RU121627U1 - EDUCATIONAL SOCIAL NETWORK - Google Patents

Abstract

1. Educational-social network containing a web-server of the educational unit, including the teacher's personal computer, and connected via Internet Wi-Fi with a two-screen personal access device, characterized in that it additionally contains a database server of the social unit, connected by two-way communication with the web server of the educational unit, while the specified server of the social unit database and the web server of the educational unit are connected via Internet Wi-Fi with a laptop and / or with a personal computer and / or with a mobile device that has access to the Internet, and the database server the social block is also connected via Internet Wi-Fi with a two-screen personal access device. ! 2. Educational social network according to claim 1, characterized in that the database server of the social block includes:! - the first block, which characterizes the public interface and includes the sections “Announcements and News”, “Presenting Schools”, “Presenting Classes”, “Presenting Communities”, “Presenting Blogs” and “Presenting Competitions”; ! - the second block, which characterizes personal offices and includes the sections "Student's office", "Teacher's office", "School manager's office" and "Parent's office"; and! - the third block, which characterizes communication tools and includes the sections "Messaging", "Blogs", "Contests", "Wall" and "Project feeds"; ! and the web-server of the educational unit includes:! - the first block, which characterizes communities and includes the sections “Community launch page”, “File sharing mechanism”, “Community presentation”, “Feed”, “Assessment tools” and “Portfolio export mechanism”; ! - the second block, characterizing competitions and including

Description

Technical field

The utility model relates to student learning tools.

State of the art

In the modern educational process, computer technologies occupy more and more place. The educational process in the primary school is enriched by the use of the Internet as a powerful source of additional educational material of various kinds, as well as the use of materials representing training courses in various subjects and software for schools. Special educational portals posted on the Internet, as well as training websites, portfolios, electronic diaries and magazines are gaining more and more popularity.

The educational and social network is a unity of the educational and social blocks, and the social block performs the applied function of servicing the educational block.

Using the existing mechanisms of the social network (some of the most universal of its means and tools), the educational and social network places them in the context of solving educational problems and educational communication tasks.

Each of the organizational forms of the educational and social network (and communities, and competitions and projects), in addition to its formats and tools unique to it, contains a general mechanism for exporting student performance to PORTFOLIO, which equalizes all these organizational forms as sources of socially significant information about extracurricular activities students.

The main feature of the educational and social network is that it represents the unity of the educational unit and the social unit, and the educational unit is the leading one in it, and the social unit performs the functions of communication tools and tools serving the needs of the educational unit.

The well-known "Electronic Book" (US 2008/0076103, 03/27/2008, G09B 5/06), which consists of a laptop computer with a standard set of devices, in particular, a display, a printing device, devices for reproducing sound, a keyboard, a central processor with an operational memory, a device for reading machine-readable media, machine-readable media with a PS core that controls the operation of the system, a translator, and a system for recording texts on computer-readable media and playback for the user, including with the translation. At the same time, graphic and visual images along with the text are also remembered. Also used is the audio playback option. Texts are stored in a database on a machine-readable medium in the original format.

The disadvantages of the system are as follows:

- since there are a lot of text documents and their number is constantly growing, including in many narrow subject areas, knowledge in them is duplicated, up to simple duplication of source texts, and technical capabilities are limited, then such a device does not solve the problem in principle, only helping a little user, in particular, on the road;

- the problem of analyzing the source texts and the knowledge contained in them, the search for connections between them remains entirely with the user;

- cannot find solutions for the user, from an analysis of the large information databases available;

- does not have special special capabilities for protecting information databases on a machine-readable medium.

Traditional architectures of a client-server-type software package are known, including a central server (central database) and a number of client terminals (Ion Sneijder "Effective TCP / IP Programming", Fig. 1.1., Http://www.ozon.ru / context / detail / id / 126048 /, http: //www.infocentr.m/~bugaga/tcpip/mam.html/ that can be used to educate students.The functional parts of this complex interact using communication tools (modules) to request-response scheme: one of them (client, student) performs an active function, that is, initiates requests and the other (server) passively answers them.However, such a system does not ensure the coordinated work of a large number of users in data update modes, and therefore, its use in the conditions of modern requirements for the organization of educational activities is not effective. that its functionality is limited.

The closest in essence and the technical result achieved is a real-time training system (RU 106016 U1, 06/27/2011, G09B 1/00), which contains a web-server of the training unit, including the teacher’s personal computer, and connected via Internet Wi- Fi with dual screen personal access device. However, such a system does not provide students outside classrooms or classrooms with the necessary amount of information in the provision of educational services, which in turn reduces the effectiveness of training.

Utility Model Disclosure

The technical result of the claimed utility model is to provide students who are stationary and on the move, including outside classes or classrooms, with the necessary amount of information in the provision of educational services, as well as in improving the effectiveness of training.

The problem is solved due to the fact that the educational and social network contains the web server of the training unit (4), including the teacher’s personal computer, and connected via Internet Wi-Fi (3) with a two-screen personal access device (12), and the educational and social the network additionally contains a social block database server (5) connected by two-way communication with the training block web server (4), while the indicated social block database server (5) and the training block web server (4) are connected via Internet Wi -Fi (3) with a laptop computer (9) and / or with a person computer (10) and / or with a mobile device (2) with Internet access (3), and the social block database server (5) is also connected via Internet Wi-Fi (3) to a two-screen personal access device (12) .

The specified database server social block (5) includes:

- the first block, characterizing the public interface, and including the sections “Announcements and news”, “Presentation of schools”, “Presentation of classes”, “Presentation of communities”, “Presentation of blogs” and “Presentation of competitions”;

- the second block, which characterizes personal cabinets, and includes sections "Student's Office", "Teacher's Office", "Office of the Head of the School" and "Parent's Office"; and

- the third block, which characterizes communication tools, and includes the sections "Messaging", "Blogs", "Contests", "Wall" and "Project Feeds";

and the web server of the training unit (4) includes:

- The first block that characterizes the community, and includes the sections "Community Launch Page", "File Sharing Mechanism", "Community Presentation", "Tape", "Evaluation Tools" and "Portfolio Export Mechanism";

- the second block, which characterizes the competitions, and includes the sections “Launch page of the competition”, “Exhibition of competitive works”, “Assessment tools” and “Export mechanism to the portfolio”;

- the third block describing the projects, and including the sections “Project Launch Page”, “Mechanism for creating groups and roles”, “Project Presentation”, “Repository”, “Presentation Templates”, “Evaluation Tools”, “Tape” and “Export Mechanism” in the portfolio "; and

- the fourth block, which characterizes the portfolio, and includes the sections "General Data", "Portfolio of Achievements", "Development Portfolio" and "Library Card".

The presence in the educational-social network of the server database of the social unit associated with two-way communication with the web server of the educational unit, as well as connected via Internet Wi-Fi to a laptop computer and / or personal computer and / or two-screen personal access device and / or with a mobile device with Internet access, provides students who are stationary and on the move, including outside classrooms or classrooms, with the necessary amount of information in the provision of educational services, and also increases the efficiency s training.

Brief Description of the Drawings

The utility model is illustrated by drawings, where:

Figure 1 - diagram of the educational social network;

Figure 2 - structure of the educational social network;

Figure 3 - stages of the project and its participants;

Figure 4 - diagram of the organization stage of the launch of the project;

Figure 5 - diagram of the organization stage of the project ;.

Figure 6 - diagram of the organization stage of the presentation, evaluation of the project and export to the portfolio.

Utility Model Implementation

The educational and social network contains the database server of the social unit (5) and the web server of the educational unit (4), connected by a two-way communication. The web server of the training unit (4) includes the personal computer of the teacher. Also, the social block database server (5) and the training block web server (4) are connected via Internet Wi-Fi (3) with a laptop computer (9) and / or with a personal computer (10) and / or with a two-screen personal access device (12) and / or with a mobile device (2) with Internet access (3).

The social unit (5) has all the attributes of a social network, including the minimum of functions and tools that are necessary to meet the needs of the educational unit (4). Educational communication in the educational social network is organized using those tools that, on the one hand, are adequate to the formats of the social network, on the other hand, are the most popular and relevant on the Internet.

For example, while working in the educational unit on projects, students will use such a network tool as a tape to place their original information instead of the traditional “written response” format for the learning process. Or exchanging information with each other, students will use such a network tool as a repository, although they could exchange messages using long-mastered means of e-mail (e-mail). But since the repository is the network tool used by well-known sites (for example, Wikipedia) and search engines (for example, Google), it’s more appropriate for schoolchildren to access it, since it gives them the opportunity to accumulate experience in operating modern network tools and incorporates this training social network in the broad context of the Internet networking opportunities.

Thus, using the existing mechanisms of the social network (some of the most universal of its means and tools), the educational and social network puts them in the context of solving EDUCATIONAL tasks and EDUCATIONAL communication tasks that meet four main goals:

1) the formation of universal general educational network skills for working with information: its search and placement, as well as its exchange, its correction and presentation;

2) the formation of communicative network skills of group work in the process of substantive communication, where communication is considered as cooperation: distribution of social roles and maintaining their own social role, readiness to change social roles, the ability to submit to a collective decision;

3) the formation of communicative network skills in the process of a comparative analysis of the results of one's and another's subject activity, where communication is understood as interaction: a democratic discussion of the “products” of one's and another's educational activity; adequate self-esteem and reasoned assessment of someone else's work; sound and responsible voting;

4) the formation of an individual cognitive motive and individual need for subject network communication (that is, in communication built around the solution of an educational problem within a specific subject area).

Each of the organizational forms in the educational unit of the educational social network (and such forms are: communities, contests and projects) - in its own way participates in the implementation of the goals, using different combinations of network tools of the social unit.

So, with the help of the community and with the help of network tools of the social block (5) such as messaging and community feed, mainly the first and second goals of education and educational network communication of students can be realized. And with the help of such tools as the voting mechanism and ratings - the third of the intended goals.

The same third goal can be realized when students take part in contests using such tools of the social block (5) as the voting mechanism and ratings.

By completing projects and using such social tools of the social block (5) as messaging and the project feed, students will be able to participate in the implementation of the first and second goals of education and training communication, and with the help of such network tools as the voting mechanism and ratings, in the implementation of the third goal.

Without exception, all organizational forms of the educational unit (4) with the help of all the abovementioned network tools of the social unit (5) (messaging, community feeds and project feeds, voting mechanisms and ratings) contribute to the fourth goal - the formation of individual cognitive motive and individual needs for substantive network communication.

A social block tool (5) such as a blog serves the same purpose. A blog as a network communication tool differs from all the above-mentioned tools of a social network in that students can use its capabilities only with the permission and invitation of the teacher who starts the blog, that is, on the initiative of an adult. The presence of this tool in the educational social network makes it possible to organize communication between adults: teachers with their colleagues - teachers, teachers with parents, etc.

The educational and social network is different from the educational portal, since the entire content of the educational portal is controlled, regulated and mandatory: all the information there, all organizational forms and all the tools used. So, only educational material that has passed state stamping and has an analogue in the Federal list of educational materials approved for the educational process can be downloaded to the training portal. The same applies to the forms of organization of the educational process: only the obligatory list of educational materials that corresponds to the basic curriculum is placed in the educational portal; it loads only the class schedule of each particular school in the form of 40 or 45 minute lessons, which is signed by the administration of the school; it uses only those forms of control (verification and verification work, various forms of testing) that are relevant at the moment in the state educational space; only those forms of reporting (diary, journal) that are traditional for a modern school and so on are practiced.

The educational and social network operates according to other laws. On the one hand, it also contains mandatory scenarios in its training unit (4), since all organizational forms used there function in accordance with a specific plan. On the other hand, this obligation already has an extra-curricular nature and meaning: rather, the presence of the direction of activity of each of these forms and the existence of a specific plan, but the content of this activity (namely:

what problems will be discussed, in what sequence and for how many classes) does not require going through the procedure of stamping, or entering into a strict schedule signed by the school administration: the content of activities in the educational and social network as a whole is not strictly determined and not regulated.

Each of the organizational forms of the educational and social network, in addition to its inherent tools, also contains a general mechanism for exporting student performance to PORTFOLIO, which equalizes all these organizational forms as sources of socially significant information about students' extracurricular activities.

The project as an organizational form of the educational and social network is one of the important sources of information about the extracurricular activities of the student and makes it possible to find out how students learn:

1) different network tools,

2) different social roles in the framework of joint group activities.

1. The development of network tools includes:

a) work with information on the tape;

b) work with information in the Repository;

c) creating a presentation of the project;

d) the development of voting within the framework of the proposed points system.

a) Work with information on the tape. The tape does not contain the subject information itself, which constitutes the content of the project, but the correspondence between the project participants during its implementation. This work contributes to the formation in the student of rather complex skills for exchanging subject information with several participants in a common business at once, namely: the ability to specifically contact the project participant who has questions or needs to be accounted for while understanding that the message is being viewed by other members working group; the ability to periodically view the entire Message Feed and isolate the information that is addressed to this particular project participant; the ability to clearly formulate questions, the answer to which contributes to the promotion of the project; the ability to give specific instructions or tasks, the implementation of which contributes to the promotion of the project; the ability to adequately indicate the amount done and comment on what has been done.

b) Skills of working with information in the Repository. In the Repository, all project participants put all the subject information that makes up the content of the project. Since it is not possible to create folders in the Repository whose names (for example, last names or social roles of the project participants) would facilitate the exchange of information between schoolchildren, schoolchildren are forced to master a whole range of special network skills related to group communication. These skills include: the ability to give an accurate and clear name to their files (so that other members of the group can easily navigate the material already by the names of the files), the ability to designate different versions of a file that exists under the same name, for example, indicate either the next the file number next to its name, or the date and exact time of creation, or some notes that the rest of the group understood about editing, etc. Both the ability to exchange information on the Tape, and the ability to work with information in the Repository - all these skills together contribute to the formation of a culture of subject communication, without which collective subject activity is difficult.

c) Creating a project presentation. This skill is very important for the modern student, as presentation is becoming an increasingly popular form of presenting information. In order to form this skill not just as technical, but as a skill closely related to the culture of WEB design, students first master a series of cultural patterns - templates that are accompanied by small in volume and specific comments. Both the presentation samples and comments on them are devoted to the general requirements of WEB-design: requirements for the structure of the slide (if the slide is mostly textual or mostly illustrative; or if the balance of text and illustration is observed in the slide); to the possible colors of the main background and the colors of the dice; to the competent use of fonts in the main text and in headings, as well as the color and size of the fonts of the main and additional texts; the need to create and maintain a common presentation style.

The proposed system enables students not only to use existing samples - presentation templates, but also relying on a collection of individual elements (color palette, font and pin sizes, design elements) to create new presentation samples themselves.

d) Mastering the voting within the framework of the proposed points system. The socio-educational meaning of mastering the voting mechanism is that the student participating in the vote: a) can see all the grades put down for the same work by other schoolchildren, which teaches his balance and caution when making his own assessment; b) he is forced to put his mark in public, that is, indicating his name and accompanying the mark with comments, which teaches the student to be responsible for the points given to him.

If the requirements of publicity are ignored, the system does not accept points assigned by the student. Thus, mastering the voting mechanism, the student learns to objectively evaluate the results of someone else's activity, make balanced evaluative judgments and bear responsibility for them.

2. The development of various social roles within the framework of joint activities in each group that works on the project includes: the role of the project manager (this role is determined by the teacher, appointing one of the students as the project manager in each group that works on the project) and the roles of ordinary members of the project , which is distributed in the group appointed by the teacher leader. The project manager formulates the goal and objectives of the project, gives specific tasks to each member of the group, and after the group has finished collecting and writing specific materials, creates an already finished presentation from all the material - both textual and illustrative. Roles appointed by the leader are roles: the creator of the text (makes comments on finished / found / texts or illustrations, as well as self-captured materials; writes the necessary texts himself; compiles the texts found by the search engine), the search engine (searches for suitable texts and illustrations), the editor ( edits both text and illustrations for the text), designer photographer (takes the necessary photos and helps the manager in the design of the project, offering his own version of the layout of the future presentation).

All the educational and social roles of the project participants are fixed by the system: the teacher appoints the leaders of each group working on the project, and each of the leaders distributes the roles among the ordinary project participants, putting their usernames and passwords in the drop-down list of these roles. Thus, each of the project participants fulfills the educational and social role prescribed to him and fixed by the system, the designation of which at the last stage of the project’s life (after the project has already been made public and evaluated as a result of a general vote) is stored and attached to that copy project, which is sent to PORTFOLIO to each project participant.

Claims (2)

1. The educational and social network containing the web server of the training unit, including the teacher’s personal computer, and connected via Internet Wi-Fi to a two-screen personal access device, characterized in that it further comprises a social block database server connected by two-way communication with the web- a training block server, wherein said social block database server and a training block web server are connected via Internet Wi-Fi to a laptop computer and / or to a personal computer, and / or to a mobile device having Internet access, moreover, the database server of the social block is also connected via Internet Wi-Fi with a two-screen personal access device. 2. Educational and social network according to claim 1, characterized in that the database server of the social block includes: - The first block, which characterizes the public interface and includes the sections “Announcements and news”, “Presentation of schools”, “Presentation of classes”, “Presentation of communities”, “Presentation of blogs” and “Presentation of competitions”; - the second block, which characterizes personal cabinets and includes sections "Student's Office", "Teacher's Office", "Office of the Head of the School" and "Parent's Office"; and - the third block, which characterizes communication tools and includes the sections "Messaging", "Blogs", "Contests", "Wall" and "Project Feeds"; and the web server of the training unit includes: - The first block that characterizes the community and includes the sections "Community Launch Page", "File Sharing Mechanism", "Community Presentation", "Ribbon", "Evaluation Tools" and "Portfolio Export Mechanism"; - the second block, which characterizes the competitions and includes the sections “Launch page of the competition”, “Exhibition of competitive works”, “Assessment tools” and “Export mechanism to the portfolio”; - the third block that characterizes projects and includes the sections “Project Launch Page”, “Mechanism for creating groups and roles”, “Project Presentation”, “Repository”, “Presentation Templates”, “Evaluation Tools”, “Tape” and “Export to portfolio "; and - the fourth block, which characterizes the portfolio and includes the sections “General Data”, “Portfolio of Achievements”, “Development Portfolio” and “Library Card”.