ES2424173A2 - Real-time learning system - Google Patents

Abstract

The invention relates to a real-time learning system which comprises work stations with pupil computers and means for displaying information for pupils in a group viewing mode, the pupil computers being connected via the Internet or a Wi-Fi connection to a server with a software product for learning and communication. The server is connected by a direct and reciprocal link to a user database containing media content. The pupil computers have two displays, and a teacher computer is incorporated into the system via the Internet or Wi-Fi connection to the server. The means for displaying information for pupils in a group viewing mode are connected to the teacher computer, and the server is also connected to a school administrator computer via the Internet or a Wi-Fi connection.

Description

Real-time teaching system

In the existing teaching process, computer-assisted technologies occupy an increasingly important position. The teaching process in middle schools is improved by using the Internet as an important source of supplementary learning material from a wide variety of views as well as materials that include training courses on various academic subjects and software for schools. Specialized educational Internet portals as well as educational websites, electronic agendas and electronic publications are also increasingly popular in the academic environment. The situation of a teacher is increasingly working with students who have personal computers within a local academic network. An extended use is also distance learning in which students and a teacher are located in different places, but participate in a participatory teaching process. However, it is needless to say that there is a need in the academic environment to provide new network-based educational technologies aimed at an exhaustive use of digital learning materials and Internet resources that use facilities and types of communication that are more advanced and convenient. for the students.

The invention relates in general to an organization and management of the teaching process in a classroom with the help of a specially designed electronic education system that increases the effectiveness of participatory learning.

A prior art method and system for presenting educational material for teaching and learning purposes has been described in the prior art (documents RU 2197748, G09B 5/14, 5/06, 19/00, 20/00). The method comprises the stages of coordinating by a teacher individual and collective actions carried out by a group of students regarding educational material, transmitting the content of educational material to the students being taught and providing communication between the participating students and the teacher through a network of local area data communications arranged in the student's workstations and the teacher's workstation, presenting the content of educational material using visualization means in personal and group perception mode. the actions carried out by the teachers and the student being taught with respect to the educational material presented in the data media, and control the content of data that the students visualize and the actions of the students with respect to the material

education presented in the data media in comparison mode and proof of it, in which the educational material is transferred to the students as blocks of data embedded in a group of data media, which have at least tripartite division based on knowledge, specifically individual, group and standard. A device for carrying out such a method comprises means to visualize the educational content in group perception mode, the students' workstations being equipped with networked computers that have a file system that performs the functions of capturing and displaying of the information and data base for the retrieval of learning material from the network media method / local area in individual perception mode; a teacher workstation that includes a server and a network connection computer that has a file system that performs the functions of monitoring and controlling the information to be displayed on the students' networked computers to provide a interactive management of them and the means of visualization in the mode of individual and group perception, and media between the students' work stations and the teacher's work station and with visualization means, which are combined in a network of local area equipped with auxiliary installations to present audio information that is a multichannel speaker system that has the elements that provide an individual and group perception and a multi-system installation to introduce and control the presentation of audiovisual data, which is connected by the communications media to the server, the local area network adapts gives to connect to the shared audio / video transmission networks and a global network, and a file system of a student workstation is provided to perform the media multimedia management function to present the information to be displayed and the function of testing the data to be captured and presented the information associated with the actions of the students in the work stations in real-time interaction.

The disadvantages of the educational method of the prior art discussed above consist in the insufficient effectiveness of the teaching process and assimilation of the educational material by the students to be taught.

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

During distance learning it is difficult to control the learning session because it is not possible to identify a student who works on the keyboard of a networked computer.

In the prior art, the use of Internet-based technologies, that is, information networks to teach in real time within a class, has not been found.

The technical problem that the invention has to solve is to provide the complete individualization of the process of perception and assimilation of educational material to be studied, while preserving the capabilities of interactive and interpersonal learning.

The technical result is achieved by providing a real-time teaching system that includes student workstations, equipped with personal computers and 10 means to visualize information in the group perception of information mode, student computers are connected to Through an Internet communications network or a WI-FI connection to a server with application software for learning and communication, the server has a direct and feedback link to user databases that comprise content media, and students' computers 15 have two touch-sensitive display screens, and the system connected via the Internet or Wi-Fi communications network to the server includes the teacher's computer, in which the means to display the information for students in group perception mode are connected to the teacher's computer, and the s The server is also connected via the Internet or Wi-Fi communications network to a computer administrator.

20 educational institution and the server is connected through the Internet communications network to the remote computers of the students to be taught.

The means to visualize the information for the students to be taught in group perception mode are selected from the group consisting of a projector, an electronic whiteboard, a printer, a scanner.

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

Figure 1 illustrates an organizational diagram of the teaching process in a real-time teaching system;

Figure 2 illustrates a complex electronic educational structure;

Figure 3 illustrates an electronic textbook structure; Figure 4 illustrates a structure of educational resources;

Figure 5 illustrates a test system;

5 Figure 6 illustrates user databases;

Figure 7 illustrates an academic forum structure;

Figure 8 illustrates a student's interface content; 10

Figure 9 illustrates a teacher's interface content;

Figure 10 illustrates an administrator's interface content;

Figure 11 illustrates an interface content of a parent;

Figure 12 is a schematic block diagram illustrating a teaching process;

Figure 13 represents structural elements that provide a teaching process; twenty

Figure 14 is a presentation of the educational process in the student interface;

Figure 15 is a presentation of the educational process in the teacher interface;

25 Figure 16 is a presentation of the educational process in the parent interface and the administrator interface.

As shown in Figure 1, an organizational diagram of the teaching process

used through an electronic educational complex includes a server 110 in which the software "electronic educational complex" is installed, which is integrated with a base 120 of

data used to store media content and databases of the users to whom

It is accessed via Internet 100 (wireless fidelity) or a local area network. Access to

electronic educational complex is achieved with the help of access device 150

student staff (personal computer), computer 130 teacher staff, 35 computer 140 staff of an administrator of an educational institution and computer 160

student staff (a student's parent).

The student personal access device 150 is a computer that has two touch-sensitive display screens. The presence of two display screens is based on their similarity to a textbook. The student's personal access device includes the characteristics inherent not only to a textbook that has great supplementary capabilities (access to an information resource goes beyond the current extension of a page), but also minicomputer functions that allow perform all possible types of a written form of feedback communication, that is, student responses captured by a student using a virtual keyboard and / or (or) through direct operations. The complete set of direct written operations performed and introduced by a student (a reply message record, notes, drafts, drawings, table filling, diagrams) can be translated either into a printed text format or images corrected with The help of a graphic editor.

The personal teacher computer 130 performs the functions of capturing the primary data entered from the students personal access devices 150, initial processing and on-screen presentation of individual elements thereof. The presentation functions are achieved through the inclusion in the general scheme of the typical set of peripheral installations: the projector 134, the electronic board 133, the printer 132 and the scanner 131 (the set of peripherals can be changed, according to the specific formation for various student categories and study characteristics of various educational areas).

The structure of an electronic educational complex includes a set of six cases that provide a coordinated operation: electronic book 210, educational resource 220, test system 230, user databases 240, academic forum 250, module 260 for sharing rights and access between different participants in e-learning.

The structure of the “electronic textbook” case 300 (figure 3) is represented as a set of three sections: lesson 310, project 360 and final exam 380. The number and sequential order of the sections may vary to reflect the peculiarity of the educational field. Each section has a home page (main page) that performs the function of a variant distribution. The section includes the blocks (A) of different levels (level_1, level_2, level_3) and resources (B). The set of blocks and resources is specific in each section.

(A) Units is a set of resources and blocks of different levels (which are presented in hierarchical subordination). Sections in an electronic textbook include two types of blocks: parallel and serial structure. The blocks of a parallel structure have a home page (main page) that performs the function of a distribution of

5 variants The blocks of a serial structure do not have a home page. Variants of such a block are presented in series one after the other.

Block types

10 (A1) "Module" is a block of a series structure, which is used to determine the phases of a lesson.

(A2) “Route” is a block of parallel structure, which is used to determine the individual educational paths of students in each phase of the lesson.

15 (A3) “Homework” is a block of a serial structure, which is used to determine the stages of propagation of individual educational paths or evaluation work.

(B) The resources in the sections of an electronic textbook are pages of various types,

20 that differ in a set of default attributes (data storage components). The inclusion of resources in the sections may be mandatory and optional (optional resources may not be available in the particular content of the block).

25 Types of resources

(B1) “Description” is a page dedicated to writing a plain text with illustrations (images, tables, graphics).

30 (B2) "Conclusions" is a page used to write a text with various highlights (accented, marked, in color). This text may be endowed with illustrations. The page has a hyperlink to a home page of the "lesson" section.

(B3) "Instruction" is a page used to write a text, multi-level lists. 35 The page may have a hyperlink to sections of the “educational resources” case; It can be accompanied by illustrations.

(B4) "File" is an attachment of any format (text, presentation, audio). These files may include: a sampling of data from the different sections of the Portal that are produced individually by students and presented in the form of presentations, links

5 to the Internet Portal or to Web sites, individual results of data recovery from Flash resources. An attachment can be viewed by a student who can then send the attachment to the teacher for review or demonstration purposes, or the student can send it to their "work folders."

10 (B5) “Flash” are electronic resources, open educational multimedia block systems of two types: information and self-learning systems.

(B6) "Test" is the page used to write plain text with illustrations (figures, tables, graphs) and control elements (for example, ActiveX control).

15 (B7) “Wi-ki” is a page created simultaneously by several students. The page can include text, multi-level lists and illustrations. The page may have hyperlinks to the “educational resources” case sections or the Internet web pages.

20 Section “lesson” 310 includes the serial block “module_1” 330 (the possible number of units is 1 to 5). The block "module_1" 330 is an aggregate of resources ("description" 320, "conclusion" 340) and the parallel block "path_2" 331 (the possible number of units is 1 to 5). The sequential order of the components cannot be changed. The "path_2" block 331 includes the "instruction" 332 resource and the "task_3" 333 serial block (the possible number of

25 units is 1 to 5). The sequential order of the components does not change. The “task_3” 333 block includes two mandatory resources (“description” 334 and “test” 335) and four optional resources “archive”, “portal link”, “flash” and “summary”. Sequential order and number of resources may vary.

30 The “project” 360 section includes the resource “description” 365 and the serial block “task_1” 370 (the possible number of units is 1 to 20). The sequential order of the components cannot be changed. The "task_1" block includes three resources: "description" 371, "wi-ki" 372 and "file" 373. The sequential order of the components cannot be changed.

35 The “personal evaluation” section is an aggregate of the “instruction” resource 385 and the parallel block “route_1” 390 (the possible number is 1 to 10 units). The sequential order of

Components cannot be changed. The "path_1" block 390 includes the "instruction" 391 resource and the "task_2" block 392 (the possible number of units is 1 to 20). The sequential order of the components cannot be changed. The “task_2” 392 block includes two mandatory resources (“description” 393 and “test” 394) and two optional resources (“file” and “flash”). The order and number of resources may vary.

Figure 4 shows the structure of the second case “educational resources” 400 that provides the operation of the electronic educational complex. The structure of case 400 includes any of the types of information that provide traditional training (in the form of a physical copy) and various learning technologies based on the involvement of electronic media. The structure of the “educational resources” 400 case consists of the following sections: “library” 410, “video image library” 420, “photo bank” 430, “gallery” 440, “interactive laboratories” 450, “workshops interactive “460,“ web visits ”470,“ archive ”480 and“ web links ”on 490 Internet sites.

The content of each section in the case "educational resources" 400 is structured in the alphabetical principle. The “interactive laboratory” 450 and “interactive workshops” 460 sections have a two-level structure: the upper level is the distribution of educational areas and the lower level is based on the alphabetic principle.

Each section of the case “educational resources” 400 suggests that each type of student work in the school is provided by a special set of the active functions of the resource itself.

The active functions of the "library" 410 and "file" 480 sections make it possible to mark and copy text fragments. The active functions of the “video image library” 420 and “web visit” 470 sections make it possible to generate a “frozen frame” (stop the image) when viewing any video segment. The active functions of the “photo bank” 430 and “gallery” 440 sections include the function that provides the selection of any of two elements for a presentation. The “interactive laboratory” section 450 is provided in a format for filling (worksheets and graphic diagrams). The “interactive workshops” section 460 provides forms for data filling and the function used to store the final result (product).

The structure of the “test system” case 500 (as shown in Figure 5) is represented as a set of three sections: the task system 510, the test system 570 and the result storage system 580. The “test system” 500 case provides the operation of two sections such as “electronic textbook” 300, “lesson” 310 and “global rating system” 380.

5 The structure of the “task system” section 510 cannot be changed. Each section has a home page that works to provide the distribution of tasks by variants. The section includes blocks of different levels (level_1, level_2), resources, and an automated review system. A set of blocks, resources and review systems is specific in each section.

10 The “task system” section 510 includes the resource “instruction” 520 and the parallel block “route_1” 530 (the possible number of units is 1 to 5). The “route_1” 530 block comprises three groups as follows:

15 Group A 540, Group B 550, Group C 560. The division of such a block into three groups is associated with the presence of three types of automated review.

Each group includes the resource “instruction” 541, 551, 561 and the serial block “task” 542, 552,

562. The sequential order of the groups and their elements cannot be changed.

20 The “test system” section 570 is a set that includes three types of the automated system to review the results.

The automated system to review the results - type A, is based on the choice of

25 correct answer from several variants, type B is based on the choice of many (combinations) of correct answers from many possible answers, type C is based on a criterion comparison of the understanding of a set of elements. The results of the automated review system of each type are defined according to the specified criteria and are formalized as main qualifications.

30 The “results test storage system” section 580 is a three-element database that includes a “time storage system” 581, “main grade storage system” 582, “note storage system” 583.

35 1) The “time storage system” 581 is a database that contains the initial data on the time of each task that each group will execute 542, 552, 562.

2) The “main grade storage system” 582 is a database that contains the number of starting points that are defined by the automated review of each task 542, 552, 562.

3) The “note storage system” 583 is a database that contains the notes derived from the conversion of the main grades with the corresponding rating scales. The correspondence scales of the main grades and scores are specific to each educational region.

The "system for storing results" section 580 of the "test system" case 500 is a structural element of one of the sections of the "database" case 600 (as shown in Figure 6). The structure of the “database” case 600 includes the sections “the history of the lessons” 610, “database of the academic administrators” 620, “student work folders” 630. The section “the history of the lessons ”610 is a database that includes the initial results of collaborative actions between a teacher and a student during e-learning. The section “student work folders” 630 contains information about the student's work independently as well as the results of the joint activity of the student and the teacher, treated based on different criteria. The section “database of academic administrators” 620 is a set of general information about teachers, students and parents.

Figure 7 shows a structure of the “academic forum” 700. It includes three sections: “information block” 710, “forums” 720 and “blogs” 730. The “information block” 710 contains general information about the organization of e-learning both within a school and within the community of educational institutions of a general subordination (municipal, regional or federal). The "forums" 720 and "blogs" 730 sections provide social networking work that is organized either within a single educational institution or within the community of educational institutions.

The creation of interfaces is implemented based on the “rights module and access distribution” 260 operation (as shown in Figure 2). The elements of each interface are the elements of the sections of the cases "electronic educational complex" 200 (as shown in Figure 2): "electronic textbook" 210, "test system" 230, "databases of users ”240 and“ academic forum ”250.

Figure 8 represents the interface 800 of the students comprising the following elements:

5 1) electronic book 810 refers to the case "electronic book" 300 (figure 3);

2) 820 educational resources refer to the case “educational resources” 400 (figure 4);

3) Agenda 830 refers to the case “user database” 600 (section “database 10 of academic administrators” 620) (figure 6);

4) 840 work folders is the case “user database” 600 (section “student work folders” 630) (figure 6);

15 5) private office 850 refers to “user database” 600 (element “information about classrooms and students” 622) (figure 6);

6) 860 academic forum refers to the case of the "academic forum" 700 (sections "information block" 710 and "blogs" 730, which include the element of "student forum" 721) (figure 20 7).

Figure 9 represents an interface 900 of the teachers comprising the following elements:

25 1) teaching block 910 refers to the cases “electronic book” 300 (figure 3), “educational resources” 400 (figure 4), “test system” 500 (section “task system” 510) (figure 5 ), “Database” 600 (the element “academic documentation” 621) (figure 6);

2) organizational block 920 refers to the “database” case 600 (the “documentation” element

30 academic ”621) (figure 6), a case of“ test system ”500 (elements of the“ main grade storage system ”582 and“ note storage system ”583) (figure 5);

3) private office 930 refers to the case “database” 600 (the elements “information about classrooms and students” 622 and “information about teachers” 623) (figure 6);

4) 940 academic forum refers to the case "academic forum" 700 (sections "information block" 710 and "blogs" 730, which include the "teachers forum" 722) (figure 7).

5 Figure 10 represents the interface 1000 of the academic administrator comprising the following elements:

1) 1010 academic documentation refers to the case “database” 600 (the element “academic documentation” 621) (figure 6);

10 2) information about teachers 1020 refers to the case “database” 600 (the element “information about teachers” 623) (figure 6);

3) information about classes and teachers, 1030 refers to the case “database” 600 (the 15 element “information about classrooms and teachers” 622) (figure 6);

4) 1030 planning refers to the case “database” 600 (the element “academic documentation” 621) (figure 6);

20 5) 1050 academic forum refers to the “academic forum” 700 case (the “information block” 710 and “blogs” 730 sections, which include the “administrative forum” 724 element) (figure 7).

Figure 11 represents the parent interface profile 1100 comprising the following elements:

25 1) agenda 1110 refers to the case “user databases” 600 (the section “administrator database” 620) (figure 6);

2) information about teachers 1120 refers to the case “database” 600 (element 30 “information about teachers” 623) (figure 6);

3) electronic book 1130 refers to the case "electronic book" 300 (figure 3);

4) 1140 academic forum refers to the case "academic forum" 700 (the sections "block of 35 information" 710 and "blogs" 730, which include the element "parent forum" 723) (figure 7).

Figure 12 is a schematic block diagram illustrating a teaching process based on the use of an electronic educational complex. The learning process involves two periods: previous lesson (or later lesson) and the lesson period.

5 The previous lesson period (subsequent lesson) includes the following phases in series:

1) the choice of the subject to be studied (1210);

2) the distribution of class students in at least two routes (1220); 10 3) execution and review of the task (1270).

During the lesson period, access to different parts of the e-book and educational resources occurs in the following sequence:

15 1) the access that allows the introduction of the predetermined subject of the electronic book (1230);

2) approve at least one educational module (1240) through at least two routes (1242A, 20 1242B);

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

4) the execution of the final test and the reception of the test results (1260). 25 The route to approve the teaching module is a sequence of the following stages:

1) familiarize yourself with the module problem as defined in a given route (1241);

30 2) request the educational resources specified by the problem formulated (1243A, 1243B);

3) pass the route test and obtain the test results (1244A, 1244B);

4) Approve a debate or discussion to be established in the teaching module (1245). 35 Stages 2) and 3) of the phases associated with the teaching module form the route of

student learning Stages 2) and 3) discriminate the lesson variants specified by different routes. Figure 13 shows the elements of the educational complex (cases) that provide the content and functioning of the learning process. The operations of the phases that include a previous lesson (subsequent lesson) provide: 1) the phase “choice of the subject of the lesson to be studied” 1210 that refers to the case

10 "user database" 240 (the element "lesson planning" 614); 2) the phase “distribution of class students by routes” 1220 which refers to the case “rights module and access distribution” 260;

15 3) the “task execution and review” phase 1270 which refers to the case “user database” 240 (the “task” element 615). The operations of the phases of a lesson period provide: 20 1) the “introduction to the subject to be studied” 1230 phase that refers to the “electronic book” 210 (the “lesson” 310); 2) the phase (stages) of approving the “teaching module” 1241 includes:

25 2.1. "Problem definition" which refers to the case "electronic book" 210 (the "description" element 320);

2.2. access to “resources” that refers to the case “educational resources” 220;

30 2.3. execution of “route test” followed by the issuance of the test results, which refers to the “electronic book” case 210 (the “task” element 332);

2.4. “Debate / discussion” that refers to the “electronic book” case 210 (the “conclusion” element 340);

35 3) the stage of making access to “lesson conclusions” 1250 which refers to the “electronic book” case 210 (the “conclusion” element 316);

4) the "final test and test results" phase and receipt of test results 1260 that refer to the "test system" 230 case (the "task system" 510);

5 Figures 14, 15, 16 show the elements of interface profiles of a student, a teacher, parents and an academic administrator who visualize the different phases of the educational process. In this way, the case “rights module and access distribution” 260 provides for each interface visible and invisible phases of the educational process.

10 In the student interface (figure 14):

1) the phases "choice of the subject of the lesson to be studied", "introduction to the subject to be studied", "teaching module" (in addition to the phase that allows access to 15 resources), "conclusions of the lesson ”that refer to the“ electronic book ”case 810 (the“ lesson ”element 812);

2) the “resource” phase of approving the route of the teaching module that is executed in the “educational resources” element 820;

20 3) the “final test and test results” phase that is executed in the “agenda” 830 case (the “report card” item 835) and “work folders” 840 (the “report card item” 840 );

25 4) the “task execution and review” phase that refers to the “agenda” case 830 (the “task” element 834).

The “route distribution” phase is not displayed in the student interface.

30 In the teacher interface (figure 15):

1) the phase “choice of the subject of the lesson to be studied” in the element “basic curriculum” 911;

35 2) the “route distribution” phase in the “class registration” element 924; 3) the phases “introduction to the subject to be studied”, “teaching module” (in addition to the “route test” phase), “lesson conclusions” that refer to the element “visualization of progress dynamics ”922;

5 4) the “route test” and “final test” phases that refer to the “differential control display” element 923;

5) the “final test and test results” and “task execution and review” phases that refer to the element “class registration” 924. 10 The parent's interface (figure 16) shows:

1) the phase “choice of the subject of the lesson to be studied” that refers to the case “agenda” 1100 (the element “basic curriculum” 1116);

15 2) the “final test and test results” phase that refers to the “agenda” case 1100 (the “report card. Current note” 1115);

3) the “task execution and review” phase that refers to the “agenda” 1100 case (item 20 “task” 1114).

The phases "distribution by routes", "introduction to the subject to be studied", "teaching module", "route test", "lesson conclusions" are not displayed in the parent interface.

25 In the academic administrator interface (figure 16):

1) the phase “choice of the subject of the lesson to be studied” refers to the case “academic documentation” 1010 (the element “basic curriculum” 1011);

30 2) the “final test and test results” phase that refers to the case “homework execution and review” that refers to the case “academic documentation” 1010 (the element “class registration” 1014).

35 The phases "route distribution", "introduction to the subject to be studied", "teaching module", "route test", "lesson conclusions" are not displayed in the academic administrator interface profile.

The educational process includes two periods:

5 I. PRIOR LESSON Period (or LESSON LATER) and

II. LESSON Period.

I. The PREVIOUS LESSON period includes the following phases: 10

1. The choice of the subject to be studied. In this phase, a teacher chooses the next subject to be studied in thematic calendar planning to assign the lesson planning.

15 2. Route distribution. The teacher, before the lesson, distributes the class by routes based on the students' educational abilities: the 1st route implies a basic level of knowledge, the 2nd route (and the 3rd route, if required) implies a higher level of knowledge The teacher writes the numbers 1 and 2 next to the students' names. The numbers that the teacher will assign associate each student to a particular route to approve the

20 lesson Therefore, a student will not be able to change the route by himself, since upon passing to the educational portal (resources), the student being taught will be forced to work with those resources that have been assigned by the route (other resources will be closed for him / her).

25 3. The execution and review of the task. In this phase, students perform their written assignments working on the “homework” basis and store the results of their performance (psychologically this is equivalent to the procedure of transmitting these results to the teacher), and the teacher reviews the students' homework, it is In other words, the teacher enters the same “homework” base, searches the same for the executed or non-executed tasks of each student, evaluates and comments on their

30 performance, puts the notes and then stores the results of their operations and leaves the base (psychologically this is equivalent to the evaluation of homework performance and putting the notes on the students' agendas, considering that students will discover the results of this evaluation of task performance in their agendas, when they request the base “agenda”). Therefore, the same stored data of

35 different ways depending on the request of teachers, students, parents and the administration.

II. The LESSON period includes the following phases:

one.

Introduction to the subject to be studied. In this phase, the teacher summarizes the results of the previous lesson session based on the materials of the final test and the evaluation of the performance of the task followed by a comment regarding these results (that students can see their agendas), Then he mentions the next subject to be devoted to and its relation to the previous topic.

2.

Training Module This is a repeated phase of each lesson, which is organized in the same way within itself and is necessarily completed in the form of either a discussion or a debate. Each lesson can include several such modules.

3.

Lesson Summary: In this phase, all discussions / discussions that have taken place (their number depends on the number of lesson modules) are summarized. The meaning of this phase implies not only the summary of a global subject to be studied in the lesson, but it also consists in preparing the students for the final test which is the final phase in any lesson.

Four.

The final test This is the final phase of the lesson, which has control character. The final test evaluation consists of five level A questions, two level B questions and two level C questions. (Therefore, the smooth mastery of this test form allows students to feel comfortable during the final tests according to the terms of (USE), that is, the Unified State Examination. In response to the questions asked, students will fill out different forms (form A, form B and form C). After completing all the forms, the student returns the results to the teacher. (In fact, the student stores the results in a database, which a teacher can access in order to verify the work). The answers to the questions of levels A and B will be reviewed automatically, "assigning" the test results of these levels to each student, which the teacher can see during the lesson at grading points, and the student after "returning" The work completely executed the teacher. The level C test is run by students in a free form (the student can type the answers by hand, and can type them using the keyboard), which is then stored in a database. The teacher reviews the results of the level C test and puts the deserved qualification points (from 0 to 3) for each question, even if he does not know which of the students answers these questions.

The teacher reviews the level C tests in his spare time, but always before starting the

next lesson, put particular rating points, make your comments (if

requires) and stores the results of your verification. The teacher perceives psychologically

this as "returning" the results to an anonymous student (since the teacher does not know

5 the name of the student who answers the level C questions). Rating points

of the teacher received by the student for the level C test (and who remain in a

special database case) are summarized with the available test scores

of level A and B, and become (automatically) the note according to the five-point scale.

A student will find this note in their academic agenda, and the teacher, in a 10-class record next to the student's name.

Each training module will necessarily include:

2.1. DEFINITION OF PROBLEM 15

2.2. ROUTE RESULTS (the number of routes is at least two within the route distribution):

a) OPERATION WITH INFORMATION RESOURCES (different sources of information, such as text, audio, photography, video);

b) ROUTE TEST.

2.3. DISCUSSION OR DISCUSSION 25

2.1. PROBLEM DEFINITION Having a new subject to study, the teacher will define a problem. This problem is common for all students. In order to solve the problem it is necessary to provide a route distribution and an operation with different sources of information.

2.2. Route Results The teacher informs the class by which route each student will go to solve the problem claimed. Knowing that the first route corresponds to the level of basic knowledge, and the second route corresponds to a higher level of knowledge, the teacher, however, does not explain to students that the number of

35 route contains a different degree of complexity. This cannot be defined by the students themselves, insofar as the route numbers are NOT permanently assigned.

to them. Having the ability to analyze later how students faced the tasks of different levels of difficulty, the teacher permanently corrects his ideas about the educational abilities of the students being taught by designating the first route to those who did not approve the previous lesson with the assignment of tasks of the second route and vice versa, designating the second route to those who, when performing the tasks of the first route during a few lesson sessions, demonstrated their ability to operate at a higher level of difficulty.

2.2 a) Students, after going through their routes, began working with different resources, that is, different sources of information, such as text, audio, photography, video. During the lesson period, students can work only with that part of the resources dedicated to solving a particular problem. In the extracurricular time period, students can access the global database of educational resources and become familiar with each of the sources completely.

2.2 b) ROUTINE TEST: the success of working with the information resources, which is subordinated to the search for a solution to the problem, is mandatory verified through the route test associated with several questions that correspond to the level B questions in the USE.

In answering these questions, students collect arguments required to solve the claimed problem.

However, the meaning of the road tests implies not only encouraging students who are being taught to solve the problem, but also to form their experience and meta-object capabilities: ability to work with different means of information (i.e. ability to "read" text materials, "listen" to audio materials, and "see" reproductions, photography and video materials), including technical skills to cite appropriate text parts and keep these quotes. Therefore, when operating with a text material, the metaobject problem associated with a routine test is to teach working with titles, keywords and text results, highlighting the significant text fragments and storing them. Apart from this when working with reproductions and photographs, the problem is to teach students to work with the names of the images and the feet of the photographs, teaching to highlight the fragments and significant details and to store them. In addition, when working with audio and video materials, the problem is to teach to review the video segments and to listen to audio fragments several times, stop the image to highlight the significant video / audio information and store it.

The results of the route test are automatically verified. The results can be seen

5 immediately by both a student on the screen of his visualization and by the teacher the screen of his computer. A student sees the evaluation of their answer to each question instead of the final test score. In addition, a student can also see the correct answer. The route test is educational: its results do not affect the final grade for the lesson.

2.3. DEBATE OR DISCUSSION. This is the final phase of each training module. After the execution of the route test and the self-review, the representatives of the different routes have to exchange information (opinions, methods to solve the shared problem). During the DISCUSSION, the students complement each other, since 15 worked with different sources of information, confirming the general direction to solve the problem. During the DISCUSSION the representatives of different routes present the arguments that are in conflict with each other because the use of different sources of information has led them to opposite conclusions. In any case, the DEBATE (or DISCUSSION) allows representatives of different routes to gather the results of work

20 with different resources, create a holistic vision that will help solve the shared problem.

Although in each lesson the students in order to solve their own problem are divided into different groups (routes), and the representatives of these different groups (routes) work

25 independently and use sources of information that are not repeated, each lesson preserves the conceptual unity and integrity of the content. The continuity of the content of the entire course of the subject to be studied also remains.

This is possible due to the mandatory application of the phases of the lesson, such as

30 “Introduction to the subject to be studied”, “Problem definition”, “Debate” (or “Discussion”), “Lesson results”, “Final test”.

Claims (2)

one.

Real-time teaching system, characterized in that it includes the stations

of work of students equipped with personal computers and means to

5

display information for students in group perception mode, being

connected students' computers over the Internet

 or WI-FI  yet

server with the software product to be installed for learning and

communication, with the particularity that the server is connected through a

direct link and feedback to user databases that comprise a

10

media content, while student computers have two

display screens and the system connected to the server through the network enabled

for Internet or WI-FI includes the teacher's computer, the means to visualize the

information for students in group perception mode that are

connected to the teacher's computer, the server also being connected to

fifteen

over the Internet-enabled network  or WI-FI  to the computer  of the administrator

academic and to the students' remote computers through the Internet.

2.

Real-time teaching system according to claim 1, characterized in that

the means to visualize information for students in perception mode

twenty

group are selected from the group consisting  in:  a projector, a blackboard

electronics, a printer, a scanner.