CZ201383A3 - Real-time learning system - Google Patents

Abstract

A real-time learning system with student workstations equipped with personal computers and means for displaying student information in a group perception manner; student computers are connected via an Internet or WI-FI connection to a software product server to be installed for teaching and communication. The server is connected through a direct and feedback link to user databases containing media content, student computers have two screens, and the system connected to the server via the Internet-enabled network or via WI-FI connection includes the teacher's computer, while the means for displaying student information through group perception are connected to the teacher's computer, and the server is also connected via an Internet-enabled network or a WI-FI connection to a school administrator's computer and to student remote computers over the Internet.

Description

Technical field

Computer-aided technologies are becoming increasingly important in the existing education process. The educational process in secondary schools is enhanced by the use of the Internet as a powerful source of complementary teaching material for a wide range of perspectives, as well as materials that include training courses for various school subjects and school software. Specialized educational web portals, as well as educational websites, journals and e-jumble, are also increasingly popular in schools. It is becoming increasingly common for teachers to work with students with personal computers within the local school network. Distance learning is also widely used, in which students and teachers are in different locations but participate in a common learning process. However, it is clear that there is a need in the education system to provide new network-based educational technologies aimed at making full use of digital teaching materials and Internet resources using devices and types of communication that are more modern and enjoyable for students.

The invention relates generally to the organization and management of the teaching process in a classroom with the help of a specially designed electronic learning system which makes it possible to increase the effectiveness of joint teaching.

BACKGROUND OF THE INVENTION

In the prior art, an educational method and system for presenting educational material for teaching and learning needs has been described (RU 2197748, G09B 5/14, 5/06, 19/00, 20/00). The method comprises the steps of coordinating teacher individual and collective actions undertaken by a group of students in relation to educational material, broadcasting content with educational material to students being taught, and providing communication between participating students and teacher via a local data communication network arranged at student workstations; at the teacher's workstation, presenting the content of the educational material using visual means of personal and group perception of the actions performed by the teacher and the student being taught in relation to the educational material presented on the data medium, and managing the data content is

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Displayed by students and student actions related to educational material are presented on the data medium by comparison and testing, the educational material being transmitted to the students as data blocks built into a group of data media having at least a tripartite knowledge-based breakdown, namely individual, group and standard. The apparatus for performing the method comprises means for displaying educational content in a group perception method, student workstations equipped with network computers having a file system that performs information capture and display functions, and a method of obtaining learning material from a database from a local / network media by individual perception; a teacher's workstation that includes a server and a network computer having a file system that performs the functions of monitoring and controlling the information to be displayed on student network computers to provide interactive control and display of the media in individual and group perception, and communication means between the student workstations and the teacher workstation and with the display media being combined into a local area network equipped with additional audio information presentation devices which are a multi-channel loudspeaker system having elements providing group and individual perception and a multi-system insertion and control device audiovisual data presentations connected by means of communication to the server, with a local area network adapted to connect to shared audio / video and to the global network, and the student station file system is equipped to perform a multimedia resource management function for presenting information to be displayed and testing the data to be captured and presenting information related to student actions on workstations in interaction in real time.

The disadvantages of the prior art teaching method discussed above are the lack of effectiveness of the teaching process and the adaptation of the educational material to the students to be taught.

The quality and quantity of information used in the learning process is limited by the capabilities of the educational institution in which the learning session takes place.

During distance learning, it is difficult to manage a learning session because it is not possible to identify a student working with a network computer keyboard.

The use of Internet-based technologies, ie information networks, for real-time teaching within one class has not been established in the prior art.

SUMMARY OF THE INVENTION

The technical problem to be solved by the invention is to provide a complete individualization of the process of perception and adaptation of the educational material to be studied while retaining interactive and interpersonal learning capabilities.

The technical result is achieved by providing a real-time education system that includes student workstations equipped with personal computers and means for displaying information in a group-perceptual way, where the student computers are connected via an Internet communications network or WI-FI connection to a server with application software for teaching and communication, the server has direct and feedback links to user databases containing media content, and student computers have two touch-sensitive screens, and the system connected via the Internet communication network or WIFI to the server includes a teacher's computer, perceptions are connected to the teacher's computer, and the server is also connected via an Internet communication network or WIFI connection to the computer of the educational institution's administrator and the server is connected via the Internet communication network to the remote computers of the students to be taught.

The means for displaying information for students to be taught in a group-perceptual manner are selected from the group consisting of a projector, an electronic board, a printer and a scanner.

BRIEF DESCRIPTION OF THE DRAWINGS

The invention will be further described with reference to the accompanying drawings, in which:

Giant. 1 shows an organizational diagram of the educational process of the education system in real time;

Giant. 2 shows the complex structure of e-learning;

Giant. 3 shows the structure of an electronic textbook;

Giant. 4 shows the structure of educational resources;

Giant. 5 shows a test system;

Giant. 6 shows user databases;

Giant. 7 shows the structure of the school forum;

Giant. 8 shows the content of the student interface;

Giant. 9 shows the content of the teaching interface;

Giant. 10 shows the contents of the administration interface;

Giant. 11 shows the contents of the parent interface;

Giant. 12 is a schematic block diagram showing a learning process;

Giant. 13 represents the structural elements that provide the learning process;

Giant. 14 is a presentation of the educational process on the student interface;

Giant. 15 is the presentation of the educational process on the teacher interface;

Giant. 16 is a presentation of the learning process on the parent interface and the administrator interface.

DETAILED DESCRIPTION OF THE INVENTION

As shown in Fig. 1, the organization chart of the learning process used in the electronic learning complex includes a server 110 on which the "Electronic learning complex" software is installed that is integrated with the database 120 used to store media content and user databases to which it is accessed via Internet 100 (WIFI) or local area network. Access to the electronic learning complex is accomplished through a student's personal access device 150 (personal computer), a teacher's personal computer 130, a personal computer 140 of an administrator of the educational institution, and a personal computer 160 of the learner (the learner's parents).

Student Personal Access Device 150 is a computer having two touch sensitive screens. The presence of two screens refers to their similarity to the textbook. The student's personal access device includes features inherent not only to the textbook having extensive complementary capabilities (access to information resources goes beyond the current page), but also to a workbook function that allows all possible types of written form of feedback communications to be performed; that the student uses a virtual keyboard and / or practical activities. The whole set of recorded practical activities performed and entered by the student (recording a response message, notes, sketches, pictures, filled tables, charts) can be converted either to a printed text format or to images corrected using a graphical editor.

The teacher's personal computer 130 performs functions of capturing the primary data input from the student's personal access devices 150. initial processing and presentation on the screen of their individual elements. The presentation functions are accomplished by incorporating into the general schematic of a typical set of peripheral devices: a projector 134, an electronic board 133, a printer 132, and a scanner 131 (the peripheral set may vary according to subject specific training for different student categories and study features of different educational areas).

The structure of the e-learning complex comprises a set of six mailboxes that provide its operation in a coordinated manner: e-book 210, educational resource 220, test system 230. user database 240, school forum 250, module 260 sharing rights and access between different e-learning participants.

The structure of the "electronic textbook" box 300 (Fig. 3) is represented as a set of three parts: Lesson 310, Project 360, and Final Test 380. The number and sequence order of the parts may vary to reflect the specificity of the educational area. Each section has an initial (home) page that performs a variant distribution function. The section contains blocks (A) of different levels (level 1, level 2, level 3) and resources (B). A set of blocks and resources is specified in each section.

(A) Units represent a collection of resources and blocks of different levels (presented in hierarchical subordination). The parts in the electronic textbook include two types of blocks: parallel and serial structures. The parallel structure blocks have an initial (home) page that performs a variant distribution function. Serial structure blocks do not have a start page. Variants of such a block are presented in series one by one.

Block Types (Al) A “Module” is a block of serial structure that is used to determine the degrees of a lesson.

(A2) 'Advancement' is a block of parallel structure that is used to determine student individual learning pathways at each stage of a lesson.

(A3) “Task” is a block of serial structure that is used to determine the steps of individual learning paths or job evaluation.

(B) The resources in the electronic textbook sections are pages of several types that are distinguished by a set of predetermined attributes (data storage elements). Including resources in parts may be mandatory or optional (optional resources may not be available for certain block filling).

Resource Types (Bl) “Description” is a page dedicated to writing plain text provided with illustrations (images, tables, graphs).

(B2) “Conclusion” is a page that is used to write text with different accentuations (highlighting, marking, coloring). This text can be provided with illustrations. The page contains a hyperlink to the start page of the "lesson" section.

(B3) “Instruction” is a page that is used to write text to multilevel lists. The page may contain a hyperlink to the "educational resources" section of the clipboard; may be accompanied by illustrations.

(B4) “File” is an attached file of any format (text, presentation, audio). These files may include: data sampling various parts of the portal that are individually created by students and presented in the form of presentations, links to an Internet portal or website, individual results of retrieving data from flash sources. The attached file can be viewed by the student, who can then send the attachment to the teacher for control or demonstration purposes, or send the attachment to his / her "portfolio".

(B5) “Flash” means electronic resources, open educational multimedia building block systems of two types: information and self-education systems.

(B6) “Test” is a page that is used to write plain text provided with illustrations (images, tables, graphs) and controls (eg ActiveX control).

(B7) “Wi-ki” is a page written by several students at the same time. Page can include text, multilevel list, and illustrations. The site may contain hyperlinks to portions of the "educational resources" box or to Internet sites.

The “lesson” section 310 includes the serial module “module 1” 330 (the number of units is from 1 to 5). The module "module 1" 330 is a collection of resources ("description" 320, "conclusion" 340) and a parallel block "procedure_2" 331 (the possible number of units is from 1 to 5). The sequential order of the elements is fixed. The block "procedure_2" includes the source of "instruction" 332 and the serial block "task_3" 333 (the possible number of units is from 1 to 5). The sequential order of the elements does not change. The block "task_3" 333 includes two mandatory resources ("description" 334 and "test" 335) and four optional resources "file", "portal link", "flash" and "summary". Sequence order and number of resources may vary.

The “project” section 360 includes the source “description” 365 and the serial block “tasks” 370 (the possible number of units is from 1 to 20). The sequential order of the elements is fixed. The block "task 1" includes three sources: "description" 371, "Wi-ki" 372 and "file" 373. The sequence order of the elements is fixed.

The “Personal Assessment” section is a summary of the “Instruction” 385 resource and the “Procedure 1” 390 parallel block (from 1 to 10 units possible). The sequential order of the elements is fixed. Block "procedure 1" 390 includes the source of "instruction" 391 and block "task_2" 392 (the possible number of units is from 1 to 20. The sequential order of elements is fixed. Block "task_2" 392 includes two mandatory sources ("description" 393) and "Test" 394) and two optional sources ("file" and "flash"), the order and number of sources may vary.

Giant. 4 illustrates the structure of the second " educational resource " box 400 which provides the activities of the electronic learning complex. The structure of the clipboard 400 includes any of the types of information that provide traditional (hard copy) education and various learning technologies based on the inclusion of electronic media. The structure of the 'educational resource' box 400 consists of the following sections: 'libraries' 410,' video image libraries' 420, 'photo banks' 430,' galleries' 440, 'interactive laboratories' 450.' interactive workshops' 460, 'web searches "470", "archive" 480, and "web links" to website 490.

The content of each section in the 'Educational Resources' box 400 is structured in alphabetical order. The parts 'interactive laboratory' 450 and 'interactive workshops' 460 have a two-level structure: the upper level represents the distribution of educational areas and the lower level is based on the alphabetical principle.

Each part of the 'educational resource' box 400 suggests that each type of student work at school be provided using a special set of active functions of the resource itself.

The active functions of the 'library' 410 and 'archive' 480 sections allow you to select and copy text segments. The active functions of the "video image library" 420 and "web tour" 470 allow you to generate a "frozen frame" (still image) while viewing any video segment. The active functions of the “photo bank” 430 and “gallery” 440 sections include the function of providing a selection of any two presentation elements. Part of the “interactive laboratory” 450 is provided in a format to be completed (worksheets and graphs). In the "Interactive Workshops" section 460, data forms are provided and the function is used to store the final result (product).

The structure of the "test system" box 500 (as shown in Figure 5) is represented as a set of three parts: system tasks 510, test system 570, and result storage system 580. The "Testing System" box 500 provides the operation of two parts, such as the "electronic textbook" 300, the "lesson" 310, and the "overall ranking system" 380.

The structure of the "system tasks" section 510 is fixed. Each section has a start page that works by providing task distribution by variation. The section includes blocks of different levels (level 1, level 2), resources, and an automated control system. The set of blocks, resources and control systems is specific in each part.

The "system tasks" section 510 includes a source of "instruction" 520 and a parallel block of "procedure 1" 530 (a possible number of units is from 1 to 5). The “procedure 1” block 530 contains the following three groups: Group A 540, Group B 550, Group C 560. The division of this block into three groups is associated with the presence of three types of automatic checking.

Each group includes a source of "instructions" 541, 551, 561, and a serial block of "task" 542, 552, 562. The sequence order of its groups and elements is fixed.

The “Testing System” part 570 is a kit that includes three types of automated result control system.

Automated Result Control System - Type A is based on selecting the right answer from several variations, Type B is based on selecting many (by combining the right answers from many possible answers, Type C is based on the benchmark of understanding a set of elements. type are defined according to a specified criterion and are formalized as a primary assessment.

The "Test Results Storage System" section 580 is a three-element database that includes a "time storage system" 581, a "primary rating storage system" 582, a "stamp storage system" 583.

1) "Time Storage System" 581 is a database containing initial time data for each task to be performed by each group 542, 552, 562.

2) "Primary Evaluation Storage System" 582 is a database containing multiple starting points defined by automated checking of each task 542, 552, 562.

(3) 'Stamp storage system' 583 is a database containing grades derived from the transfer of a primary assessment using the appropriate rating scales. The corresponding scales of primary assessment and outcomes are specific to each educational area.

The box of the result storage system 580 of the box of the "test system" 500 is a structural element of one of the portions of the box of the "database" 600 (as shown in Figure 6). The structure of the 'database' 600 includes the 'lesson history' parts 610, the 'school administrators' database 620,' the student portfolio '630. The' lesson history 'part 610 is the database that contains the initial' 9 - * * · _{β β} · · · · * * * · * Results of collaborative actions between teacher and student during e-learning. The “Student Portfolio” 630 section contains information about independent student work as well as the results of the combined student-teacher activity, adjusted according to different criteria. The section “School Administrators Database” 620 is a set of general information about teachers, students and parents.

Giant. 7 shows the structure of the box "school forum" 700. It includes three parts: "information block" 710, "forums" 720 and "blogs" 730. "Information block" 710 contains general information on the organization of e-learning within both the school and the school. community of educational institutions of general subordination (municipal, regional, federal). Sections 'Forums' 720 and 'Blogs' 730 provide social networking work organized either within a single educational institution or community of educational institutions.

Interface creation is performed based on the activity of the "rights and access distribution module" 260 (as shown in Figure 2). The elements of each interface are the elements of the boxes of the "electronic learning complex" 200 (as shown in Figure 2): "electronic textbook" 210, "test system" 230, "user database" 240 and "school forum" 250.

Giant. 8 represents a student interface 800 comprising the following elements:

1) Electronic Book 810 relating to the "Electronic Book" box 300 (Fig. 3);

2) Educational Resources 820 related to the "Educational Resources" 400 box (Figure 4);

3) Notebook 830 relating to the "User Database" 600 box (part of the "School Administrators Database" 620) (Figure 6);

4) Portfolio 840 is a user database box 600 (part of the "student portfolio" 630) (Figure 6);

5) Private office 850 regarding the mailbox "user database" 600 (element "class and student information" 622 (Fig. 6);

6) School forum 850 related to the 'school forum' box 700 ('information block' 710 and 'blogs' 730 sections), including the 'student forum' 721 element (Figure 7).

Giant. 9 represents a teacher interface 900 comprising the following elements:

1) Learning Block 910 on the “eBook” box 300 (Figure 3), “Learning Resources” 400 (Figure 4), “Test System” 500 (“Task System” part 510) (Figure 5), “ database '600 (' school documentation 'element 621) (Figure 6);

(2) Organizational block 920 concerning the 'Database' box 600 ('School documentation' element 621) (Figure 6), the 'Testing system' box 500 ('Primary assessment storage system' 582 and 'Grading system' 583) () Fig. 5);

3) Private office 940 relating to the 'database' box 600 ('class and student information' element 622 and 'teacher information' element 623) (Figure 6);

4) School Forum 940 related to the box "School Forum" 700 (parts of information block 710 and Blogs 730, including the element teacher forum 722) (Fig. 7).

Giant. 10 represents a school administrator interface 1000 containing the following elements:

1) School documentation 1010 related to the 'database' box 600 ('school documentation' element 621) (Figure 6);

2) Teacher information 1020 related to the 'Database' box 600 ('Teacher information' element 623) (Figure 6);

3) Class and teacher information 1030 related to the 'database' box 600 (element 'class and teacher information' 622) (Figure 6);

4) Schedule 1030 concerning the “Database” box 600 (“School Documentation” element 621) (Fig. 6);

5) School Forum 1050 related to the "School Forum" 700 box ("Information Block" 710 and "Blogs" 730 sections, including the "Administrative Forum" 724) (Figure 7);

Giant. 11 represents a parent interface profile 1100 comprising the following elements:

1) Notebook 1110 concerning the "User databases" box 600 ("Administrator database" section 620) (Fig. 6);

2) Teacher information 1120 regarding the 'database' box 600 ('teacher information' element 623) (Figure 6);

3) eBook 1130 relating to the "eBook" box 300 (Fig. 3);

4) School Forum 1140 related to the "School Forum" 700 case (sections "Information Block" 710 and "Blogs" 730. Including the element "Parent Forum" 723) (Figure 7);

Giant. 12 is a schematic block diagram illustrating a learning process based on the use of an electronic learning complex. The learning process involves two periods: pre-lesson (under another name post-lesson) and lesson period.

The pre-posting period (post-posting) contains the following stages in series:

1) Selecting the subject to be studied (1210);

2) Distributing class students by at least two procedures (1220);

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3) Execution and control of housework (1270).

During the lesson period, different parts of the ebook and educational resources are accessed in the following sequence:

1) An approach allowing the introduction of a predetermined subject of an electronic book (1230);

2) Passing at least one training module (1240) through at least two procedures (1242A, 1242B);

3) Access to the conclusions of the specified subject of the electronic book (1250);

4) Performing the Final Test and Receiving Test Results (1260).

The process of browsing the teacher modulates the sequence of the following steps:

1) Getting to know the module problem as defined in the procedure (1241);

2) Requiring educational resources specified by the formulated problem (1243A. 11243B);

3) Scrolling through the test procedure and obtaining test results (1244A, 1244B);

4) Navigating the debate or discussion to be set up in the learning module (1245);

Steps 2) and 3) of the stages associated with the learning module create the student's learning process.

It is steps 2) and 3) that differentiate the lesson variants specified by the different procedures.

Giant. 13 shows the elements of the educational complex (receptacles) that provide the content and operation of the learning process.

The activities of the grades, which include the trawler (s), provide:

1) The degree of “selecting the subject of the lesson to be studied” 1210 concerning the “User Database” box 240 (“Lesson Planning” element 614);

2) Stage "distribution of classroom students by procedure" 1220 concerning the box "module for distribution of rights and access" 260;

3) The degree of "performing and controlling housework" 1270 refers to the box "user database 240 (element" housework "615).

Lesson period activities provide:

1) Stage “Presentation of the subject to be studied” 1230, which concerns the “electronic book” box 210 (“lesson” element 310);

2) The "learning module" 1241 transmission stage (s) includes:

2.1. 'Defining a problem' concerning the 'eBook' box 210 ('description' element 320);

2.2. Accessing 'resources' related to the 'educational resources' box 220;

2.3. Performing “procedure testing” followed by outputting the test results related to the “eBook” box 210 (“Task” element 332);

2.4. 'Debate / discussion' concerning the 'eBook' box 210 ('Conclusion' element 340);

3) The degree of access to the "lesson conclusions" 1250, which relates to the "eBook" box 210 ("the conclusion" element 316);

(4) 'Final testing and test results' stage and receipt of test results 1260 concerning 'Test system' box 230 ('Task system' 510 element);

Figures 14, 15, 16 show the interface elements of the student, teacher, parents and school administrator interface that show the different stages of the education process. During implementation, the "Rights and Access Distribution Module" box 260 provides visible and invisible stages of the education process for each interface.

On the student interface are shown (Fig. 14):

1) Grades "selecting the subject of the lesson to be studied", "presenting the subject to be studied", "learning module" (except for the degree of granting access to resources) "," lesson conclusions "concerning the" eBook "box 810 (“lesson” element 812);

2) “Resource” stage of going through the learning module procedure running in the “Educational Resources” element 820;

(3) 'Final testing and test results' stage running in box 'Notebook' 830 ('Reporting card' element 835) and 'Portfolio' 840 ('Reporting card' 840 element);

4) Degree of 'carrying out and controlling housework' concerning the 'notebook' box 830 (element 'housework' 834).

The degree of "distribution by procedure" is not displayed on the student interface.

The teacher interface shows (Fig. 15):

1) The degree of “selecting the subject of the lesson to be studied” in the element “basic curriculum” 9Π;

2) The degree of 'distribution by procedure' in the element 'class book' 924;

(3) The stages' presentation of the subject to be studied ',' Learning module '(excluding the stage' Progress testing '), Lesson conclusions' concerning the' Progress dynamics display 'element 922;

4) The steps of 'procedure testing' and 'final testing' concerning the 'differential control display' element 923;

(5) 'Final testing and test results' and 'Execution and control of housework' grades relating to the 'class book' element 924;

The parental interface shows (Fig. 16):

(1) The degree of 'selecting the subject of the lesson to be studied' concerning the box 'notebook' 1100 (element 'basic curriculum' 1116);

(2) 'Final testing and test results' stage for the 'Notebook' 1100 box ('Reporting card, current grade' element 1115);

(3) The degree of 'carrying out and controlling housework' relating to the box 'notebook' 1100 (element 'housework' 1114).

The steps of "distribution by procedure", "introducing the subject to be studied", "learning module", "procedure testing", "lesson conclusions" are not displayed on the parent interface.

The school administrator interface shows (Fig. 16):

(1) The degree of 'selecting the subject of the lesson to be studied' concerning the 'school documentation' box 1010 (element 'basic curriculum' 1011);

(2) The 'final testing and test results' and 'carrying out and checking housework' grades relating to the 'school documentation' box 1010 ('class book element' 1014).

The steps of "distribution by procedure", "presenting the subject to be studied", "learning module", "procedure testing", "lesson conclusions" are not displayed in the school administrator interface profile.

The educational process involves two periods:

I. period of pre-treatment (other name of post-treatment) a

II. lesson period.

The period of pre-treatment comprises the following stages:

1. Choosing the subject to be studied. At this stage, the teacher selects the next subject to be studied from calendar themed planning to enter the lesson plan.

2. Procedural distribution. Before the lesson, the teacher divides the class according to the procedures based on the students' learning abilities: 1. the procedure involves a basic level of knowledge;

3. procedure (if required) indicates a higher level of knowledge. The teacher writes numbers 1 and 2 against the students' names. The numbers to be assigned by the teacher associate each student with a certain progress of the lesson. Therefore, the student will not be able to change the course of action because, while browsing the educational portal (resources), the learner will be forced to work with the resources prescribed by him / her (the other resources will be closed to him / her).

3. Execution and control of housework. At this stage, students carry out their written homework by elaborating basic "homework" and storing the results of their performance (this is psychologically equivalent to the procedure of transferring these results to the teacher), and the teacher checks the students' homework, ", Searches for each or every student's job, evaluates and comments on their performance, gives grades followed by storing the results of their activities, and leaves the base (this is psychologically equivalent to the task of assessing and grading students' notebooks, evaluation of the accomplishment of this task in their notebooks as they make a request to the "notebook" base). The same stored data will therefore be presented in different ways depending on the requirements of teachers, pupils, parents and administration.

II. The lesson period includes the following stages:

1. Introducing the subject to be studied. At this stage, the teacher summarizes the results of the previous lesson session based on the final test material and the evaluation of homework followed by commenting on these results (which students can see in their notebooks), then he / she explains what the next subject will be and how this relates to the previous subject.

2. Educational module. This is a repetitive level of each lesson, which is consistently organized within itself and is obligatory ended in either a discussion or debate. Each lesson can include multiple of these modules.

3. Lesson Summary: At this stage, all discussions / discussions that have taken place are summarized (depending on the number of lesson modules). The purpose of the content of this degree includes not only a summary of the overall material to be studied in the lesson, but also to allow students to take the final test, which is the final degree in any lesson.

4. Final testing. This is the final stage of the lesson, which has a control character. The final test assessment consists of five level A questions, two level B questions, and two level C questions. (Freely managing this form of test therefore allows students to feel comfortable during the final test under conditions (USE), ie unified state examinations ( In response to the questions asked, students will complete various forms (Form A, Form B, and Form C.) After completing all forms, the student returns the results to the teacher (in fact the student saves the results in a database that the teacher can access The answers to the AaB level questions will be checked automatically, with the results of testing those levels “assigned” to each student that the teacher can see during the lesson's progressive lessons, and then the student “returns” all the work done to the teacher. is performed by students in free form (the student can enter the answers manually, and can enter them using the keyboard), which is then stored in the database. The teacher checks the results of the C level tests and gives a score of 0 to 3 for each question, not knowing which students are answering questions. The teacher checks the level C tests in his extra time, but always before the start of the next lesson, gives certain grade points, makes his notes (if required) and saves the results of his verification. This is psychologically perceived by the teacher as returning the results back to the anonymous student (because the teacher does not know the name of the student answering level C questions). Teacher grade grades accepted by the student for the C-level test (and stored in a special database box) are added to the grades available from the AaB level tests, and are converted (automatically) to a grade on a five-point scale. The student will find this grade in their school notebook, and the teacher in the class book as opposed to the student's name.

Each training module will include:

2.1. Problem definition

2.2. Outputs of procedures (the number of procedures is at least two in the distribution of the procedure):

(a) work with information sources (various information sources such as text, audio, photo, video);

(b) process testing.

2.3. Debate or discussion

2.1. Problem definition. By acquiring a new subject to be studied, the teacher will define the problem. This problem is common to all students. In order to solve the problem, it is necessary to provide process distribution and work with various information sources.

2.2. Outputs of procedures. The teacher ensures that the class knows which course each student will follow to solve the problem. We know that the first procedure corresponds to the basic level of knowledge and the second procedure corresponds to the higher level of knowledge, but the teacher does not explain to the students that the procedure number conceals different degrees of complexity. This cannot be defined by the students themselves unless the progress numbers are permanently assigned to them. In order to analyze how students handle tasks at different levels of difficulty, the teacher constantly corrects their views on the learning abilities of students who are taught by establishing the first procedure for those who failed in the previous lesson in assigning the tasks of the second procedure, and vice versa for those who have demonstrated their ability to work with a higher level of difficulty in performing the first procedure tasks over several lesson sessions.

2.2 a) Students, while browsing their procedures, start working with different sources, that is, with different information sources such as text, audio, photo, video. During the lesson period, students can only work with the part of the resources that is dedicated to solving a particular problem. In the extracurricular time period, students can access the overall database of educational resources and become fully acquainted with all the resources.

2.2. (b) process testing: The success of work with information sources, which is dependent on finding a solution to the problem, is compulsorily verified through process testing related to the number of questions corresponding to level B questions in USE.

By answering these questions, students collect the arguments required to solve the desired problem.

However, the content sense of testing the process involves not only promoting students learned to solve the problem, but also shaping their experience and metasubject skills: the ability to work with various information media (ie, the ability to “read” text material, “listen” to audio material, and To “view” reproductions, photo and video materials), including technical skills to quote relevant parts of the text and support these citations. Therefore, while working with text material, the problem of a meta-subject related to process testing consists of teaching to work with headers, keywords, and text outputs, highlighting substantial parts of the text, and storing them. In addition, while working with reproductions and photographs, the problem consists in teaching students to work with image names and photo indexes, teaching to highlight essential parts and details and store them. Furthermore, while working with audio and video materials, the problem consists of teaching to revise video segments and listening to audio clips several times, creating still images to highlight essential video / audio information and storing it.

The results of the procedure testing are automatically verified. The results can be viewed immediately by both the student on his screen and his teacher on his screen

- 17 computers. The student examines the evaluation of their answer to each question instead of the final grade score test. The student can also view the correct answer. Testing the procedure is educational: its results do not affect the final grade for the lesson.

2.3. Debate or discussion. This is the final stage of each training module. After performing the process testing and self-checking, representatives of the different procedures should exchange information (views, ways to resolve the shared problem). During the discussion, students complement each other by working with different sources of information, confirming the general direction for solving the problem. During the discussion, the representatives of the different procedures put forward arguments that conflict with each other because the use of different information sources led them to the opposite conclusions. In any case, the debate (or discussion) allows representatives of different procedures to gather the results of working with different resources, creating a holistic view that will help in solving the shared problem.

While in each lesson students are divided into different groups (practices) to solve their own problem, and representatives of these different groups (practices) work independently and use non-repetitive information resources, each lesson preserves the conceptual unity and integrity of content. The continuity of the content of the course to be studied is also maintained.

This is made possible by the mandatory application of lesson levels, such as "introducing the subject to be studied", "defining a problem", "debate" (or "discussion", "lesson output", "final test").

Claims (2)

PATENT CLAIMS 1. A real-time education system comprising student workstations equipped with personal computers and means for displaying information to students in a group perception manner, with student computers connected via an Internet or WIFI connection to a server with a software product to be installed for teaching and communication where is connected via a direct and feedback link to user databases containing media content, student computers have two screens and the system connected to the server via an Internet-enabled network or via a WI-FI connection includes the teacher's computer, the means for displaying information to students in group perception to the teacher's computer, and the server is also connected via an Internet-enabled network or WI-FI connection to the school administrator's computer and to student remote computers via the Internet Sew. 2. The real-time education system of claim f, wherein the means for displaying information to students in a group-perceptual manner is selected from the group consisting of a projector, electronic board, printer, scanner. Peripheral units 11 — IBdoJ § *> • · of ? m / z W - fJ (N