The program covers the basic principles of design and quality standards for e-learning courses, work planning and e-learning courses developing stages, organization of work with e-learning courses in the learning process.
The didactic potential of using e-learning courses and relevant educational technologies in engineering education, forms, methods and means of monitoring the results of mastering educational material using e-learning technologies are analyzed.
The goal of this course is to systematize knowledge on the use of electronic educational resources in engineering education and the formation of practical skills in the creation of electronic training courses.
The objectives of the course are:
1 ECTS, 16 contact hours, 12 independent hours.
Be able to:
Additional sources of information are materials in the Russian language, since the target audience of the course is Russian-speaking students. These materials not only consist of classic textbooks, but also include e-learning courses.
Topics / Modules |
Contact Hours |
Independent Hours |
|
4 |
3 |
|
4 |
3 |
|
4 |
3 |
|
4 |
3 |
Total |
16 |
12 |
Module 1. Electronic educational resources: quality standards and principles of creation
The quality standards of electronic educational resources (EER), which determine the quality of the presentation of the subject area, the completeness of the implementation of didactic principles, the ergonomic quality of the EER. The main stages of EER design, including goal-setting, the formation of educational information, the development of evaluation tools. The fundamental role of target designation at all stages of EER design, requirements for educational goals, their structural model and two-dimensional classification. The main methods are to improve the ergonomic quality of EER, improve the comprehensibility and clarity of educational material through the effective presentation of information, structuring of educational material, visualization of educational information, and support of the student in the assimilation of educational material. The possibility of using knowledge engineering, a semantic approach and ontological modeling in the creation of an EER.
Module 2. Formats of electronic educational resources
The lecture describes the main types of electronic educational resources (EER) and their areas of application. The issues of developing an EER in the format of an online course are considered in more detail: examples of platforms for the development and placement of online courses of universities, the stages of their creation are given. Recommendations are given on preparing a presentation, filming a video, preparing evaluation materials for an online course, and considering the use of someone else's intellectual property. Students are introduced to the principles of adaptive learning, with psychometric support for online courses. Finally, practical advice is given to authors and methodologists of online courses.
As an assignment for independent work, it is proposed to fill out a template for a future online course, which includes the following sections:
• Course name.
• Authors.
• Objectives of developing an online course.
• The target audience.
• Brief annotation of the online course.
• Requirements for students.
• Planned learning outcomes.
• The structure of the online course.
• The types of tests used, self-test assignments and methods of assessing learning outcomes.
• How the course is operated.
Module 3. Hardware and software for self-development of electronic educational resources
The concept of using video lessons in blended learning. A standard set of technical means (software and hardware) for creating EER in the form of video lessons. Video recording software interface and controls. Video and audio sources. Setting up video recording. Algorithms for recording various formats of classes: screencasts, presentations, presentation overlays on the lecturer's video. Format of presentation of EER in the form of multimedia and interactive manuals and software for creating such manuals.
As an assignment for independent work, students are invited to create a fragment of a video recording of their lesson in any of the considered formats (the duration of a fragment is no more than 5 minutes).
Module 4. BMSTU Digital educational environment
The structure of the digital educational environment of the BMSTU is considered on the basis of two platforms developed at the University: "Open BMSTU" and the information educational environment NOMOTEX.
The Open BMSTU platform is designed to host and operate online courses, electronic interactive courses and other electronic educational resources.
NOMOTEX is a classroom and distance learning tool. The functionality of the NOMOTEX is based on a neural network structure "based on quanta of knowledge combined into a knowledge base structured into paragraphs and chapters. Almost all quanta of knowledge are provided with visualization and / or animation of mathematical concepts.
The base of mathematical knowledge can be used both as a reference (encyclopedic) material, for self-preparation, and as a training system, since all course content is completely logically connected, both within each course and between all courses. In the Base of Mathematical Knowledge, in addition to theory, there is also:
• Practical exercises (seminars)
• Homework
• Independent work
• Test papers
Assessment Tasks |
Weighting (%) |
Individual/Group |
Assessment Methods |
|
40 |
Individual |
0-100 |
|
60 |
Individual |
Instructor and peer assessment |