware and software multimedia used in the school

The concept of "multimedia" is so broad and vague that it can include a huge range of software and hardware, from an 8-bit sound card and a single speed CD drive to professional programs and computers used in the creation of special film effects and even entire computer films.

Despite the fact that the subject of computer science and computer technology has been taught at school for more than ten years, disputes about the usefulness of using a computer in the educational process do not subside. The emergence of powerful modern multimedia computers, and with them the most unique capabilities of computer technology, open up completely new prospects for the subject teacher in improving the educational process and often turn inveterate skeptics into active supporters of the use of computer technology in education. One, but well-equipped with input-output devices, a multimedia computer installed in any school classroom is an electronic board for a teacher, a workshop for groups of students, a school desktop publishing house, a music studio, a telecommunications hub for communication with the outside world.

The object of the study is the process of learning in high school.

The subject of the study is multimedia technologies that improve the efficiency of the learning process in high school.

Multimedia products can be divided into several categories depending on which consumer groups they are aimed at. One is intended for those who have a computer at home - these are educational, developing programs, all kinds of encyclopedias and reference books, graphic programs, simple music editors, etc. Software CDs are so popular with home entertainment users that the number of CD titles on the market is doubling every year. Another category is business applications. Here multimedia serves a different purpose. With its help, presentations come to life, it becomes possible to organize live video conferences, and voice mail replaces office PBX so well that a regular telephone begins to be perceived as archaic.

Currently, a computer is becoming indispensable for an accountant, economist, manager and many other professionals who use it for complex accounting and statistical calculations. Nowadays, personal computers are becoming indispensable assistants, without which no small business, no branched corporations can do.

And there is still a small group of products aimed exclusively at professionals. They offer video production facilities, computer graphics, as well as home music studios.

CHAPTER 1. Theoretical aspects of the introduction of multimedia technologies in education

Any language that people use to communicate contains a lot of words that have different meanings. The meaning of such words is determined from the context of their use in speech. Examples of such words in Russian are crane, key, crane, machine and other similar words.
It is important to understand that, like many other words in the language, the word "multimedia" also has several different meanings at once.

Multimedia- This:

a technology that describes the procedure for the development, operation and use of information processing tools of various types;

an information resource created on the basis of technologies for processing and presenting information of various types;

computer software, the functioning of which is associated with the processing and presentation of information of various types;

computer hardware, with the help of which it becomes possible to work with information of various types;

a special generalizing type of information that combines both traditional static visual (text, graphics) and dynamic information of various types (speech, music, video fragments, animation, etc.).

Thus, in a broad sense, the term "multimedia" means a range of information technologies that use various software and hardware in order to most effectively influence the user (who has become both a reader, a listener, and a viewer).

Thanks to the use of multimedia in informatization tools due to the simultaneous impact of graphic, sound, photo and video information, such tools have a great emotional charge and are actively included in the entertainment industry, the practice of various institutions, home leisure, and education.

The advent of multimedia systems has revolutionized many areas of human activity. One of the widest areas of application of multimedia technology has been in the field of education, since multimedia-based informatization tools can, in some cases, significantly increase the effectiveness of learning. It has been experimentally established that when the material is presented orally, a student perceives and is able to process up to one thousand conventional units of information per minute, and when the organs of vision are "connected", up to 100 thousand such units.

1.1 Features of multimedia technologies. Their development

Multimedia tools and technologies provide an opportunity to intensify school education and increase the motivation of schoolchildren to learn through the use of modern methods of processing audiovisual information, such as:

"manipulation" (imposition, movement) of visual information;

contamination (mixing) of various audiovisual information;

implementation of animation effects;

deformation of visual information (increasing or decreasing a certain linear parameter, stretching or compressing an image);

discrete presentation of audiovisual information;

image toning;

fixing the selected part of visual information for its subsequent movement or consideration "under a magnifying glass";

multi-window representation of audiovisual information on one screen with the ability to activate any part of the screen (for example, in one "window" - a video film, in another - text);

demonstration of real processes, events in real time (video film).

There are several concepts related to multimedia and the use of appropriate informatization tools in education. In particular, when using multimedia tools in teaching schoolchildren, the role of illustrations increases significantly.

Illustration is also an ambiguous term. There are two main interpretations of this term.

Illustration (illustration)- This:

introduction to the text of explanatory or supplementary information of another type (image and sound),

giving examples (possibly without using other types of information) for a clear and convincing explanation.

It is important to understand that both interpretations of the term illustration are equally relevant to ordinary paper textbooks and teaching aids, as well as to modern multimedia tools. Moreover, the need for illustration leads to the fact that now all means of informatization of education should be used for a visual, convincing and accessible explanation of the main, fundamental or most difficult points of the educational material. Multimedia just contributes to this.

In multimedia tools, illustrations can be presented in the form of examples (including text), two-dimensional and three-dimensional graphic images (drawings, photographs, diagrams, graphs, diagrams), sound fragments, animation, video fragments. The appearance of new types of illustrations in educational multimedia does not mean a complete rejection of the previous approaches used in the publication of traditional school textbooks on paper. In the field of illustration and printing design of traditional textbooks for general secondary education, considerable experience has been accumulated, according to which the features of the spatial grouping of the elements of the publication are determined, the emphasis (visual selection) of individual elements is carried out, the physiological aspects of perception and other factors are taken into account. This experience is also successfully applied in the development of modern multimedia tools for teaching schoolchildren.

At present, multimedia encyclopedias have been created in many school disciplines and educational areas. Game situational simulators and multimedia training systems have been developed that allow organizing the educational process using new teaching methods.

1.2. Multimedia in general secondary education

Multimedia is an effective educational technology due to its inherent qualities of interactivity, flexibility and integration of various types of educational information, as well as the ability to take into account the individual characteristics of students and help increase their motivation.

Due to this, most educators can use multimedia as the basis of their educational informatization activities.

Informatization of education is a field of scientific and practical human activity aimed at the use of technologies and means of collecting, storing, processing and disseminating information, which ensures the systematization of existing and the formation of new knowledge in the field of education in order to achieve the psychological and pedagogical goals of training and education. Let us consider in more detail the properties of multimedia listed above, which turn this technology into a full-fledged component of informatization of education.

interactivity means of informatization of education means that users, as a rule, schoolchildren and teachers, are given the opportunity to actively interact with these tools. Interactivity means the presence of conditions for an educational dialogue, one of the participants of which is the means of informatization of education.

Providing interactivity is one of the most significant benefits of multimedia tools. Interactivity allows, within certain limits, to control the presentation of information: students can individually change settings, study the results, and also respond to program requests about specific user preferences. Students can set the feed rate, the number of repetitions and other parameters to suit their individual educational needs. This allows us to conclude about flexibility multimedia technologies.

Multimedia technologies allow meaningful and harmonious integrate many types of information. This allows the computer to present information in various forms commonly used in schooling, such as:

video, complex video effects;

1.3. Multimedia technologies in various types of educational activities

Multimedia can be used in the context of a wide variety of learning styles and be perceived by a wide variety of people: some prefer to learn through reading, others through listening, still others through watching videos, and so on.

The use of multimedia allows students to work with educational materials in different ways - the student himself decides how to study the materials, how to use the interactive capabilities of informatization tools, and how to implement joint work with his fellow students. Thus, students become active participants in the educational process.

Working with multimedia tools, students can influence their own learning process, adjusting it to their individual abilities and preferences. They study exactly the material that interests them, repeat the study as many times as they need, which contributes to a more correct perception.

Thus, the use of high-quality multimedia tools makes it possible to make the learning process flexible in relation to social and cultural differences between students, their individual styles and pace of learning, and their interests. The use of multimedia can have a positive impact on several aspects of the educational process at school.

Multimedia contributes to:

1. Stimulation of the cognitive aspects of learning, such as the perception and awareness of information;

2. Increasing the motivation of schoolchildren to study;

3. Development of teamwork skills and collective cognition among trainees;

4. The development of a deeper approach to learning in students, and, therefore, entails the formation of a deeper understanding of the material being studied.

In addition, the advantages of using multimedia in general secondary education include:

simultaneous use of several channels of perception of the student in the learning process, due to which the integration of information delivered by several different senses is achieved;

the ability to simulate complex, expensive or dangerous real experiments, which are difficult or impossible to conduct at school;

visualization of abstract information through dynamic representation of processes;

visualization of objects and processes of micro- and macroworlds;

the opportunity to develop the cognitive structures and interpretations of students, framing the material being studied in a broad educational, social, historical context, and linking the educational material with the interpretation of students.

Multimedia tools can be used to improve the learning process, both in specific subject areas and in disciplines that are at the intersection of several subject areas of school education.

The effectiveness of the system of general secondary education is also largely influenced by the environment in which the educational process takes place. This concept includes the structure of the educational process, its conditions and accessibility (society, libraries, multimedia resource centers, computer laboratories, etc.).

Under such conditions, multimedia means of informatization of education can be used as one of the many possible learning environments. Such an environment is applicable in numerous educational projects in which students reflect on the subject area being studied, participate in a dialogue with their peers and teachers, discussing the progress and results of schooling.

To date, information and, in particular, multimedia technologies are used to a greater or lesser extent in the educational and organizational and pedagogical activities of almost all secondary educational institutions. The work of schoolchildren in computer and Internet classes, both in the study of computer science and in classes in other subjects, the planning of classes using a computer or electronic computer testing of the knowledge of schoolchildren and applicants have become ubiquitous.

School teachers develop and actively use electronic learning tools, manuals, computer problems, workshops, laboratory work, pedagogical software. Most of the used scientific and methodological developments have been translated into electronic form. New forms of educational activity based on the advantages of the latest multimedia technologies, which, first of all, include distance education, are being further developed.

The use of computer multimedia technologies in the educational process raises it to a qualitatively new level, positively affects the motivation of schoolchildren for learning activities, increases their level of consistency and activity in choosing methods for solving the problems they face.

A significant surge in the introduction of multimedia technologies in general secondary education occurred in connection with the introduction of the Unified State Examination. Testing and other methods of measuring the level of knowledge, skills and abilities of schoolchildren give rise to a complex of information processes, in the automation of which universities are increasingly using computer technology and multimedia technologies.

The functioning of the research sphere in the education system generates a whole direction for the introduction of multimedia tools. However, one should also take into account the fact that the specifics of the informatization of scientific research does not allow applying to the construction and use of multimedia resources involved in scientific research the same methods and approaches that are used in the informatization of other areas of educational activity.

Along with the main educational activity for any school, it is also possible to informatize various extracurricular activities that always accompany the education of schoolchildren and play a huge role in educating young people, developing in children the desire to work in a team, and expanding the "information baggage" of future school graduates. Unfortunately, this area of educational activity is still not sufficiently computerized, and there are practically no studies in the field of informatization of extracurricular activities of schoolchildren.

An extensive area of application of multimedia technologies in a modern school is organizational and managerial activity. Its automation uses many tools, one way or another, based on multimedia. Scientists-educators make various attempts to integrate specific aspects of the educational process, teaching methods with school management technologies.

Hardware and software multimedia used in the school.

A formal approach to the definition of multimedia tools used at school suggests that they can be almost any means that can bring different types of information to learning and other educational activities. In this case, aging analogue teaching aids, which have become traditional, can also fall under the concept of multimedia tools.

Most often, however, multimedia includes computers and their associated peripherals. At the same time, in this section of this online publication, it makes sense to list the main tools, the use of which at school allows teachers and students to deal not only with text or pictures, but also with audio, video or other direct information.

Over the years, various means penetrated into school education, the appearance of which raised the information support of the system of general secondary education to a qualitatively new level, which each time had a positive effect on the effectiveness of training specialists.

Currently, in Russian schools you can find:

means for recording and reproducing sound (electrophones, tape recorders, CD players),

systems and means of telephone, telegraph and radio communication (telephones, facsimile machines, teletypes, telephone exchanges, radio communication systems),

systems and means of television, radio broadcasting (television and radio receivers, educational television and radio, DVD players),

optical and projection film and photographic equipment (cameras, film cameras, overhead projectors, film projectors, epidiascopes),

printing, copying, duplicating and other equipment intended for documenting and reproduction of information (rotaprints, copiers, risographs, microfilm systems),

computer tools that provide the possibility of electronic representation, processing and storage of information (computers, printers, scanners, plotters),

telecommunication systems that ensure the transmission of information over communication channels (modems, networks of wired, satellite, fiber optic, radio relay and other types of communication channels intended for information transmission).

Technical means make it possible to bring into educational activity the possibility of operating with information of various types, such as sound, text, photo and video images. These tools, in some cases, turn out to be very complex in technical and technological terms and may well be considered as multimedia tools.

The computer, which has penetrated into the sphere of education, is a universal means of information processing. The versatility of a computer lies in the fact that, on the one hand, it alone is able to process information of different types (multimedia information), on the other hand, the same computer is able to perform a whole range of operations with information of the same type. Thanks to this, the computer, together with the appropriate set of peripheral devices, is able to provide the performance of all the functions of technical multimedia teaching aids.

Regardless of the brand, model, time of creation and scope, all personal computers used in school education have common fundamental features, including:

work with one user, when only one person works with the computer at a time. This does not exclude the simultaneous execution of several information processing operations;

the possibility of processing, storing, presenting and transmitting information of various types, including text, numerical data, graphic images, sound and others (multimedia information);

uniform communication with the user in a language close to natural;

joint work with various hardware multimedia devices that significantly expand the capabilities of a personal computer in processing, storing, presenting and transmitting various types of information;

performing information processing operations under the control of specially developed computer programs aimed both at maintaining the operation of various system functions of a computer and at solving applied problems that are significant for the informatization of human activity.

Multimedia technologies allow meaningful and harmonious integration of many types of information. This allows the computer to present information in various forms, such as:

images, including scanned photographs, drawings, maps and slides;

video, complex video effects;

animations and animation simulation.

1.4. Telecommunication means as means of multimedia

Modern computer multimedia tools and multimedia technologies are closely related to the rapidly developing computer telecommunications. Almost all information resources published in computer networks are multimedia resources. Conversely, the majority of multimedia resources and technologies currently being created are focused on working in telecommunication modes.

The widespread introduction of telecommunications networks in all spheres of human life, including general secondary education, became possible only after the emergence of the global computer network Internet, the use of this telecommunications network in various fields of human activity, including schooling.

The use of telecommunications networks in schools, combined with the use of multimedia technologies and resources, opens up new opportunities, the main of which are:

expanding access to educational and methodological multimedia information;

the formation of schoolchildren's communication skills, culture of communication, the ability to search for multimedia information;

organization of operational consulting assistance;

increasing the individualization of education, developing the base for self-study;

ensuring the conduct of virtual training sessions (seminars, lectures) in real time;

organization of distance learning;

organization of joint research projects;

modeling of research activities;

access to unique equipment, modeling of complex or dangerous objects, phenomena or processes, etc.;

formation of a network community of teachers;

formation of a network community of schoolchildren;

development of students' critical thinking, skills of searching and selecting reliable and necessary multimedia information.

Perhaps, under the telecommunications multimedia tools used in general secondary education, one should understand any means and tools related to the transmission of multimedia information used in schools. With this approach, the telecommunications used in education, in addition to computers and software, will include telephones, televisions and many other telecommunications devices. Such a definition has every right to exist. But, at the same time, the universal capabilities of telecommunication networks make it inexpedient to further penetration of all the noted means of informatization into general secondary education. They just lose their relevance. Telecommunication computer networks fully replace all other telecommunication means, having a whole range of additional features. In this regard, it becomes justified to refer to telecommunications used in the field of education, only computer means of transmitting educational multimedia information. Thanks to the use of telecommunications, well-known telecommunication services, such as e-mail, teleconferences, remote access to information resources, and others, have penetrated into the field of education. All of them also allow you to work with multimedia information and are a powerful tool that expands the scope of using multimedia in teaching students.

1.5. Specialized multimedia tools and their use in teaching schoolchildren

As a rule, the majority of teachers and students, one way or another familiar with computer technology, unmistakably classify acoustic systems (speakers), a computer sound card (board), a microphone, a special computer video camera and, possibly, a joystick as hardware multimedia tools. All these devices are, indeed, common components of multimedia equipment, are quite easy to use, have a fairly clear purpose and do not require any detailed description in this Internet publication. Of much greater interest may be specialized multimedia tools, the main purpose of which is to increase the effectiveness of training. Among such modern means, first of all, it is necessary to include interactive multimedia boards.

Hardware-software set "Interactive whiteboard"- this is a modern multimedia tool that, having all the qualities of a traditional school board, has more opportunities for graphic commenting on screen images; allows you to control and monitor the work of all students in the class at the same time; naturally (by increasing the flow of presented information) to increase the student's workload in the classroom; ensure ergonomic training; create new motivational prerequisites for learning; conduct training based on dialogue; teach using intensive methods using case methods.

An interactive whiteboard allows you to project an image from a monitor screen onto a projection board, as well as control a computer using special felt-tip pens, being constantly near the board, as it would be with a keyboard or mouse.

Virtual keyboard used to control the computer when the teacher is directly near the blackboard, i.e. duplicates a standard computer keyboard.

An important characteristic of an interactive whiteboard is its "dimensionlessness", i.e. recorded information can be located on an area of unlimited size, while everything that is written on this board can be stored indefinitely. All information displayed on the board can be used throughout the lesson. The teacher or student can return to previous information at any time. In addition, all the information of the current lesson can be used in subsequent lessons, while their implementation does not require additional preparation.

Unlike a traditional whiteboard, an interactive whiteboard has more tools for graphic commenting on screen images, which allows you to increase the image quality of the information presented to focus students' attention, namely: more colors for the pen, different shapes and thickness of the pen, as well as the ability to set different background colors boards. The interactive whiteboard allows you to save time in the lesson when creating various kinds of drawings, diagrams, diagrams, graphs, as it has a large number of tools for constructing geometric shapes.

Another feature of the interactive whiteboard is the ability to save the information recorded on it in the video format. For example, you can fix the solution of the problem in such a way that later you can view not the static end result, but the process of solving the problem from beginning to end, and at any speed.

An interactive whiteboard can be used as an effective means of creating educational and didactic materials: examples of problem solving, diagrams, drawings, graphs, etc., both static and dynamic. All these materials can be created directly in the lesson, and in the future can be used when explaining new material, when repeating, and also as simulators for individual work.

We can conditionally distinguish four properties of an interactive whiteboard, which determine all possible methods of its use:

unlimited space,

an extended set of tools for capturing information and graphic commenting on screen images,

the possibility of storing recorded information in electronic form and its further unlimited replication,

the ability to save information in a dynamic form (in a video file).

The development of modern multimedia tools makes it possible to implement educational technologies at a fundamentally new level, using for these purposes the most progressive technical innovations that allow the provision and processing of various types of information. One of the most modern multimedia tools penetrating the field of education are various modeling tools and tools, the operation of which is based on technologies called a virtual reality.

Virtual objects or processes include electronic models of both real and imaginary objects or processes. Adjective virtual used to emphasize the characteristics of electronic analogues of educational and other objects presented on paper and other tangible media. In addition, this characteristic means the presence of an interface based on multimedia technologies that simulates the properties of real space when working with electronic analogue models.

A virtual reality- these are multimedia tools that provide sound, visual, tactile, as well as other types of information and create the illusion of the user's entry and presence in a stereoscopically presented virtual space, the user's movement relative to the objects of this space in real time.

Systems of "virtual reality" provide direct "immediate" contact of a person with the environment. In the most advanced of them, a teacher or student can touch an object that exists only in the computer's memory by putting on a glove stuffed with sensors. In other cases, you can "turn" the object depicted on the screen and view it from the back. The user can "step" into the virtual space armed with "information suit", "information glove", "information glasses" (monitor glasses) and other devices.

The use of such multimedia tools in the education system changes the mechanism of perception and comprehension of the information received by the user. When working with "virtual reality" systems in education, there is a qualitative change in the perception of information. In this case, perception is carried out not only with the help of sight and hearing, but also with the help of touch and even smell. There are prerequisites for the implementation of the didactic principle of visualization of learning at a fundamentally new level.

It is promising to use this multimedia technology in education for the development of spatial representations, for organizing training of specialists in conditions as close as possible to reality.

Understanding the information provided by "virtual reality" systems can be not only theoretical, but also practical, namely: visual-figurative or visual-effective. Practical thinking requires less effort compared to theoretical thinking, the perception of figurative information, as a rule, is easier than the perception of symbolic information. Therefore, multimedia tools built using virtual reality technology are able to provide a better understanding and assimilation of educational material in the learning process. However, it is important to understand that the higher the level of virtual reality systems, the more work should be invested in their creation, the more perfect the technical means of informatization available to teachers and schoolchildren should be.

1.3. Advantages and disadvantages of using multimedia in teaching schoolchildren

Multimedia technologies every day more and more penetrate into various areas of educational activity. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of schoolchildren, as well as internal factors associated with the spread of modern computer technology and software in general educational institutions, the adoption of state and interstate education informatization programs, the emergence of the necessary experience of informatization in all more school teachers. In most cases, the use of multimedia tools has a positive effect on the intensification of the work of teachers, as well as on the effectiveness of teaching students.

At the same time, any experienced school teacher will confirm that against the background of a fairly frequent positive effect from the introduction of information technologies, in many cases the use of multimedia tools does not affect the effectiveness of teaching, and in some cases such use has a negative effect. It is obvious that the solution of the problems of appropriate and justified informatization of education should be carried out comprehensively and everywhere.

Teachers should take into account two possible directions for the introduction of multimedia in the educational process. The first of these is due to the fact that such tools are included in the educational process as "supportive" tools within the traditional methods of the historically established school system. In this case, multimedia resources act as a means of intensifying the educational process, individualizing learning and partially automating the routine work of teachers related to taking into account, measuring and evaluating students' knowledge. The introduction of multimedia resources within the framework of the second direction leads to a change in the content of education, a revision of the methods and forms of organization of the educational process at school, the construction of holistic courses based on the use of the content of resources in individual academic disciplines. Knowledge, skills and abilities in this case are considered not as a goal, but as a means of developing the student's personality. The use of multimedia technologies will be justified and will lead to an increase in the effectiveness of education if such use meets the specific needs of the general secondary education system, if full-scale education without the use of appropriate informatization tools is impossible or difficult. Obviously, any teacher should get acquainted with several groups of such needs, determined both in relation to the educational process itself and in relation to other areas of activity of teachers.

The first group includes the needs associated with the formation of certain knowledge systems in schoolchildren. Such needs arise when getting acquainted with the content of several disciplines at once, when conducting classes that are interdisciplinary in nature. In addition, they arise when studying the elements of micro and macro worlds, as well as when it is necessary to study a number of concepts, theories and laws that, with traditional school education, cannot find the required experimental justification (the study of weightlessness, familiarity with the concept of infinity).

The second group of needs is determined by the need for schoolchildren to master reproductive skills. The needs of this group arise in situations related to calculations (reduction of time, verification and processing of results). Along with this, the needs of the second group arise in the development of typical skills in each discipline (determining the division value of measuring instruments in physics, compiling isomers according to the carbon skeleton in chemistry) and in the formation of general educational skills (general logical - systematization and classification, analysis and synthesis, reflexive - skills plan an experiment, collect and analyze information).

The third group of needs is determined by the need to form students' creative skills (the main sign of creativity is the novelty of the product). Such needs arise when solving optimization problems, in which one is selected from a number of possible options - the most rational from a certain point of view, when solving problems to choose the most economical solution or the most optimal variant of the process (finding the optimal solution not only mathematically, but also graphically) . The needs of this group arise when setting and solving problems to test put forward hypotheses, if necessary, developing constructive-combinatorial creative skills (using digital constructors that allow you to assemble a whole from parts, model objects and processes). In addition, this also includes needs arising from the need to model processes or a sequence of events, which allows the student to draw conclusions about the factors that influence the course of processes or events. And, finally, the third group includes the needs that arise in the course of a laboratory experiment, requiring for its implementation devices that are not available for a particular educational institution or a very long (short) period of time. At the same time, such a laboratory experiment can be carried out within the framework of pedagogical measurements and also entail the need to use appropriate information and telecommunication technologies.

The fourth group of needs is associated with the need to form certain personal qualities in schoolchildren. The needs related to the fourth group arise for the organization of modeling that creates opportunities for the moral education of students through the solution of social, environmental and other problems (analysis of the possible consequences of accidents, the consequences of the use of various technologies, which allows not only to teach students to avoid such dangers, but also to educate moral assessments their emergence in the modern world). Also, the need to use multimedia tools may arise in order to form a sense of responsibility in students in relation to other people, in relation to themselves and their own bodies.

Along with the above needs, for the justified and effective use of multimedia technologies, it is necessary to know the main positive and negative aspects of informatization of education, the use of multimedia resources. Obviously, knowledge of such aspects will help to use multimedia where it entails the greatest advantages and minimize possible negative aspects associated with the work of schoolchildren with modern informatization tools.

There are quite a lot of positive aspects of using information and telecommunication technologies in education (which, of course, includes multimedia). The main aspects are:

improvement of methods and technologies for selection and formation of the content of education,

introduction and development of new specialized academic disciplines and areas of study related to computer science and information technology,

making changes to the teaching systems for most traditional school disciplines that are not related to computer science,

improving the effectiveness of school education through its individualization and differentiation, the use of additional motivational levers,

organization of new forms of interaction in the learning process,

change in the content and nature of the activities of the student and teacher,

improvement of mechanisms for managing the system of general secondary education.

The negative aspects include the curtailment of social contacts, the reduction of social interaction and communication, individualism, the difficulty of moving from the symbolic form of representing knowledge on the pages of a textbook or display screen to a system of practical actions that have a logic different from the logic of organizing a system of signs. In the case of the widespread use of multimedia technologies, teachers and students become unable to use the large amount of information that modern multimedia and telecommunications provide. Complex ways of presenting information distract students from the material being studied.

It should be remembered that if a student is simultaneously shown information of different types, he is distracted from some types of information in order to keep track of others, skipping important information, and the use of informatization tools often deprives students of the opportunity to conduct real experiments with their own hands.

Individualization limits the live communication of teachers and students, students among themselves, offering them communication in the form of a "dialogue with a computer". The trainee does not receive sufficient practice of dialogic communication, the formation and formulation of thoughts in a professional language.

Finally, excessive and unjustified use of computer technology has a negative impact on the health of all participants in the educational process.

The listed problems and contradictions indicate that the use of multimedia tools in school education on the principle of "the more the better" cannot lead to a real increase in the efficiency of the general secondary education system. The use of multimedia resources requires a balanced and clearly reasoned approach.

CONCLUSION

In our course work, the goal was not to highlight all the problems related to the creation and use of multimedia technologies in general secondary education. Moreover, much in this area of informatization of education still remains unexplored or completely unsettled.

At the same time, I tried, as a future computer science teacher, to get an idea of the main elements of the existing regulatory framework and the features of the creation and application of multimedia technologies in general secondary education, since the literature and Internet resources on this topic contain a classified system of requirements for the quality of resources, a classified system recommendations for the creation, testing and examination of multimedia technologies, recommendations aimed at improving the efficiency of the educational process using multimedia resources and technologies.

Every year the educational segment of global telecommunication networks develops. It contains more and more multimedia resources aimed at application in general secondary education. The greatest efficiency of the educational process when using multimedia technologies is achieved if such technologies comply with the system of requirements described in the course work.

LITERATURE

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The introduction of multimedia technologies in educational processes is one of the key points in the informatization of education. Currently, multimedia technologies are one of the most dynamically developing and promising areas of information technology.

The relevance of the use of multimedia technologies in the educational process is due to the fact that at the present stage of our social development, society is informatized and the global computer network Internet is widespread.

Computer technology today has become an integral part of the lives of many students. They often perceive them with much more interest than an ordinary school textbook.

The use of information technology gives a greater degree of assimilation of the material by students.

Interactivity is a very important component of multimedia. People only remember 20% of what they see and 30% of what they hear. They also remember 50% of what they see and hear, and as much as 80% of what they see, hear, and do at the same time.

The main goals of using multimedia are the transition from knowledge-based pedagogy to competence-based pedagogy, the development of students' creative abilities through interactivity, which opens up huge cognitive abilities for students.

Knowledge in modern society is increasingly becoming a commodity and, like any commodity, requires good packaging and appropriate methods of distribution.

Computerized learning based on multimedia technology cannot replace a human teacher, but it can complement and improve the activities of a teacher, especially in those areas in which independence and creative thinking are developed.

The informatization of modern society, the introduction of information technologies into the education system entails a rethinking of the learning process. Mankind has entered the 21st century at a new stage in its development - the stage of the information society. Modern information technologies make it possible to qualitatively change approaches to learning, ensuring the development of communicative, creative and professional knowledge of students, their needs for self-education and self-development.

With the traditional method of teaching with step-by-step explanations and comments at the board of the actions performed, the learning process loses visibility, and it is not always possible to activate students' activities during the lesson. There is a need to develop new teaching methods and technologies, which are based on the use of information and, in particular, multimedia technologies. Multimedia teaching aids, reflecting the principles of visibility and accessibility, have a complex effect on the student, allow intensifying the learning process.

It should be noted that one of the conditions for the introduction of multimedia technologies in the learning process is the availability of specially equipped classrooms with a multimedia projector, computer, screen.

In teaching students during lectures and practical classes, information technologies are used, which open up wide opportunities for presenting material with a variety of multimedia resources, such as drawings, visual models, presentation of graphic information, which are useful in explaining individual fragments of the topic.

The use of multimedia technologies in the educational process increases the motivation to study the subject, because a new form of presentation of the material is used for students; increases the effectiveness of the perception of the topics studied, which invariably makes learning more effective in general; contributes to better assimilation and better memorization of educational material.

Multimedia technologies are most often used in teaching in the following areas:

Interactive board;

Interactive polling system;

Various educational programs;

multimedia screen;

Network educational programs;

Simulation technologies;

diagnostic complexes.

When using an interactive whiteboard, a regular lesson becomes more effective, the dynamism of the lesson increases, the possibility of video action and video interaction opens up, for example, the possibility of quickly obtaining information from updated websites of car manufacturers via the Internet. In other words, the teacher, using minimal effort on his part, can constantly be in the information field of any industry. Another advantage of the interactive whiteboard is the ability to wirelessly interact with a computer, thanks to the Bluetooth function, the information entered using the interactive whiteboard is stored in the computer's memory. The same functions can be performed by interactive tablets installed in other classrooms. Videoconferencing conducted using an interactive whiteboard allows you to exchange information entered from different computers in real time, regardless of the location of the participants.

Often, teachers use an interactive survey system, consisting of wireless remotes located on each student's desk, which allows for instant monitoring of students' mastery of the studied material. The possibilities of the system are diverse:

* general survey;

¾ a motivational speed survey that registers only the first student who answers correctly.

ѕ determination of the person wishing to answer the question posed during an oral survey. This avoids students' choral responses.

The system allows you to keep all the journals of all students. The teacher knows which topic, which student did not understand well. There is the possibility of a differentiated check of the level of assimilation 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 all students of the group receive an objective assessment.

Classrooms can be equipped with computer information technology, a scanner, a printer, a digital camera and a video camera that allow you to transfer information from periodicals, rare scientific literature to information that is convenient for teachers and students, this allows you not to wait until textbooks and posters on novelties are released. automotive industry.

The use of information technology allows you to transfer images of small and new car parts to an information catalog of documents, which makes it possible to use them later in the educational process.

Or what is even more productive is the recording of the dynamic principle of operation of any vehicle unit or the procedure for performing technological processes of car maintenance and repair. With the help of a computer, the information received is classified according to the topics of the curriculum, constantly replenished.

A video projector allows you to reproduce this information. There is no comparison with the demonstration of a small natural sample, let alone an educational poster.

E-mail is often used by teachers as a method of communication.

If the teacher has his own email address, which is known to all students, then they can contact him and ask questions, for example, when preparing for an exam.

E-mail is also used as a source of information. For example, by subscribing to free electronic journals, a teacher can receive bright, fresh, selected materials from the world of news on a subject of interest to his e-mail, without wasting time and long searches.

Also, in many educational systems, systems are being introduced, thanks to which students receive their individual e-mail address upon admission, which reflects the current state of academic performance.

Various electronic textbooks are used in the educational process

The use of electronic textbooks in the classroom and after school hours allows you to:

- to achieve the optimal pace of work of students, that is, an individual approach;

* students become the subject of learning, as the program requires them to actively manage;

ѕ the dialogue with the program acquires the character of an accounting game, which in most students causes an increase in motivation for learning activities;

ѕ mitigate or eliminate the contradiction between the growing volumes of information and the routine ways of its transmission, storage and processing.

Each student enters the program under his own name. And from the list of topics of the training program, you can choose a theoretical minimum, practical tasks, self-control and computer control.

Educational programs, being a multimedia aid, allow increasing the degree of independence of students, the teacher only coordinates the actions of the student. If necessary, the student can go back to a topic that is incomprehensible to him.

The increased interest in multimedia technologies, the introduction of such technologies in education has led to the fact that many teachers master the tools for creating multimedia content and educational multimedia products. Note that teachers are often not programmers. It was all this that led to the emergence of a new class of programs that allow you to develop multimedia products, and not focused on programmers.

Summarizing the above, we can draw the following conclusions about the use of multimedia technologies.

Increases students' motivation for learning activities.

Subjects of special disciplines are one of the fundamental in obtaining knowledge in the profession. Therefore, the quality of knowledge a student acquires will depend on his qualifications.

The use of test technologies allows for intermediate and final certification. The purpose of testing is self-diagnosis, checking the assimilation of new material, the basic level. Interactive testing is more attractive to students than blank ones, they see the result immediately. This leads to the preservation of the child's psyche, so he sees not the subjective assessment of the teacher with which he does not always agree, but the objective assessment of the computer, with which it is difficult to disagree.

Using the printed results of the survey, the teacher knows which question, which student answered poorly. The teacher can make corrections in his lesson. There is the possibility of differentiation in checking the level of assimilation of the material and the individual approach to each student. This makes it possible to judge the effectiveness of the methods used by teachers. The purpose of the survey is not only to test knowledge, but also to deepen, expand, generalize them. Make students think, generalize, draw conclusions. Testing knowledge with the help of test information technologies develops the mental abilities of students, activates their thinking.

Another advantage of using multimedia is that students gain additional knowledge on their own.

Multimedia is a complex of hardware and software that allows the user to work with heterogeneous data organized as a single information environment. Computer technology today has become an integral part of the lives of many students. They often perceive them with much more interest than an ordinary school textbook.

Currently, in Russian schools you can find: * means for recording and reproducing sound (electrophones, tape recorders, CD players),

* systems and means of telephone, telegraph and radio communication (telephones, facsimile machines, teletypes, telephone exchanges, radio communication systems),
* systems and means of television, radio broadcasting (television and radio receivers, educational television and radio, DVD players),
* optical and projection film and photographic equipment (cameras, film cameras, overhead projectors, film projectors),
* printing, copying, duplicating and other equipment intended for documenting and reproduction of information (printers, copiers),
* computer tools that provide the possibility of electronic representation, processing and storage of information (computers, printers, scanners, plotters),
* telecommunication systems that ensure the transmission of information via communication channels (modems, networks of wired, satellite, fiber optic, radio relay and other types of communication channels intended for information transmission). Technical means make it possible to bring into educational activity the possibility of operating with information of various types, such as sound, text, photo and video images.

Types of multimedia technologies:

Interactive board;

Interactive polling system;

Various educational programs;

multimedia screen;

Network educational programs;

Simulation technologies;

diagnostic complexes.

When using an interactive whiteboard, a regular lesson becomes more effective, the dynamism of the lesson increases. In other words, the teacher, using minimal effort on his part, can constantly be in the information field of any industry. This is a modern multimedia tool that, having all the qualities of a traditional school board, has more opportunities for graphic commenting on screen images; allows you to control and monitor the work of all students in the class at the same time; The interactive whiteboard allows you to save time in the lesson when creating various kinds of drawings, diagrams, diagrams, graphs, as it has a large number of tools for constructing geometric shapes. Another feature of the interactive whiteboard is the ability to save the information recorded on it in the video format. For example, you can fix the solution of the problem in such a way that later you can view not the static end result, but the process of solving the problem from beginning to end, and at any speed.

The interactive survey system consists of wireless remotes located at each student's desk, which allows for instant monitoring of students' mastery of the studied material. The possibilities of the system are diverse:

- general survey;
- a motivational survey for speed, registering only the first student who answered correctly.
- Determining who wants to answer the question posed during an oral survey. This avoids students' choral responses.

The system allows you to keep all the logs of all students. The teacher knows which topic, which student did not understand well. There is the possibility of differentiation in checking the level of assimilation of the material and the individual approach to each student. Thus, the survey becomes more lively and in a short period of time all students of the group receive an objective assessment.

The use of electronic textbooks in the classroom and after school hours allows you to:

achieve the optimal pace of work of students, that is, an individual approach;

students become the subject of learning, as the program requires them to actively manage;

dialogue with the program takes on the character of an accounting game, which in most students causes an increase in motivation for learning activities;

mitigate or eliminate the contradiction between the growing volumes of information and the routine ways of its transmission, storage and processing.

Multimedia contributes to:

1. Stimulation of the cognitive aspects of learning, such as the perception and awareness of information;
2. Increasing the motivation of schoolchildren to study;
3. Development of teamwork skills and collective cognition among trainees;
4. The development of a deeper approach to learning in students, and, therefore, entails the formation of a deeper understanding of the material being studied.

In addition, the advantages of using multimedia in general secondary education include: * simultaneous use of several channels of perception of the student in the learning process, due to which the integration of information delivered by several different senses is achieved;

* the ability to simulate complex, expensive or dangerous real experiments, which are difficult or impossible to conduct at school;
* visualization of abstract information due to the dynamic representation of processes;
* visualization of objects and processes of micro- and macrocosms;
* the opportunity to develop the cognitive structures and interpretations of students, framing the material being studied in a broad educational, social, historical context, and linking the educational material with the interpretation of students.

Multimedia tools can be used to improve the learning process, both in specific subject areas and in disciplines that are at the intersection of several subject areas of school education.

In most cases, the use of multimedia tools has a positive effect on the intensification of the work of teachers, as well as on the effectiveness of teaching students.

Along with the above needs, for the justified and effective use of multimedia technologies, it is necessary to know the main positive and negative aspects of informatization of education and the use of multimedia resources. Obviously, knowledge of such aspects will help to use multimedia where it entails the greatest advantages and minimize possible negative aspects associated with the work of schoolchildren with modern informatization tools.

There are quite a lot of positive aspects of using information and telecommunication technologies in education (which, of course, includes multimedia). The main aspects are:

Improving the methods and technologies for the selection and formation of the content of education,
introduction and development of new specialized academic disciplines and areas of study related to computer science and information technology,
introduction of changes in the teaching systems for most traditional school disciplines that are not related to computer science,
Improving the effectiveness of teaching at school due to its individualization and differentiation, the use of additional motivational levers,
organization of new forms of interaction in the learning process,
change in the content and nature of the activities of the student and teacher,
· Improving the mechanisms for managing the system of general secondary education.

Finally, excessive and unjustified use of computer technology has a negative impact on the health of all participants in the educational process.

The experience of using multimedia technologies in the educational process of a higher educational institution is analyzed. The essence of the concept of "multimedia technologies" is briefly considered. Some features of studying at a university are revealed: the study of large volumes of scientific information, a significant proportion of independent work of students, a combination of educational and research activities of students, professional orientation of education, a large proportion of control. The above features actualize the use of multimedia technologies in the educational process of a higher educational institution. A detailed description of the multimedia didactic complex developed by the author of the article in the discipline "Economics" for full-time students is presented. This complex includes lecture presentations with animation elements, control tests, interactive books, game simulators. The experience of using this complex gives grounds to assert the positive impact of such learning technologies on the results of the educational process at the university.

multimedia technologies

educational process

features of education in a higher educational institution

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2. Bubnov G.G. Higher professional education in the coordinates of globalization / G.G. Bubnov, N.G. Malyshev, E.V. Pluzhnik, V.I. Soldatkin // Electronic journal Cloud of Science. - 2013. - No. 1. URL: https://cloudofscience.ru/sites/default/files/pdf/CoS_2013_1.pdf (date of access: 04/07/17).

3. Krasilnikova V.A. The use of information and communication technologies in education: study guide / V.A. Krasilnikov; Orenburg state. un-t. - 2nd ed. revised and additional - Orenburg: OGU, 2012. - 291 p.

4. Savelyev A. Ya. Higher education: Status and problems of development / A. Ya. Saveliev. - M.: NII VO, 2001. - 120 p.

5. Starikov D.A. On the concept of multimedia technology and their use in the educational process / D.A. Starikov // Scientific research in education: pedagogy, psychology, economics. - 2011. - No. 2. - P. 53-55.

Currently, one of the promising areas for improving the educational process is the use of multimedia technologies. An analysis of the literature on research issues indicates a variety of different definitions of the concept of "multimedia". It seems appropriate in the context of our research to adhere to the following definition of multimedia - it is "a modern computer information technology that allows you to combine text, sound, video, graphics and animation (animation) in a computer system" . This definition is largely "technocratic" in nature. If we turn to the didactic aspects of the phenomenon under consideration, it is appropriate to recall that learning technologies, which are part of social technologies, are understood as “a way to implement the learning content provided for by the curriculum, representing a system of forms, methods and means of learning that ensures the most effective achievement of the goals” .

Computer technologies have occupied a special place among modern teaching technologies in recent decades. It is legitimate to position multimedia learning technologies as a new stage in the development of computer learning technologies, since they are based on the learning capabilities of a computer and involve the use of modern programming technologies. In the framework of this study, we define multimedia learning technologies as multi-environment learning technologies that allow you to effectively design and implement the content, methods and forms of learning to achieve the goals of the educational process, involving the use of multimedia hardware and software and interactive software.

The relevance of introducing multimedia technologies into the learning process is due to a number of advantages that the use of these tools allows to obtain: stimulating the cognitive interest of students, the integrated use of audio and visual effects in the learning process, increasing the level of individualization of learning, increasing the information capacity of classes without compromising the quality of learning, involvement more channels of perception of educational information.

Features of the educational process in a higher educational institution, which significantly distinguish it from a school one, determine the demand for multimedia technologies in almost all disciplines studied. Let's consider these features in more detail.

The educational process at the university is characterized by the study of large volumes of scientific information, which is a necessary condition for the training of competent specialists. The student is faced with the task of not only mastering the educational material, but also the analytical study of significant amounts of information, since among the types of activities formed by future specialists, a significant place is occupied by research, which involves working with large amounts of information.

In the educational process, independent work of students plays a special role. The modern educational paradigm considers the ability to self-education as a priority symbol of learning, which involves the formation of skills and abilities of independent search for knowledge, their independent acquisition. A modern university graduate, who must become a competitive specialist in demand on the labor market, able to effectively solve non-standard professional tasks, is unthinkable without these skills. In this regard, the university should create the necessary psychological and didactic conditions in which a gradual transition would be made from the independent work of the student under the guidance of a teacher to the actual independent work. The formation of the skills and abilities of independent work, of course, should occur simultaneously with the mastery of professional knowledge, the development of cognitive interest, the mastery of the techniques and methods of scientific knowledge.

The specifics of the educational process at the university can also include a combination of training with research activities. The preparation of a competent specialist capable of self-development, to participate in innovative activities, is impossible using only reproductive teaching methods, which involve the elementary transfer of ready-made knowledge to students and the reproduction of the information received by them. It is required to reduce the share of passive consumption of knowledge and increase the degree of students' activity in the independent creative search for new knowledge, discoveries, non-standard solutions to problems. Gradually, the student's independence should increase in the competent formulation of the research problem, vision and analysis of possible ways to solve it, competent search for the most rational way to achieve the research goal, critical and objective assessment of the results of the research work performed.

The need to bring the content and organization of the learning process as close as possible to the upcoming professional activity determines the pronounced professional orientation of the educational process in a higher educational institution. The specified feature of training is manifested in the specifics of the pedagogical means used, which allow not only to form the necessary professional competencies, but also a value attitude to the future profession, a steady interest in the chosen type of activity, personal qualities that are in demand in this profession. Among these means, one should indicate active teaching methods (business games, case solving, project method, simulation method, etc.), various types of practice (introductory, educational, industrial, undergraduate), stimulation of various areas and forms of research , creative, independent work of students. The professional orientation of the learning process, in turn, contributes to the development of the professional orientation of the future specialist. Being a complex motivational formation, reflecting in general the attitude of a person to professional activity, the professional orientation of a student's personality largely determines the success of achieving the goals of education at a university.

In a number of didactic means used in the process of teaching at a higher educational institution, control occupies a large proportion. The value of control increases due to the reduction in the share of classroom studies in parallel with the increase in independent work of students. The role of the teacher in this situation is undergoing a transformation: in the conditions of huge information flows, he ceases to be only a source, carrier and distributor of knowledge, fulfilling to a greater extent the role of a leader, the subject of managing the cognitive activity of students, which necessarily involves the implementation of the functions of monitoring the process and learning outcomes. It seems important to develop students' abilities for self-control, the ability to independently evaluate and correct their learning process in a timely manner, which is an important component of young people's readiness for constant self-education. Without considering deeply enough the didactic foundations of the educational process control procedure, we note only the importance of its motivational and diagnostic functions. In other words, control should not only allow obtaining the necessary information for an objective assessment of learning outcomes, identify gaps in the preparation of students for timely correction, but also stimulate cognitive interest, the need for systematic work, self-control, student activity. Therefore, it is necessary to apply such methods and forms of control of the process and results of training at the university, which would really allow achieving these goals.

The above features of the educational process at the university explain to a large extent the relevance of the use of multimedia technologies. The use of these technologies creates the conditions for the transition from a passive to a truly active version of the organization of the learning process, in which the student becomes an active subject of educational activity, interested in achieving the goals of professional education. The possibility of interactive interaction, a high degree of implementation of the principle of visibility, the rationalization of the use of study time, the expansion of the visualization of complex educational material, a wide range of areas of influence on the process and content of education, and much more, of course, are the advantages of multimedia technologies, the use of which can significantly increase the efficiency of the educational process. .

In order to improve the learning process, we have developed a multimedia didactic complex in the discipline "Economics", intended for students of technical specialties and areas of full-time education. The didactic complex includes presentations of lectures with control tests, interactive books on each topic and training simulators (exercises in a game form). Lecture and book presentations were made in PowerPoint using iSpringSuit e-resource creation software.

The presentations were created using animation elements, which made it much easier for students to understand the graphical interpretation of economic patterns, and made it possible to focus on the key points of the lecture content. This option provides an opportunity to visually build before the audience a chronological sequence of events describing certain economic phenomena, and contributes to their more successful memorization. The possibilities of multimedia made it possible to include video clips in the content of some presentations illustrating certain economic laws and principles, which, of course, has a positive effect on the processes of perception, attention, and memorization. The system of hyperlinks used in the development of presentations creates convenient conditions for users to find the necessary information placed on different slides.

The capabilities of this program made it possible to accompany each lecture presentation with a control test of the appropriate content, which students had to complete within a strictly limited time frame set by the teacher. In our program, three days were allocated for this after the lecture. This option allows you to discipline the work of students, motivating them to repeat lecture material until it is forgotten. As part of the rating system for evaluating learning outcomes, it is possible to provide for penalty points for late completion of a given task, or a decrease in a score for work.

When performing tests, the student has the opportunity to repeatedly refer to the content of the presentation, updating the educational material in memory. Since during testing, the priority task facing us was to consolidate the material covered, and the secondary task was to control assimilation, the students were given the opportunity to complete test tasks an unlimited number of times. If the purpose of testing is to evaluate learning outcomes, then the program allows the teacher to significantly limit the time for completing test tasks and the number of attempts to answer questions.

At the same time, this program provides an opportunity to quickly evaluate the work of students: after completing the tests, the results are automatically sent to the e-mail of the teacher (we chose this notification option from the list of possible ones), which has the opportunity to see a detailed report on the student's work - the time the test was taken, the number of attempts to answer each test question, the mistakes made in testing. Such information allows not only to quickly evaluate the work of the teacher and student, but most importantly, to make the necessary adjustments to the content of the classes, including practical and seminars that follow the lectures. The teacher can determine which issues it is advisable to dwell on in more detail, which points in the training material require additional explanation and analysis, with which of the students and which issues should be considered more carefully.

The content of any discipline always contains topics provided for self-study by students; lectures in the classroom on such topics are not read, and students are forced to independently look for the literature recommended by the teacher, study it and report on the work done. In order to control the assimilation of such material, we also developed and offered students presentations with control tests. The time to complete these tests was determined to be much longer, and the number of attempts to answer questions was reduced, which was due to the goals of testing self-studied material.

For a wider and more detailed acquaintance of students with educational material, in addition to presentations, we have developed interactive books, also made in the iSpringSuit program. The book, compiled for each topic of the course, contains a more detailed and complete structured presentation of the educational material, questions for reflection, interesting facts, illustrative material. With the help of the symbols used in the book, students' attention is focused on the most important points, provisions, laws. Each book is accompanied by a glossary, which contributes to the systematization of the material, as well as a list of literature recommended for additional reading. All this in combination with animation elements to a certain extent increases the interest of students in the study of the discipline. Since the book is made in electronic form, it is possible for the teacher to constantly and quickly make the necessary adjustments to the content of the educational material, updating it for students of a particular group.

Due to the fact that both the developed books and presentations are always available to students for viewing in the process of studying the course, there was no need to make any notes or outline the educational material at the lectures. The experience of conducting lectures in this mode shows that the classes are more interesting, students listen to the teacher more actively, time is freed up for discussion questions, the perception of the material by students becomes more meaningful. An indicator of this is a sufficient number of questions indicating a deeper understanding of the information heard.

In addition to the above, the didactic complex also includes a number of game simulators created and posted on the LearningApps website. Access to this site allows not only to develop author's tasks in a playful way, using ready-made shells, but also to use ready-made methodological materials of other authors. The options for using this resource are quite diverse: students can be given the task to develop their own game exercises based on the studied educational material, followed by the implementation and evaluation of a similar exercise created by another student of the academic group.

The application of the developed multimedia didactic complex was carried out in the following way: at lectures, students listened to educational material with parallel viewing of presentations; after each lecture for three days, the student had to carefully review the presentation again and complete the control test placed at the end of the presentation. In the process of performing the test, the student had the opportunity to use an interactive book in which the training material is detailed. Having received the test results, the teacher knew more precisely about the insufficiently mastered questions of the topic, which made it possible to make the necessary adjustments to the content of the seminar (practical) lesson following the lecture. After each seminar (practical) lesson, students also had to complete a control test, but at a higher level of complexity. In addition to the test, students were asked to complete exercises of a game nature by clicking on the link to the LearningApps website. Since the rating system of assessment was used in the learning process, all students were interested in completing the full list of tasks.

Assessing the work done, it should be noted that the use of multimedia technologies in the process of teaching students has a great educational potential, allowing them to solve actual pedagogical problems: it stimulates the cognitive activity of students, contributes to a stronger assimilation of the necessary information, and instills discipline and responsibility in students. These technologies provide a lot of opportunities to make complex educational material more accessible for understanding and memorization. All this contributes to the development of the intellectual, creative potential of the student's personality, stimulates the development of critical, analytical thinking, accustoms to work with different sources of information, forms the skills of self-acquisition of knowledge.

A survey of students - direct participants in the learning process using multimedia technologies - showed that they generally positively evaluate these learning technologies, noting that the classes themselves and preparation for them are more interesting, difficult-to-understand material becomes more accessible.

At the same time, it is impossible not to note a number of points that need to be taken into account and considered before using these learning technologies. The development of a multimedia didactic complex is quite time-consuming, requiring from the teacher not only a certain amount of time, but also a sufficient level of computer literacy. The advantage of this work is the fact that the created didactic complex in electronic form can be quickly changed for students of different areas of training and different forms of education. It seems especially appropriate to use such a didactic complex for correspondence and distance learning of students.

Another significant point in the application of the described technologies is a clear understanding of the boundaries of the application of multimedia technologies. It is very important to prevent the learning process from turning into pure entertainment, we must not forget that learning should be effective, not spectacular. Excessive use of multimedia technologies can increase the psycho-emotional burden on students, and thereby reduce the effectiveness of learning.

Thus, multimedia technologies really help to increase the efficiency of the learning process in higher educational institutions, integrate a powerful educational potential, and provide a favorable environment for the formation of the competencies necessary for future specialists.

Bibliographic link

Bondarenko O.V. APPLICATION OF MULTIMEDIA TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTION // Modern problems of science and education. - 2017. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=26397 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Introduction……..…………...………………………………………..………………4

1. Basics of multimedia……...……..……………………..……………………...5

1.1 Information………………..…………………………………………...5

1.2 The concept of multimedia………………………………………………….…7

1.4 Advantages and disadvantages of using multimedia in teaching students……………………………………………..……………11

2. Hardware and software multimedia ..………………….......13

2.1 Hardware and software used in the college…………………………………………………………… ...…… 13

2.3 Possibilities of multimedia equipment of the educational process.

Introduction

The use of multimedia teaching aids today is relevant, but at the same time problematic. Relevant - because multimedia technologies (creation, processing, storage and joint visualization using a computer of text, graphics, audio and video information in digital format) are one of the advanced achievements in the field of education. Problematic - because there is no single scientific and methodological approach and support in this area, therefore, this negatively affects the quality of the use of multimedia teaching aids.

At present, sufficient experience has been accumulated in the use of multimedia tools in the educational complex, on the basis of which a significant contradiction is revealed:

Creating full-fledged programs that use multimedia tools requires a fairly high level of knowledge and experience, and, therefore, only a specialist - a programmer can do it;

The majority of teachers, who could benefit from the use of multimedia technologies in teaching practice, do not have special knowledge and skills in the field of programming.

One of the consequences of this contradiction is that a teacher who is able to give a full-fledged content of his course cannot bring his ideas to the stage of a usable software product. And the reverse situation, it is not difficult for a professional programmer to create a high-class “shell”, but it is not always possible to fill it with content that is successful for use and meets pedagogical requirements.

One of the ways to solve this problem is the independent development by the teacher of the necessary software for educational purposes, while possessing the skills of a competent PC user.

1. MULTIMEDIA BASICS

1.1 Information

Many teachers first encounter the concept of multimedia when they have at their disposal a computer equipped with special equipment that allows them to work with a wide variety of information, such as text, sound, still and moving images.

Indeed, in hardware, means are distinguished in a special way, a characteristic feature of which is the ability to process and present information of various types, which are relatively new from the point of view of the development of computer technology. In recent years, among such funds, called multimedia, were assigned devices for recording and reproducing sound, photo and video images.

The specifics of multimedia means cannot be understood without knowledge of the types (types) of information and ways of its presentation. Let us dwell only on the main aspects of the classification of information that are significant for the study of multimedia technologies.

Term information goes back to the Latin informatio - explanation, exposition. Initially, this word had a meaning corresponding to "information transmitted by some people to other people, orally, in writing or in another way, as well as the process of transmitting or receiving this information."

All information on the types of perception can be divided into three main groups:

1. Information perceived by human vision, the so-called visual or visual information, including text, graphics and drawings, photographs, cartoons, videos.

2. Information perceived by the human hearing aid, the so-called sound information, including arbitrary noises, musical works, speech.

3. Information perceived by the human sensory system, the so-called sensory or tactile information when working with the help of special technical means.

All of the listed types of information can be classified according to other criteria. One of them is the way a person perceives information. In this regard, all information received by students can be divided into associative and direct.

Associative Information- this is information, the perception of which is based on associations that arise in a person under the influence of previously learned information.

Direct Information directly conveys important, including from the point of view of learning goals, properties of objects. This type of information can include photographs, videos, arbitrary sound, called noise in science.

One of the essential distinguishing features of multimedia is the ability to present and process direct information.

The concept of multimedia and multimedia tools, on the one hand, is closely related to computer processing and presentation of various types of information, and, on the other hand, underlies the functioning of informatization tools that significantly affect the effectiveness of education. The presence and introduction of multimedia tools in the field of education contributes to the emergence of appropriate computer software and their content, the development of new teaching methods and informatization technologies for the professional activities of teachers.

For example, the appearance and penetration into the education system of multimedia tools that allow storing, processing and playing videos has led to the creation of computer programs used in education and containing fragments of videos shown to students. This, in turn, gave rise to new methodological scenarios for conducting training sessions, in which students, working with a computer, devote part of their study time to watching video clips that are important from the point of view of learning goals. It is obvious that the video materials themselves used in education have changed qualitatively, also due to the use of appropriate multimedia tools.

Multimedia and the technologies included in this concept are closely related to information processes occurring in nature, society and technology. The fact is that any human activity is a process of collecting and processing information, making decisions based on it and implementing them. Information is contained in human speech, texts of books, magazines, newspapers, radio and television messages, instrument readings, etc. A person perceives information with the help of the senses, stores and processes it with the help of the brain and central nervous system. The process of solving a mathematical problem in the mind, the process of translating text from one language to another - all this is information processing. All such actions and processes can be combined under the general name - information processes.

information process is a set of sequential actions performed on information in order to obtain a result. Among all information processes, the most common ones can be distinguished. These include the transmission, storage and processing of information.

The information received by the consumer always comes from some source. In this case, one speaks of transfer information. Information is transmitted over a transmission channel, going from the source to the receiver. Channel transmission is a medium that delivers information. Information is transmitted as a sequence signals, constituting the information message.

Information processing is the process of transforming existing information. The transformation of information may be associated with a change in its content or form of presentation. In the latter case, one speaks of encoding information. For example, information processing may include encryption of information or translation of texts into another language.

Information cannot exist without its carrier. Carrier information is an environment that directly stores information. "carrier" means " to carry", that is, to contain rather than carry information.

In order to be able to reuse information in the future, so-called external(in relation to human memory) information carriers. Examples of such media include notebooks, reference books, classroom journals filled in by the teacher, magnetic recordings, paintings, photo and film documents, etc. Extracting information from external media often takes a lot of time and requires additional funds. For example, in order to get the information contained on a CD, you need a computer, an audio or video player.

All these information processes and technologies are fully extended to the concept of multimedia.

1.2 The concept of multimedia

Any language that people use to communicate contains a lot of words that have different meanings. The meaning of such words is determined from the context of their use in speech. The word "multimedia" also has several different meanings at once.

Multimedia- This:

A technology that describes the procedure for the development, operation and use of information processing tools of various types;

An information resource created on the basis of technologies for processing and presenting information of various types;

Computer hardware that makes it possible to work with information of various types;

A special generalizing type of information that combines both traditional static visual (text, graphics) and dynamic information of various types (speech, music, video clips, animation, etc.).

The advent of multimedia systems has revolutionized many areas of human activity.

One of the widest areas of application of multimedia technology has been in the field of education, since multimedia-based informatization tools can, in some cases, significantly increase the effectiveness of learning.

Multimedia tools and technologies increase students' motivation for learning through the use of modern methods of processing audiovisual information, such as:

- "manipulation" (overlay, movement) of visual information;

Contamination (mixing) of various audiovisual information;

Implementation of animation effects;

Deformation of visual information (increasing or decreasing a certain linear parameter, stretching or compressing an image);

Discrete presentation of audiovisual information;

Multi-window representation of audiovisual information on one screen with the ability to activate any part of the screen (for example, in one "window" - a video film, in another - text);

Demonstration of real processes, events in real time (video film).

There are several concepts related to multimedia and the use of appropriate informatization tools in education. In particular, when using multimedia tools in teaching students, the role of illustrations increases significantly.

Illustration is also an ambiguous term. There are two main interpretations of this term.

Illustration (illustration)- This:

Introduction to the text of explanatory or supplementary information of another type (image and sound),

Give examples (possibly without the use of other types of information) for a clear and convincing explanation.

At present, game situational simulators and multimedia training systems have been developed that allow organizing the educational process using new teaching methods.

1.3 Multimedia in secondary vocational education

Due to this, the majority of teachers can use multimedia as the basis of their educational informatization activities.

Informatization of education is an area of scientific and practical human activity aimed at the use of technologies and means of collecting, storing, processing and disseminating information, which ensures the systematization of existing and the formation of new knowledge in the field of education in order to achieve the psychological and pedagogical goals of education.

Let's take a closer look at the properties of multimedia.

interactivity means of informatization of education means that users, students and teachers, are given the opportunity to actively interact with these tools. Interactivity means the presence of conditions for an educational dialogue, one of the participants of which is the means of informatization of education.

Providing interactivity is one of the most significant benefits of multimedia tools. Interactivity allows, within certain limits, to control the presentation of information: students can individually change settings, study the results, and also respond to program requests about specific user preferences. Students can set the feed rate, the number of repetitions and other parameters that meet individual educational needs. This allows us to conclude about flexibility multimedia technologies.

Multimedia technologies allow meaningful and harmonious integrate many types of information. This allows the computer to present information in various forms, such as:

The expediency of using multimedia in education can be illustrated by many examples.

Example 1 As a rule, presentations accompanied by beautiful images or animations are visually more appealing than static text, and they can maintain an emotional level that complements the material being presented, contributing to increased learning.

Example 2 The use of multimedia allows students to demonstrate a number of experiments in physics, which cannot be performed under stationary conditions.

Example 3 With the help of multimedia, you can "move in space" and show students the museum exhibits or archeological monuments studied in the course of history, cultural studies, without leaving the classroom.

The use of high-quality multimedia tools allows students to become active participants in the educational process, which in turn becomes flexible in relation to social and cultural differences between students, their individual styles and pace of learning, and their interests.

Multimedia contributes to:

Stimulation of the cognitive aspects of learning, such as the perception and awareness of information;

Increasing the motivation of students to study;

Development of teamwork skills and collective cognition among students;

The development of a deeper approach to learning in students, and, therefore, entails the formation of a deeper understanding of the material being studied.

In addition, the advantages of using multimedia in higher professional education include:

Simultaneous use of several channels of perception of the student in the learning process, due to which the integration of information delivered by several different senses is achieved;

The ability to simulate complex, expensive or dangerous real experiments, which are difficult or impossible to conduct at the institute;

Visualization of abstract information through dynamic representation of processes;

Visualization of objects and processes of micro- and macroworlds;

The opportunity to develop cognitive structures and interpretations of students, framing the material being studied in a broad educational, social, historical context, and linking the educational material with the interpretation of students.

1.4 Advantages and disadvantages

use of multimedia in teaching students

In most cases, the use of multimedia tools has a positive effect on the intensification of the work of teachers, as well as on the effectiveness of student learning.

At the same time, any experienced teacher will confirm that against the background of a fairly frequent positive effect from the introduction of information technologies, in many cases the use of multimedia tools does not affect the effectiveness of teaching, and in some cases such use has a negative effect. It is obvious that the solution of the problems of appropriate and justified informatization of education should be carried out comprehensively and everywhere.

Teachers should take into account two possible directions for the introduction of multimedia in the educational process. The first of them is connected with the fact that such means are included in the educational process as "supporting" means within the traditional methods of the historically established system of higher education. In this case, multimedia resources act as a means of intensifying the educational process, individualizing learning and partially automating the routine work of teachers related to taking into account, measuring and evaluating students' knowledge.

The introduction of multimedia resources within the framework of the second direction leads to a change in the content of education, a revision of the methods and forms of organization of the educational process at the institute, the construction of holistic courses based on the use of content content of resources in individual academic disciplines. Knowledge, skills and abilities in this case are considered not as a goal, but as a means of developing the student's personality. The use of multimedia technologies will be justified and will lead to an increase in the effectiveness of training if such use meets the specific needs of the secondary vocational education system, if full-scale training without the use of appropriate informatization tools is impossible or difficult. Obviously, any teacher should get acquainted with several groups of such needs, determined both in relation to the educational process itself and in relation to other areas of activity of teachers.

The first group includes the needs associated with the formation of certain systems of knowledge in students. Such needs arise when getting acquainted with the content of several disciplines at once, when conducting classes that are interdisciplinary in nature.

The second group of needs is determined by the need for students to master reproductive skills. The needs of this group arise in situations related to calculations (reduction of time, verification and processing of results).

The third group of needs is determined by the need to form students' creative skills (the main sign of creativity is the novelty of the resulting product). Such needs arise when solving optimization problems, in which one is selected from a number of possible options - the most rational from a certain point of view, when setting and solving problems to test put forward hypotheses, if it is necessary to develop constructive-combinatorial creative skills (using digital constructors that allow you to assemble a whole parts, model objects and processes).

The fourth group of needs is associated with the need to form certain personal qualities in students. The needs related to the fourth group arise for the organization of modeling, which creates opportunities for the moral education of students through the solution of social, environmental and other problems.

Along with the above needs, for the justified and effective use of multimedia technologies, it is necessary to know the main positive and negative aspects of informatization of education, the use of multimedia resources. Obviously, knowledge of such aspects will help to use multimedia where it entails the greatest benefits and minimize possible negative aspects associated with the work of students with modern informatization tools.

There are quite a lot of positive aspects of using information and telecommunication technologies in education (which, of course, includes multimedia). The main aspects are:

Improving the methods and technologies for the selection and formation of the content of education;

Introduction and development of new specialized academic disciplines and areas of study related to computer science and information technology;

Improving the effectiveness of training through its individualization and differentiation, the use of additional motivational levers;

Organization of new forms of interaction in the learning process;

Changing the content and nature of the student's and teacher's activities;

Improving the mechanisms for managing the system of higher professional education.

The negative aspects include the curtailment of social contacts, the reduction of social interaction and communication, individualism, the difficulty of moving from the symbolic form of representing knowledge on the pages of a textbook or display screen to a system of practical actions that have a logic different from the logic of organizing a system of signs. In the case of the widespread use of multimedia technologies, teachers and students become unable to take advantage of the large amount of information that modern multimedia and telecommunications provide. Complex ways of presenting information distract students from the material being studied.

It should be remembered that if a student is simultaneously shown information of different types, he is distracted from some types of information in order to keep track of others, missing important information, and the use of informatization tools often deprives them of the opportunity to conduct real experiments with their own hands.

Individualization limits the live communication of teachers and students, offering them communication in the form of a “dialogue with a computer”. The student does not receive sufficient practice of dialogical communication, the formation and formulation of thoughts in a professional language.

Finally, excessive and unjustified use of computer technology has a negative impact on the health of all participants in the educational process.

The listed problems and contradictions indicate that the use of multimedia tools in teaching according to the principle “the more the better” cannot lead to a real increase in the efficiency of the system of higher professional education. The use of multimedia resources requires a balanced and clearly reasoned approach.

2. HARDWARE AND SOFTWARE MEDIA

2.1 Hardware and software multimedia used in the college

Technical means make it possible to introduce into educational activities the possibility of operating with information of various types, such as sound, text, photo and video images. These tools, in some cases, turn out to be very complex in technical and technological terms and may well be considered as multimedia tools.

The computer (Fig. 1), which has penetrated into the field of education, is a universal means of information processing. The versatility of a computer lies in the fact that, on the one hand, it alone is able to process information of different types (multimedia information), on the other hand, the same computer is able to perform a whole range of operations with information of the same type. Thanks to this, the computer, together with the appropriate set of peripheral devices, is able to provide the performance of all the functions of technical multimedia teaching aids.

Figure 1: Computer

Regardless of the brand, model, time of creation and scope, all personal computers used in education have common fundamental features, including:

1. Work with one user, when only one person works with the computer at a time. This does not exclude the simultaneous execution of several information processing operations.

2. The possibility of processing, storing, presenting and transmitting information of various types, including text, numerical data, graphic images, sound and others (multimedia information).

3. Uniform communication with the user in a language close to natural.

4. Collaboration with various hardware multimedia devices that significantly expand the capabilities of a personal computer in processing, storing, presenting and transmitting various types of information.

5. Performing information processing operations under the control of specially developed computer programs aimed both at maintaining the operation of various computer system functions and at solving applied problems that are significant for the informatization of human activity.

6. Multimedia technologies make it possible to meaningfully and harmoniously integrate many types of information. This allows the computer to present information in various forms, such as:

Images, including scanned photographs, drawings, maps and slides;

Video, complex video effects;

Animations and animation simulation.

The widespread introduction of telecommunications networks in education became possible only after the emergence of the global computer network Internet. The work of the Internet is based on the ideas of standardization of the used information transfer protocols, open architecture and the possibility of free connection of new networks. All this, taken together, has led to the prevalence of the Internet in different countries of the world, to the use of this telecommunications network in various fields of human activity, including education.

The use of telecommunications networks in college, combined with the use of multimedia technologies and resources, opens up new opportunities, the main of which are:

Expansion of access to educational and methodical multimedia information;

Formation of students' communication skills, a culture of communication, the ability to search for multimedia information;

Organization of operational consulting assistance;

Increasing the individualization of education, developing the base for self-study;

Providing virtual training sessions (seminars, lectures) in real time;

Organization of distance learning;

Organization of joint research projects;

Modeling of research activities;

Access to unique equipment, modeling of complex or dangerous objects, phenomena or processes, etc.;

Formation of a network community of teachers;

Formation of a network community of students;

Development of students' critical thinking, skills of searching and selecting reliable and necessary multimedia information.

Thanks to the use of telecommunications, well-known telecommunication services, such as e-mail, teleconferencing, remote access to information resources, and others, have penetrated into the field of education. All of them also allow you to work with multimedia information and are a powerful tool that expands the scope of using multimedia in education.

2.2 Specialized media

and their use in education

Most teachers and students familiar with computer technology unmistakably attribute speaker systems (speakers), a computer sound card (board), a microphone, a special computer video camera, and a joystick to the number of hardware multimedia tools. All these devices are indeed common components of multimedia equipment, they are quite simple to use, have a fairly clear purpose and do not require any detailed description. Of much greater interest may be specialized multimedia tools, the main purpose of which is to increase the effectiveness of training. Among such modern means, first of all, it is necessary to include interactive multimedia boards.

Hardware-software set "Interactive whiteboard"(Fig. 2) is a modern multimedia tool that, having all the qualities of a traditional board, has more opportunities for graphic commenting on screen images; allows you to control and monitor the work of all students of the group at the same time; naturally (by increasing the flow of presented information) to increase the workload of students; ensure ergonomic training; create new motivational prerequisites for learning; conduct training based on dialogue; teach using intensive methods using case methods.

Video recording" href="/text/category/videozapismz/" rel="bookmark">video recordings (SMART Recorder);

Video player (SMART Video Player);

Additional (marker) tools (Floating Tools);

Virtual keyboard (SMART Keyboard).

All these tools can be used both separately and in combination, depending on the educational tasks being solved.

Notebook is a graphic editor that allows you to create documents of your own format and include text, graphic objects, both created in other Windows programs and using the appropriate tools.

Video recorder allows you to record to a video file (AVI format) all the manipulations currently being performed on the board, and then play it back using a video player (SMART Player) or any other similar software tool. For example, using a notebook, you can draw a graph of a function or make a drawing, and then demonstrate the drawing process again by running a video file.

Additional (marker) tools(Fig. 3) are used to create various kinds of marks on the entire area of the monitor screen, regardless of the current application used. All notes made by the teacher, for example, in a Power Point presentation, can be saved.

Figure 3: Additional (marker) tools

Virtual keyboard used to control the computer when the teacher is directly near the blackboard, i.e., duplicates the standard computer keyboard.

An important characteristic of an interactive whiteboard is its “dimensionlessness”, i.e., the recorded information can be located on an area of unlimited size, while everything that is written on this board can be stored indefinitely. All information displayed on the whiteboard can be used throughout the entire training session. The teacher or student can return to previous information at any time. In addition, all the information of the current lesson can be used in subsequent lessons, while their conduct does not require additional preparation.

Unlike a traditional whiteboard, an interactive whiteboard has more tools for graphic commenting on screen images, which allows you to increase the image quality of the information presented to focus students' attention, namely: more colors, different shapes and pen thicknesses. * , as well as the ability to set different board background colors. The interactive whiteboard allows you to save time during the lesson when creating various kinds of drawings, diagrams, diagrams, graphs, as it has a large number of tools for constructing geometric shapes.

An interactive whiteboard can be used as an effective means of creating educational and didactic materials: examples of problem solving, diagrams, drawings, graphs, both static and dynamic. All these materials can be created directly in the classroom, and in the future can be used in explaining new material, in repetition, and also as simulators for individual work.

We can conditionally distinguish four properties of an interactive whiteboard, which determine all possible methods of its use:

unlimited space,

An extended set of tools for capturing information and graphic commenting on screen images,

Possibility of storing recorded information in electronic form and its further unlimited replication,

Ability to save information in a dynamic form (in a video file).

_________________________________________________

* "pen" - program tool SMART notebook

Let us illustrate these techniques on the example of a training session in the form of a lecture. The teacher, conducting the lesson, fixes on the board the key

moments of his story as if he were doing it on a regular board. It can be a lecture plan, an example of solving a problem, a brief definition of a concept, a drawing, a graph. At the same time, he goes to a new screen (we will call it a slide) in case there is not enough space on the board. Each slide can be designed as a logically complete module. During the lesson, you can instantly return to previous slides, making additional notes or making any changes. The number of slides is unlimited.

When the teacher writes on the board, he can choose almost any color of the pen, as well as choose the thickness of the pen, i.e. each slide, at the discretion of the teacher, can be decorated in different colors and in a different style for greater clarity. In his story, the teacher can use static graphic images prepared in advance or taken from previous lessons, while he can make various notes that are stored on the image used. These marks can be made with a pen or marker, the properties of which (color, thickness, shape, transparency) can be adjusted. If the teacher uses a video clip in his lecture, then here he has the opportunity to annotate the video image with the same tools, and in two modes, without stopping the video sequence or in pause mode. The ability to save recorded information in electronic form allows the teacher to use it in the next lesson when repeating or later in the lessons of generalization of knowledge. Thus, the teacher directly at the lesson prepares educational and methodological material for subsequent classes.

The saved information can be transferred to students in electronic or paper form for independent work in class or at home. The information saved in the form of a video can be used in class as a simulator at the stage of consolidating knowledge. This method of saving educational material can be used to create demonstrations of examples of solving problems or completing tasks (finish a drawing, complete a figure or graph, etc.).

2.3 Possibilities of multimedia equipment of the educational process

Systems of "virtual reality" provide direct "immediate" contact of a person with the environment. In the most advanced of them, a teacher or student can touch an object that exists only in the computer's memory by putting on a glove stuffed with sensors. In other cases, you can "turn" the object depicted on the screen and view it from the back. The user can “step” into the virtual space, armed with an “information suit”, “information glove”, “information glasses” (monitor glasses) and other devices.

Therefore, multimedia tools built using virtual reality technology are able to provide a better understanding and assimilation of educational material in the learning process. However, it is important to understand that the higher the level of virtual reality systems, the more work should be invested in their creation, the more perfect the technical means of informatization available to teachers and students should be.

Literature

1. , Information technologies in education: Textbook. - M., 2007. - 192 p.

2. Google Information Portal

3. , Application of multimedia technologies in education. - M., 2006. - 88 p.

4. , Multimedia Culture: Textbook. - M., 2004. - 424 p.

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