The experience of using multimedia technologies in the educational process of a higher educational institution is analyzed. The essence of the concept of "multimedia technologies" is briefly considered. Some features of studying at a university are revealed: the study of large volumes scientific information, a significant proportion independent work students, a combination of educational and research activities of students, professional orientation of training, a large share of control. The above features update the use of multimedia technologies in educational process higher educational institution. Presented detailed description multimedia didactic complex developed by the author of the article in the discipline "Economics" for full-time students. This complex includes lecture presentations with animation elements, control tests, interactive books, game simulators. The experience of using this complex gives grounds to assert the positive impact of such learning technologies on the results. educational process at the university.
multimedia technologies
educational process
features of education in a higher educational institution
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Currently, one of the promising areas for improving the educational process is the use of multimedia technologies. An analysis of the literature on research issues indicates a variety of different definitions of the concept of "multimedia". It seems appropriate in the context of our research to adhere to the following definition of multimedia - it is "a modern computer information technology that allows you to combine text, sound, video, graphics and animation (animation) in a computer system" . This definition largely technocratic. If we turn to the didactic aspects of the phenomenon under consideration, it is appropriate to recall that learning technologies that are part of social technologies are understood as “a way of implementing the learning content provided for by curricula, representing a system of forms, methods and means of training, providing the most effective achievement of the goals set.
Among modern technologies In recent decades, computer technology has occupied a special place in education. It is legitimate to position multimedia learning technologies as a new stage in the development of computer learning technologies, since they are based on the learning capabilities of a computer and involve the use of modern programming technologies. Multimedia learning technologies within this study we define as multi-environment learning technologies that allow you to effectively design and implement the content, methods and forms of learning to achieve the goals of the educational process, involving the use of hardware and software multimedia and interactive software.
The relevance of introducing multimedia technologies into the learning process is due to a number of advantages that the use of these tools allows you to get: stimulating the cognitive interest of students, complex use audio and visual effects in learning process, increasing the level of individualization of training, increasing the information capacity of classes without compromising the quality of assimilation of the material, involvement more channels of perception of educational information.
Features of the educational process in a higher educational institution, which significantly distinguish it from a school one, determine the demand for multimedia technologies in almost all disciplines studied. Let's consider these features in more detail.
The educational process at the university is characterized by the study of large volumes of scientific information, which is a necessary condition for the training of competent specialists. The student is faced with the task of not only mastering educational material, but also an analytical study of significant amounts of information, since among the types of activities being formed among future specialists, a significant place is occupied by research, which involves working with large amounts of information.
In the educational process, independent work of students plays a special role. The modern educational paradigm considers the ability to self-education as a priority symbol of learning, which involves the formation of skills and abilities of independent search for knowledge, their independent acquisition. A modern university graduate, who must become a competitive specialist in demand on the labor market, able to effectively solve non-standard professional tasks, is unthinkable without these skills. In this regard, the university should create the necessary psychological and didactic conditions in which a gradual transition would be made from the independent work of the student under the guidance of a teacher to the actual independent work. The formation of the skills and abilities of independent work, of course, should occur simultaneously with the mastery of professional knowledge, the development of cognitive interest, the mastery of the techniques and methods of scientific knowledge.
The specifics of the educational process at the university can also include a combination of training with research activities. The preparation of a competent specialist capable of self-development, to participate in innovative activities, is impossible using only reproductive teaching methods, which involve the elementary transfer of ready-made knowledge to students and the reproduction of the information received by them. It is required to reduce the share of passive consumption of knowledge and increase the degree of students' activity in an independent creative search for new knowledge, discoveries, non-standard solutions problems. Gradually, the student's independence should increase in the competent formulation of the research problem, vision and analysis of possible ways to solve it, competent search for the most rational way to achieve the research goal, critical and objective assessment of the results of the research work performed.
The need to bring the content and organization of the learning process as close as possible to the upcoming professional activity determines the pronounced professional orientation of the educational process in a higher educational institution. The specified feature of training is manifested in the specifics of the pedagogical means used, which allow not only to form the necessary professional competencies, but also value attitude To future profession, sustainable interest in the chosen type of activity, personal qualities in demand in this profession. Among these means, active learning methods should be indicated (business games, case solving, project method, simulation method, etc.), different kind practices (introductory, educational, production, undergraduate), stimulation of various areas and forms of research, creative, independent work of students. The professional orientation of the learning process, in turn, contributes to the development of the professional orientation of the future specialist. Being a complex motivational formation, reflecting in general the attitude of a person to professional activity, the professional orientation of a student's personality largely determines the success of achieving the goals of education at a university.
In a number of didactic means used in the process of teaching at a higher educational institution, control occupies a large proportion. The value of control increases due to the reduction in the share of classroom studies in parallel with the increase in independent work of students. The role of the teacher in this situation is undergoing a transformation: in the conditions of huge information flows, he ceases to be only a source, carrier and distributor of knowledge, fulfilling to a greater extent the role of a leader, the subject of managing the cognitive activity of students, which necessarily involves the implementation of the functions of monitoring the process and learning outcomes. It seems important to develop students' abilities for self-control, the ability to independently evaluate and correct their learning process in a timely manner, which is an important component of young people's readiness for constant self-education. Without considering deeply enough the didactic foundations of the educational process control procedure, we note only the importance of its motivational and diagnostic functions. In other words, control should not only allow obtaining the necessary information for an objective assessment of learning outcomes, identify gaps in the preparation of students for timely correction, but also stimulate cognitive interest, the need for systematic work, self-control, student activity. Therefore, it is necessary to apply such methods and forms of control of the process and results of training at the university, which would really allow achieving these goals.
The above features of the educational process at the university explain to a large extent the relevance of the use of multimedia technologies. The use of these technologies creates conditions for the transition from a passive to a truly active version of the organization of the learning process, in which the student becomes an active subject. learning activities interested in achieving goals vocational education. The possibility of interactive interaction, a high degree of implementation of the principle of visibility, the rationalization of the use of study time, the expansion of the visualization of complex educational material, a wide range of areas of influence on the process and content of education, and much more, of course, are the advantages of multimedia technologies, the use of which can significantly increase the efficiency of the educational process. .
In order to improve the learning process, we have developed a multimedia didactic complex for the discipline "Economics", intended for students technical specialties and directions of preparation of full-time education. The didactic complex includes presentations of lectures with control tests, interactive books on each topic and training simulators (exercises in game form). Lecture and book presentations were made in PowerPoint using iSpringSuit e-resource creation software.
The presentations were created using animation elements, which made it much easier for students to understand the graphical interpretation of economic patterns, and made it possible to focus on the key points of the lecture content. This option provides the ability to visually build in front of listeners a chronological sequence of events that describe certain economic phenomena, contributes to their more successful memorization. The possibilities of multimedia made it possible to include video clips illustrating certain economic laws and principles in the content of some presentations, which, of course, has a positive effect on the processes of perception, attention, and memorization. The system of hyperlinks used in the development of presentations creates convenient conditions for users to find the necessary information placed on different slides.
The capabilities of this program made it possible to accompany each lecture presentation with a control test of the appropriate content, which students had to complete within a strictly limited time frame set by the teacher. In our program, three days were allocated for this after the lecture. This option allows you to discipline the work of students, motivating them to repeat lecture material until it is forgotten. As part of the rating system for evaluating learning outcomes, it is possible to provide for penalty points for late completion of a given task, or a decrease in a score for work.
When performing tests, the student has the opportunity to repeatedly refer to the content of the presentation, updating the educational material in memory. Since during testing, the priority task facing us was to consolidate the material covered, and the secondary task was to control assimilation, the students were given the opportunity to complete test items an unlimited number of times. If the purpose of testing is to evaluate learning outcomes, then the program allows the teacher to significantly limit the time for completing test tasks and the number of attempts to answer questions.
At the same time, this program provides an opportunity to quickly evaluate the work of students: after completing the tests, the results are automatically sent to email a teacher (we chose just such a notification option from the list of possible ones), who has the opportunity to see a detailed report on the student's work - the time taken to pass the test, the number of attempts to answer each test question, the mistakes made in testing. Such information allows not only to quickly assess the work of the teacher and student, but most importantly, to make the necessary adjustments to the content of the classes, including practical and seminars that follow the lectures. The teacher can determine which issues should be dealt with in more detail, which points in the training material require additional explanation and analysis, with which of the students and which issues should be considered more carefully.
The content of any discipline always contains topics provided for self-study by students; lectures in the classroom on such topics are not read, and students are forced to independently look for the literature recommended by the teacher, study it and report on the work done. In order to control the assimilation of such material, we also developed and offered students presentations with control tests. The time to complete these tests was determined to be much longer, and the number of attempts to answer questions was reduced, which was due to the goals of testing self-studied material.
For a wider and more detailed acquaintance of students with educational material, in addition to presentations, we have developed interactive books, also made in the iSpringSuit program. The book, compiled for each topic of the course, contains a more detailed and complete structured presentation of the educational material, questions for reflection, Interesting Facts, illustrative material. By using symbols used in the book, students' attention is focused on the most important points, provisions, laws. Each book is accompanied by a glossary, which contributes to the systematization of the material, as well as a list of literature recommended for additional reading. All this in combination with animation elements to a certain extent increases the interest of students in the study of the discipline. Because the book is made in in electronic format, then there is an opportunity for the teacher to constantly and promptly make the necessary adjustments to the content of the educational material, updating it for students of a particular group.
Due to the fact that both the developed books and presentations are always available to students for viewing in the process of studying the course, there was no need to make any notes or outline the educational material at the lectures. The experience of conducting lectures in this mode shows that the classes are more interesting, students listen to the teacher more actively, time is freed up for discussion questions, the perception of the material by students becomes more meaningful. An indicator of this is a sufficient number of questions indicating a deeper understanding of the information heard.
In addition to the above, the didactic complex also includes a number of game simulators created and posted on the LearningApps website. Access to this site allows not only to develop author's tasks in a playful way, using ready-made shells, but also to use ready-made teaching materials other authors. The options for using this resource are quite diverse: you can give students the task to develop their own game exercises based on the completed educational material, followed by the implementation and evaluation of a similar exercise created by another student of the academic group.
The application of the developed multimedia didactic complex was carried out in the following way: at lectures, students listened to educational material with parallel viewing of presentations; after each lecture during three days the student had to carefully review the presentation and perform control test located at the end of the presentation. In the process of performing the test, the student had the opportunity to use an interactive book in which the training material is detailed. Having received the test results, the teacher knew more precisely about the insufficiently mastered questions of the topic, which made it possible to make the necessary adjustments to the content of the seminar (practical) lesson following the lecture. After each seminar (practical) lesson, students also had to complete a control test, but more high level difficulties. In addition to the test, students were asked to complete exercises of a game nature by clicking on the link to the LearningApps website. Since the rating system of assessment was used in the learning process, all students were interested in completing the full list of tasks.
Assessing the work done, it should be noted that the use of multimedia technologies in the process of teaching students has a great educational potential, allowing them to solve actual pedagogical problems: it stimulates cognitive activity trainees, contributes to a stronger assimilation of the necessary information, brings up discipline and responsibility in trainees. These technologies provide a lot of opportunities to make complex educational material more accessible for understanding and memorization. All this contributes to the development of the intellectual, creative potential of the student's personality, stimulates the development of critical, analytical thinking, accustoms to work with different sources of information, forms the skills of self-acquisition of knowledge.
A survey of students - direct participants in the learning process using multimedia technologies - showed that they generally positively evaluate these learning technologies, noting that the classes themselves and preparation for them are more interesting, difficult-to-understand material becomes more accessible.
At the same time, it is impossible not to note a number of points that need to be taken into account and considered before using these learning technologies. The development of a multimedia didactic complex is quite time-consuming, requiring from the teacher not only a certain amount of time, but also a sufficient level of computer literacy. The advantage of this work is the fact that the created didactic complex in electronic form can be quickly changed for students of different areas of training and different forms of education. It seems especially appropriate to use such a didactic complex for correspondence and distance learning of students.
Another significant point in the application of the described technologies is a clear understanding of the boundaries of the application of multimedia technologies. It is very important to prevent the learning process from turning into pure entertainment, we must not forget that learning should be effective, not spectacular. Excessive use of multimedia technologies can increase the psycho-emotional burden on students, and thereby reduce the effectiveness of learning.
Thus, multimedia technologies really help to increase the efficiency of the learning process in higher education. educational institutions, integrate a powerful educational potential, provide a favorable environment for the formation of the competencies necessary for future specialists.
Bibliographic link
Bondarenko O.V. APPLICATION OF MULTIMEDIA TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTION // Contemporary Issues science and education. - 2017. - No. 3.;URL: http://science-education.ru/ru/article/view?id=26397 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Multimedia is a complex of hardware and software that allows the user to work with heterogeneous data organized in the form of a single information environment. Computer technology today has become an integral part of the lives of many students. They often perceive them with much more interest than an ordinary school textbook.
Currently in Russian schools you can find: * means for recording and reproducing sound (electrophones, tape recorders, CD players),
- * systems and means of telephone, telegraph and radio communication (telephones, facsimile machines, teletypes, telephone exchanges, radio communication systems),
- * systems and means of television, radio broadcasting (television and radio receivers, educational television and radio, DVD players),
- * optical and projection film and photographic equipment (cameras, film cameras, overhead projectors, film projectors),
- * printing, copying, duplicating and other equipment intended for documenting and reproduction of information (printers, copiers),
- * computer tools that provide the possibility of electronic representation, processing and storage of information (computers, printers, scanners, plotters),
- * telecommunication systems that provide information transmission via communication channels (modems, networks of wired, satellite, fiber optic, radio relay and other types of communication channels intended for information transmission). Technical means allow you to bring in educational activities ability to handle information different types such as sound, text, photo and video image.
Types of multimedia technologies:
Interactive board;
Interactive polling system;
Various educational programs;
multimedia screen;
Network educational programs;
Simulation technologies;
diagnostic complexes.
When using an interactive whiteboard, a regular lesson becomes more effective, the dynamism of the lesson increases. In other words, the teacher, using minimal effort on his part, can constantly be in the information field of any industry. This is a modern multimedia tool that, having all the qualities of a traditional school board, has more opportunities for graphic commenting on screen images; allows you to control and monitor the work of all students in the class at the same time; The interactive whiteboard allows you to save time in the classroom when creating various kinds of drawings, diagrams, diagrams, graphs, as it has a large number of building tools geometric shapes. Another feature of the interactive whiteboard is the ability to save the information recorded on it in the video format. For example, you can fix the solution of the problem in such a way that later you can view not the static end result, but the process of solving the problem from beginning to end, and at any speed.
The interactive survey system consists of wireless remotes located at each student's desk, which allows for instant monitoring of students' mastery of the studied material. The possibilities of the system are diverse:
- - general survey;
- - a motivational survey for speed, registering only the first student who answered correctly.
- - Determining who wants to answer the question posed during an oral survey. This avoids students' choral responses.
The system allows you to keep all the journals of all students. The teacher knows which topic, which student did not understand well. There is the possibility of differentiation in checking the level of assimilation of the material and the individual approach to each student. Thus, the survey becomes more lively and in a short period of time all students of the group receive an objective assessment.
The use of electronic textbooks in the classroom and during after hours allows:
achieve the optimal pace of work of students, that is, an individual approach;
students become the subject of learning, as the program requires them to actively manage;
dialogue with the program takes on the character of an accounting game, which in most students causes an increase in motivation for learning activities;
mitigate or eliminate the contradiction between the growing volumes of information and the routine ways of its transmission, storage and processing.
Multimedia contributes to:
- 1. Stimulation of the cognitive aspects of learning, such as the perception and awareness of information;
- 2. Increasing the motivation of schoolchildren to study;
- 3. Development of teamwork skills and collective cognition among trainees;
- 4. The development of a deeper approach to learning in students, and, therefore, entails the formation of a deeper understanding of the material being studied.
In addition, the advantages of using multimedia in general secondary education include: * simultaneous use of several channels of perception of the student in the learning process, due to which the integration of information delivered by several different senses is achieved;
- * the ability to simulate complex, expensive or dangerous real experiments, which are difficult or impossible to conduct at school;
- * visualization of abstract information due to the dynamic representation of processes;
- * visualization of objects and processes of micro- and macrocosms;
- * the opportunity to develop the cognitive structures and interpretations of students, framing the material being studied in a broad educational, social, historical context, and linking the educational material with the interpretation of students.
Multimedia tools can be used to improve the learning process, both in specific subject areas and in disciplines that are at the intersection of several subject areas of school education.
In most cases, the use of multimedia tools has a positive effect on the intensification of the work of teachers, as well as on the effectiveness of teaching students.
At the same time, any experienced school teacher confirms that against the background of a fairly frequent positive effect from the introduction of information technology, in many cases the use of multimedia tools does not affect the effectiveness of training, and in some cases such use has a negative effect.
Along with the above needs for a justified and effective use multimedia technologies, it is necessary to know the main positive and negative aspects of informatization of education and the use of multimedia resources. Obviously, knowledge of such aspects will help to use multimedia where it entails the greatest advantages and minimize possible negative aspects associated with the work of schoolchildren with modern informatization tools.
There are quite a lot of positive aspects of using information and telecommunication technologies in education (which, of course, includes multimedia). The main aspects are:
- improvement of methods and technologies for selection and formation content of education,
- Introduction and development of new specialized academic disciplines and areas of study related to computer science and information technology,
- introduction of changes in the teaching systems for most traditional school disciplines that are not related to computer science,
- Improving the effectiveness of teaching at school due to its individualization and differentiation, the use of additional motivational levers,
- organization of new forms of interaction in the learning process,
- change in the content and nature of the activities of the student and teacher,
- · Improving the mechanisms for managing the system of general secondary education.
The negative aspects include the curtailment of social contacts, the reduction social interaction and communication, individualism, the difficulty of moving from the sign form of knowledge representation on the pages of a textbook or a display screen to a system of practical actions that have a logic different from the logic of organizing a system of signs. In the case of the widespread use of multimedia technologies, teachers and students become unable to use the large amount of information that modern multimedia and telecommunications provide. Complex ways of presenting information distract students from the material being studied.
It should be remembered that if the student is simultaneously shown information of different types, he is distracted from some types of information in order to keep track of others, skipping important information, and the use of informatization tools often deprives schoolchildren of the opportunity to conduct real experiments with their own hands.
Individualization limits live communication teachers and students, learning among themselves, offering them communication in the form of a "dialogue with a computer". The trainee does not receive sufficient practice of dialogic communication, the formation and formulation of thoughts in a professional language.
Finally, excessive and unjustified use of computer technology has a negative impact on the health of all participants in the educational process.
The listed problems and contradictions indicate that the use of multimedia tools in schooling principle "the more the better" cannot lead to a real increase in the efficiency of the general secondary education system. The use of multimedia resources requires a balanced and clearly reasoned approach.
Multimedia technologies in education
Multimedia technologies enrich the learning process, make learning more effective, involving most of the student's sensory components in the process of perceiving educational information.
Today, multimedia technologies are one of the promising areas of informatization of the educational process. The improvement of software and methodological support, the material base, as well as the mandatory advanced training of the teaching staff, sees the prospect of the successful application of modern information technologies in education.
Multimedia and hypermedia technologies integrate powerful distributed educational resources, they can provide an environment for the formation and manifestation of key competencies, which primarily include information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the system of general education. Interactive technologies based on multimedia will solve the problem of “provincialism” of a rural school both on the basis of Internet communications and through interactive CD-courses and the use of satellite Internet in schools.
Multimedia is the interaction of visual and audio effects under the control of interactive software using modern technical and software tools, they combine text, sound, graphics, photos, videos in one digital representation.
Hypermedia are computer files linked by hypertext links to move between multimedia objects.
Internet technologies are attractive for organizing computer classes in schools, however, having the advantages associated with the possibility of obtaining up-to-date information, the possibility of organizing a dialogue with almost the whole world, they have serious drawbacks: these are difficulties when working with large amounts of information with poor communication lines ( and such in remote regions and rural areas in the Russian Federation are the majority), the inability to work without communication lines. These shortcomings are eliminated with the use of optical compact discs called CD ROMs and DVD discs.
Available software products, including ready-made electronic textbooks and books, as well as their own developments, allow the teacher to increase the effectiveness of teaching. The Internet is becoming an indispensable assistant to the teacher in finding and obtaining information, and as a means of communication with colleagues.
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4. Methodology for the development of didactic support for lessons using multimedia technologies
4.1 Features of preparing educational multimedia presentations
When preparing educational multimedia presentations, it is necessary to take into account, on the one hand, the general didactic principles for creating training courses, the requirements dictated by the psychological characteristics of the perception of information from the screen and on a printed basis (since any text can be printed on paper using a printer), ergonomic requirements, and with the other is to make the most of the opportunities provided by the software tools of the telecommunications network and modern information technologies. Naturally, it is necessary to start from didactic and cognitive goals and objectives, because the means of information technology are the means of realizing didactic tasks.
In other words, the effectiveness of multimedia presentations depends on the quality of the materials used (training courses) and the skill of the teachers involved in this process. Therefore, the pedagogical, meaningful organization of multimedia presentations (both at the design stage of the presentation and in the process of its use) is a priority. Hence the importance of the conceptual pedagogical provisions on which it is supposed to build a modern lesson using multimedia presentations.
When creating multimedia presentations, the following requirements must be considered:
Motivation. Motivation is a necessary component of learning, which must be maintained throughout the lesson process. Of great importance is a clearly defined goal, which is set for students. Motivation quickly decreases if the level of the tasks set does not correspond to the level of the student's preparation.
Setting a learning goal. The student from the very beginning of working at the computer should know what is required of him. Learning objectives should be clearly and precisely formulated in the course of the lesson.
Creation of prerequisites for the perception of educational material. To create the prerequisites for the perception of educational material, auxiliary materials (guides for the student) that are included in the textbook kit or prepared by the teacher himself can be useful.
Submission of educational material. The strategy for presenting the material is determined depending on the educational tasks being solved. An important problem is the design of the frames supplied to the display screen. Known principles of readability must be used.
Grade. In the course of working with a computer, students should know how they cope with educational material. The most important is the organization of communications "student - teacher - student". For these purposes, it is recommended to organize the work of schoolchildren in projects or "learning in cooperation", discussions.
When creating a multimedia presentation, it is necessary to take into account not only the relevant principles of classical didactics, but also the specific principles of using computer multimedia presentations.
The study of the works of the classics showed that teachers who develop multimedia presentations will be useful, for example, the recommendations given by F. Diesterweg in his "Guide to the Education of German Teachers". They remain extremely relevant in our time with the most modern pedagogical technologies. Here are some of them: - distribute each material into known steps and small finished parts; - indicate at each step separate parts of the subsequent material and, without allowing significant breaks, cite separate data from it in order to arouse the student's curiosity, without, however, fully satisfying it; - distribute and arrange the material in such a way that, wherever possible, at the next stage, when learning a new one, the previous one is repeated again.
The material needs to captivate you. The use of well-known authoritative sources, brands and concepts could make people take more interest in it. The use of a variety of graphics, animations and simulations should help increase the attractiveness of interactive courses.
The use of multimedia technologies for the creation of electronic materials dictates its own laws and imposes certain requirements on approaches and development methods.
Multimedia educational presentations are designed to help the teacher and allow you to conveniently and visually present the material. The use of even the simplest graphic tools is an extremely effective tool.
A well-crafted presentation can capture the attention of the trainees and arouse interest in learning. However, one should not get carried away and abuse the external side of the presentation associated with special effects. If you overdo it, then reduce the effectiveness of the presentation as a whole. It is necessary to find such a balance between the material presented and the effects that accompany it, so that your students literally "sit on the edge of the chair." This rule is true for all multimedia presentations in general, but especially for educational presentations.
4.2 Developing a multimedia presentation script
When creating a scenario diagram and compiling text accompaniment to a multimedia presentation, one should be guided by the following principles:
The presentation should be concise, accessible and compositionally coherent. The duration of the presentation with the script should be no more than 20-30 minutes. To demonstrate, you need to prepare approximately 20-25 slides (showing one slide takes about 1 minute, plus time for answering questions from the audience).
When presenting the material, you should highlight several key points and, during the demonstration, return to them from time to time in order to highlight the issue from different angles. This ensures that the information is properly received by your listeners. Don't be afraid to repeat your thought if you want it to be learned.
Guidelines for Creating an Effective Presentation
The plan below will help you when you are working on your own presentation.
Before you start working on your presentation, you should have a complete understanding of what you are going to talk about.
There should be nothing superfluous in the presentation. Each slide should represent a necessary narrative link and work towards the overall idea of the presentation. Unsuccessful slides must be merged with others, moved or deleted altogether.
enjoy ready-made templates when choosing a character style and background color. Don't be afraid to get creative. Experiment with placing graphics and creating special effects.
Don't overload your slides with unnecessary details. Sometimes it is better to present several simple ones instead of one complex slide. Don't try to cram too much information into one slide.
Additional effects should not become an end in itself. They should be kept to a minimum and used only to draw the viewer's attention to the key points of the demonstration. Sound and visual effects should in no case come to the fore and obscure useful information.
A multimedia presentation should have the following qualities:
Convenient navigation system that allows you to easily navigate through the presentation
Using the multimedia capabilities of modern computers and the Internet (graphic inserts, animation, sound, if necessary, etc.).
Breaking down the lesson into small logically closed blocks (slides).
Each slide in your presentation should have a title.
When creating multimedia presentations, you must:
to break down the lesson into small semantic parts - modules. Each slide must have a title;
selection for each module of the appropriate form of expression and presentation to the trainees of the section heading, texts, figures, tables, graphs, sound and video sequences, etc. (according to the content);
modeling the cognitive activity of students when studying a section and using the results in compiling it (the main transition sequence between slides is determined);
designing ways to consolidate knowledge and skills and implement feedback(selection of tasks, control questions, tasks for modeling, development of methods for analyzing answers, replicas of typical incorrect answers, compiling tips (help));
compiling texts, developing drawings, tables, diagrams, drawings, video sequences, in accordance with the requirements of ergonomics; the layout of the modules of each section of the lesson from an ergonomic point of view.
Each module includes to the maximum:
Psychological mood text
Learning objectives of the module
Study questions
Educational material
A set of key issues on the topic of the module
The best work of students from previous groups
New student work
Questions for self-examination and reflection (preferably with answers, comments and recommendations)
Block diagram of the module
When creating multimedia presentations, it is necessary to take into account the peculiarities of the perception of information from the computer screen.
It is necessary to maintain a single style of presenting information for the entire lesson.
and strive to unify the structure and form of presentation of educational material (unification of the user interface, use of graphic elements, creation of lesson templates).
It is recommended to use standard fonts - Times, Arial. It's best to limit yourself to using two or three fonts for the entire presentation. For example, the main text of the presentation is Times New Roman, the title of the slide is Arial.
etc.) to highlight text elements (bulleted lists). For example: It is advisable to use different markers
It is recommended to use color in the presentation, it is most effective to highlight individual pieces of text with color and individual table cells or the entire table with color (cell background or table background). The entire presentation is done in one color palette, usually based on one template.
It is important to test your presentation for readability on a computer screen. Presentation texts should not be large. It is recommended to use a concise, informative style of presentation of the material.
When creating a multimedia presentation, it is necessary to solve the problem: how to ensure the maximum simplicity and transparency of the organization of educational material for the student with the maximum information saturation of the product.
One way to solve this problem is to limit both the ways of presenting educational material and the set of navigation objects. In this case, the student, having quickly mastered the features of the interface of this presentation, will not be distracted by it in the future, focusing all his attention on the content of educational information.
When creating a multimedia presentation, the teacher faces a number of challenges:
The need to create a simple and intuitive interface in which educational information is visually combined with navigation tools;
Determination of the structural organization and form of presentation of educational material, corresponding to the set pedagogical goals.
The main goal of the proposed approach is to focus on studying the process of organizing content and presenting it in a form that is most convenient for the audience to understand.
An important point is the choice of the general style of the presentation. When the presentation class, the category of trainees are defined, then it becomes easier to make a choice of style. Choosing the right style requires knowing the principles of ergonomics, which include the best, proven methods for using certain components of a multimedia presentation. Considering this stage, you can analyze in detail several presentations, identifying their shortcomings and suggesting ways to eliminate them.
