Distance education resources. Open resources and distance learning technologies in engineering education Theory and practice

We are lucky to live in a world where what previously seemed like science fiction has become accessible. Was it possible 10 years ago to imagine that we would pay utility bills, purchase goods in a store, or get an education via the Internet? Now we have a lot of different technological capabilities with the help of which a person solves daily problems at a qualitatively new level, using his time more efficiently and gaining new experience.

Today, millions of people around the world study online, gain knowledge, master new professions and are convinced of the effectiveness of this form of education. Russia has not been spared this trend. But not everything offered on the Internet can be trusted. Where can you find good courses? How to choose a trusted source for gaining knowledge?

In this article, we have presented to your attention the best resources on the Runet that can make you even smarter and more educated. If you strive for self-study and self-education, you will certainly find interesting and useful information for yourself.

Intuit

This project is a pioneer of distance learning, provides its services on the Internet and is not tied to existing universities, and has great development potential. With the help of this resource, you can both take advanced training courses and receive a high-quality higher education. Areas of specialist training: information technology, economics, management, mathematics, physics, pedagogy and other modern fields of knowledge.

If you want to receive an official document confirming your training on this portal, then the form of training will be paid. We also offer you several hundred free materials that will help you acquire the high-quality knowledge necessary to master a new profession and improve your level of education. The Intuit portal cooperates with leading educational institutions, videotaping lectures by eminent professors and reports by scientists.

http://www.intuit.ru/

Universarium

This resource can be considered an analogue of the online educational portal Coursera, which has already secured its position in the online education market. Courses for the “Universarium” are recorded by teachers from leading Russian universities, such as Moscow State University, Moscow Institute of Physics and Technology, Russian Academy of Economics. Plekhanov. The advantage of this resource is that some courses are targeted at specific employers, which gives students future employment opportunities.

The training consists of completing successive course modules lasting 7-10 weeks. Every week a new topic is offered, the student can either simply listen to lectures and acquire the necessary knowledge, or complete test assignments and receive a certificate of completion of training. The main difference of the “Universarium” is that training is conducted exclusively in Russian, which perfectly serves the function of strengthening the Russian language.

http://universarium.org/

Arzamas

It is a rather unique online platform, training is carried out in humanities disciplines such as history, literature, art, and anthropology. A distinctive feature of the courses is the high quality of recorded video materials, compared to other portals. The content of the courses includes short video lectures by scientists, supplemented by background notes, quotes from famous authors, photographic materials, fragments from films, interviews with experts in a certain field, that is, everything that will reveal the topic more fully. Courses are updated weekly. All materials are presented in the public domain and are absolutely free.

http://arzamas.academy/

Lectorium

Another interesting resource, which presents a huge number of Russian-language online lectures from teachers of the best universities in the country, and video materials from scientific conferences. A distinctive feature of Lectorium is the presence of niche lectures, for example, on hematology, bioinformatics, genetics, which cannot be found on any similar resource. This portal is especially suitable for those who want to understand a topic more deeply and learn the modern scientific approach to the problem of interest.

“Lectorium” uses new generation educational courses MOOC (Massive Open Online Courses) in its training; video lectures are recorded in the studio, the presentation is carefully worked out to keep it within 7-10 minutes. Access to all materials is free, and the courses are of a high quality standard.

https://www.lektorium.tv/

Open Education

An educational project created by the National Open Education Platform association. On this portal you can get training in the main subjects of leading universities in Russia: Moscow State University, Moscow Institute of Physics and Technology, St. Petersburg State University, St. Petersburg Polytechnic University, National Research University Higher School of Economics, UrFU, ITMO, NUST MISIS. The fundamental principle of this resource is openness, which ensures increased accessibility and quality of education. The courses differ from the materials of other similar platforms in that they are focused on the standards of the Russian education system and are created in order to use them in the higher education system.

A distinctive feature of “Open Education” is that any student, if desired, can not only receive a certificate of completion of an online course, but also count it towards the learning process at the relevant educational institution. To obtain a certificate, you must pass control measures.

Currently, students are offered courses in completely different areas of professional training: management, mathematics, physics, architecture, medicine, geology, sociology and others. The courses are video lectures by the most advanced university teachers; each educational institution offers courses in its strongest area. Access to all portal materials is free and without formal requirements for a basic level of education.

Network resources

Multimedia equipment

Collaborative ways of learning

Problem-based learning

The specificity of the discipline “Tax Law” allows constructive use of both classical forms of education, traditional for higher education, and the latest pedagogical and information technologies. The use of these technologies in the process of teaching the discipline is based on UNESCO’s definition of educational technology as “the use for pedagogical purposes of means generated by the revolution in the field of communications, such as audiovisual media, television, computers and others.”

Modern pedagogical technologies recommended for use in the process of teaching the discipline include:

Business game. Topics of business games vary depending on the relevance of certain problems (topics) of tax law at the time of studying the course.

Conducting a problem lecture dedicated to current tax and legal issues that are most pressing at the time of studying the course

Using the “brainstorming” and “round table” methods as part of the study of course topics.

The peculiarity of the subject of study of the discipline “Tax Law” involves the active use information technologies as a process of providing education with developments and optimal use of modern information technologies, focused on the implementation of psychological and pedagogical learning goals. As part of teaching the discipline "Tax Law" the following information technology tools (IT) are used:

In classroom lessons (lectures), SITs are used for organized presentation by teachers and students of material in the format of PowerPoint presentations, work on the formation and development of skills in working with text arrays and programs of applied importance.

Interim certification is possible on the basis of the Portal of the Resource Center for Network Interaction of the Saratov State Law Academy (http://portal.sgap.ru/), where students, under the supervision of a teacher, solve control (test) tasks in a specially equipped classroom.

Conducting ongoing monitoring of student progress is possible via the Internet in the form of Internet testing based on the Portal of the Resource Center for Network Interaction of the Saratov State Law Academy (http://portal.sgap.ru/).

Using the Web-IRBIS 64 System, which is a standard integrated solution in the field of automation of library technologies and is intended for use in libraries of any type and profile for use as one of the main components of library Internet servers and Internet complexes. Using the resources of the Scientific Library of the Saratov State Law Academy (NB SSLA) via the Internet (http://lib.sgap.ru/irbis64r_81/index.html) to prepare for classes and take tests.

Electronic mail (E-mail)- a means of exchanging messages via electronic communications (off-line) between a student and a teacher in order to provide off-line consultation to students in preparation for classes and tests.

Teachers are also recommended to use SIT to create various databases (score-rating assessment of students), process information about the learning process and issue results (accumulation of information about testing and surveys, its statistical processing, indicators of specific students and/or the group as a whole, etc.). d.), preparation of additional material both for scheduled classes and for students’ research work.

Today, when information has become more accessible than ever and acquiring new knowledge is easier than ever, we have another problem: how to focus and structure new knowledge if there are no external restrictions such as an exam or the need to prepare for a lesson?
And again we are saved by developers and the Internet, where more and more open universities, online courses, lectures and services for organizing your education are appearing.
I decided to collect in one place links to distance learning resources and other useful services in English and Russian, most of which are free. There was no goal to cover everything, but if you think that something needs to be added to the list, please write in the comments.

Online courses (MOOC):

Coursera– Perhaps the largest platform for video courses, they have recently made paid access to some courses. $/Free, Ru/Eng

Udacity– Specialized courses for developers and other technical specialists. There are paid and free courses. $/Free, Eng

EdX– Also a very large platform of video courses. The topics are broad: from “The science of everyday thinking” to technical disciplines. $/Free, Eng

MIT Open Courseware– The name speaks for itself. If you develop, design, install something, you will find a lot of useful information. There is a good course on technical entrepreneurship. Free, Eng

Khan Academy– Also a well-known platform with video lessons of an exclusively applied nature, which originally appeared to help with the school curriculum. Now the subject matter is much wider, including economics, art and much more. Free, Eng

Saylor– The project, founded by entrepreneur Michael Saylor, is similar to a full-fledged online college. Almost all general education subjects are covered, but many are labeled 101, which in the American system means entry level. Free Eng

Alison– Great service with free educational courses. Good programs for language learners. Free, Eng

University of the People– Large, serious and free online university. You can choose one of the specializations - Business Administration or Computer Science, each of which has courses that give you credits, by the end of the semester you must achieve a certain number of them - and other features of the liberal education system. Free, Eng

iTunes U– Apple’s iTunes University allows you to create and publish educational courses yourself, as well as take existing ones. $/Free, Eng

World Education University (WEU)– “Learning should be free” is the slogan of this online university. Offers full-time majors and degrees. There are still few courses; you can take a preparatory program for university (where you are taught to write essays, make project presentations, etc.), learn to write books, or become an associate professor of art. Free, Eng

Canvas Network– Many free courses on various intellectual topics. There is a course on Parenting in a Digital Age, an applied course on How to Find a Job Using Linkedin, and an aviation course for beginners. Free, Eng

FutureLearn– A British resource that brings together more than 40 universities offering free online courses. Free, Eng

Codeacademy.com- If you want to learn a programming language or make a website yourself, this is the place for you. Free, Eng

Academic Earth– Aggregator of free courses in many disciplines. Free, Eng

– Another large aggregator of lectures plus a large section with documentaries. Free, Eng

Udemy– Marketplace with many courses. $ , Ru/Eng

Openedu– The sensational “National Educational Platform”, which currently contains 40 university courses from leading universities. Free, Ru

Lectorium– Many courses for schoolchildren, students and professionals. The courses feature very high-quality visual content. Free, Ru

Eduson– Business lectures, courses and cases. For example, there is a course “How to overcome a secretary during cold calls.” Some courses are available in four languages. $/Free, Ru/Eng

Universarium– General education lectures and courses with free access. Free, Ru

Kadenze– International project for the study of art and creative disciplines. Free, Eng

Stepic– So far, most of the courses are for technical specialists, but the courses differ in their applied component. Free, Ru

Hexlet– Courses for developers for a not very expensive subscription. They promise a free trial. $ , Ru

Netology– Courses and training programs for Internet professions. All content is paid. $ , Ru

Coursemos– Aggregator of micro-courses on various topics. Free, Ru/Eng

Computer Science Center– The section with online courses will be very useful for technical specialists. And if you want to become a developer or analyst, then take their full-time courses. Free, Ru

Video lectures and lessons:

TED– Needs no introduction. The famous conference brings together professionals and simply interesting personalities from all over the world. Lectures are translated into many languages. Free, Ru/Eng

YouTube EDU– #Education on YouTube. Lectures, interviews and much more. Free, Ru/Eng

Do Lectures– Inspiring lectures from people who are trying to change something for the better. Free, Eng

Big Think– Short video lectures from professionals in various fields about interesting practices from their experience. Free, Eng

Fora.TV– Free videos from conferences around the world. There is a section with documentaries and series for subscription. $/Free, Eng

Google Talks– Google videos, lectures, conference streams. Free, Eng

RSA Animate– RSA animation on various topics. Free, Eng

Creative Live– Many lectures on creative disciplines. Life hack: if you sign up for lectures in advance, they are free, look at the calendar. Free, Eng

Mixergy– There are a lot of courses for startups and interviews with successful entrepreneurs. $/Free, Eng

The Floating University– Experts from various disciplines about interesting facts and world issues in video lecture format. Free, Eng

Reddit Lectures– Lectures thread on Reddit. Free, Eng

Video Lectures– A huge resource of video materials – from broadcasting conferences to interviews and lectures. Free, Eng

Lynda– Recently, a fully paid, but no less high-quality resource with video lessons for Internet specialists and more. $ , Eng

Tutsplus– Lessons and courses on digital topics. $/Free, Eng

Skillshare– Another resource with video materials for designers, photographers and other representatives of creative professions. $ , Eng

Postscience– An excellent popular science resource. We launched a section with courses, for now there is a fee. $/Free, Eng

Univertv– Educational portal with lectures on all possible disciplines. Free, Ru

VnimanieTV– Lectures from various resources are collected here. In the “Video Projects” section you can find countless links to educational resources in all areas. Free, Ru

Intuit– The National Open University is an extensive resource with very practical lectures. Many thanks to the people who created a truly useful and free service. Free, Ru

Services for tracking your progress and finding like-minded people:

Degreed– You choose what you want to learn (graphic design, for example) – set goals and go to your dashboard, where you see and add materials, create a training plan and track your progress. Free, Eng

Openbadges– If you have already grown up and you do not have enough “grades” for your studies and achievements, use Mazilla Open Badges. Free, Eng

Open Study– If you are studying something, then you can benefit from both experts to whom you can turn with a question, and like-minded people - you can find all this on this service. Also, you yourself can help someone with training. Free, Eng

Zero Tuition College– A simpler resource than Open Study, but with the same meaning - you can find like-minded people and unite to study or discuss a subject together. Free, Eng

Learnist– The service allows you to create your own “collections” of materials on various topics. An excellent source of new information. Free, Eng

MentorMob– Organize your playlists and study them in course format. You can also go through already created materials. Free, Eng

Cojourneo– A service for collaborative learning of something. Create a group, add participants, define a topic and your virtual class is ready! Suitable for online seminars. Free, Eng

Day Zero Project– There is a competitive aspect here. If you have a goal, announce it, find like-minded people and, if you are adventurous enough, it might work for you. It’s also very inspiring to look at other people’s goals, there’s a lot of interesting stuff! Free, Eng

Barter– Russian service exchange service: if you know something, but want to learn something new, offer to exchange lessons, there are probably people who want to gain knowledge in your field.

Mooc-list And courseon– Do you get lost in a large number of courses? Use an online course search engine. Free, Ru/Eng

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Online education in Russia has been a worthy competitor to the traditional teaching method for quite some time now. And if you still thought that distance learning must be expensive, low-quality, or unavailable in Russian, our selection should pleasantly surprise you.

Especially for you, we have spent a long time searching all over the Internet for the most useful tools. And here is the result of our long sleepless nights. Taking a break from the entire network, we present to you the best of the best - as many as 33 of the most useful online resources, thanks to which we all have the opportunity to learn the most interesting and incredible things. Well, and learn something important and practical, of course, too.

Each of the resources below is cool in its own way, and we hope that you will find one that suits you. They are located in random order. Well, there is one exception - Arzamas, we put it in first place for a reason. And because of its unsurpassed nature.

The first block - general education projects

1. Courses Arzamas

First on our list is a very special project. A non-profit Moscow project, which has collected on its resource a huge number of interesting lectures, ranging from contemporaries’ parodies of Akhmatova’s poetry to “Byzantium for Beginners”.

2. Lectorium

Lectorium is all kinds of academic lectures online, in total there are 4000 hours of video material and you can sign up for excellent online courses.

3. Universarium

4. Lecture hall

Lecture Hall is an iconic online lecture platform. The resource is intended for people who are interested in science; lovers of exact sciences will feel at home here.

5. ​Teach Pro

Interactive video courses, bonuses - lectures on preparing for the Unified State Exam

6.Khan Academy

Khan Academy is a non-profit project that has taken on a special mission - to make education high-quality and accessible to everyone, although the project is American, but this link contains only Russian lectures.

7. Coursera

Kursiera is an educational platform that offers everyone online courses from leading universities and organizations in the world; this link contains only free Russian-language online courses

8. Academy

The Academy is a television project, a series of lectures about national culture and science, the purpose of which is to draw attention to domestic science and expand the circle of people interested in knowledge. also free and very interesting.

9. Open education

The project contains lectures and courses from leading universities and teachers in Russia, a recently created platform, but a promising platform with a large number of courses.

10. UniverTV

UniverTV is a distance university in all possible areas - from astronomy to philology

11. Pruff Me

12. Stepic

The online course designer is a unique opportunity to create your own training program. Contains a wide variety of courses

13.Intuit

Intuit is free distance learning - a convenient way to gain new knowledge in order to get a new job or get a higher position.

14. Learn new things!

What else needs to be said for motivation? In addition to the usual set of topics, there are a number of unique courses from the site’s creators, take a look for yourself.

15. 4 Brain

Offer lessons and materials to develop specific skills that are useful to everyone, but are rarely specifically developed in schools and universities.

16. UNIVERSITY

Universality is a variety of free online courses from the basics of design to personal growth training

17. Theory and practice

T&P is a platform for knowledge exchange. An excellent environment for those who seek new knowledge and strive for new opportunities.

18. Samopoznanie

"Self-knowledge" is a space for self-development - webinars and trainings for personal growth.

19. Attention TV

Contains tons of educational videos for every taste

Business platforms for online education

20. All trainings

Business trainings and seminars, with bonuses - a huge database of business trainers and consultants

21. Business Learning

Portal for business studies - free knowledge in the field of enterprise management in market conditions

22. Eduson TV

Contains a selection of training lectures for companies in their entirety

23. 112 business courses

Just a lot of different courses

24. Dynasty

Free courses, seminars, and lectures from the Dynasty Foundation

Portals for programmers and Internet specialists

25. Top expert

It is a specialized resource for the following specialties: Internet marketer, SEO specialist, Traffic manager, SEO analyst, Marketing Director.

26. Loftblog

courses for internet professionals and programmers

27. Microsoft Virtual Academy

A great selection for programmers

OPEN RESOURCES AND CONTROLLED FROM DISTANCE EDUCATIONAL TECHNOLOGIES ARE IN ENGINEERING EDUCATION

G.V. Ivshina

[email protected]

them. A.N. Tupolev, Kazan

The work is devoted to studying the experience of using open educational resources and distance learning technologies in engineering education abroad and in Russia. The main problems of creating and implementing an e-learning system in engineering education are described.

Key words: open educational resources, engineering education, CDIO approach, e-learning system, electronic courses.

The work is devoted to studying the experience of the application of open educational resources in engineering education abroad and in Russia. The basic problem of the creation and implementation of e-learning in engineering education.

Keywords: open educational resources, engineering education, CDIO, e-learning, e-learning courses.

Speaking about the training of engineers after 2020, Charles M. West writes: “Today’s students must be able to combine natural and information sciences at the nano, micro and macro levels, have professional ethics and a sense of social responsibility, be creative individuals and innovators, and have developed skills oral and written communication. Students should be prepared to become global citizens and understand how engineers can contribute to society. They

must understand the principles of business development, be experts in the field of product development and production, know how plan, design, produce and apply complex engineering systems. They must conduct professional activities using the principles of sustainable development and be prepared to live and work in a global world. A difficult task... perhaps even impossible."

It is obvious that the challenges of global education and open education technologies around the world raise many questions for modern university education, so new technologies and approaches for engineering education are also on the agenda.

For example, the philosophy of the CDIO approach is becoming increasingly attractive, which reflects “the main features of modern engineering education - passion for engineering, deep learning of basic skills and understanding of the contribution of engineers to society. The CDIO approach ignites a passion for the profession in our students."

So, a few words about the CDIO approach. Key Features:

understanding the importance of learning in the context of engineering practice;

determination of planned student learning outcomes;

developing a curriculum and applying teaching methods that integrate disciplinary knowledge with universal knowledge,

A as well as professional skills and personal qualities. The peculiarity of the approach is the conduct of research-oriented

activities that significantly improve the quality of higher engineering education. The approach aims to achieve three general goals: to produce graduates capable of

apply basic technical knowledge in practical activities;

manage the process of creation and operation of engineering objects, processes and systems;

understand the importance and consequences of the impact of scientific and technological progress on society.

Education organized using the CDIO approach is based on the development of basic technical knowledge in the context of planning, design, production and application of objects, processes and systems. This approach allows for the creation of an “educational context,” which the authors define as an environment that promotes understanding and the acquisition of knowledge and skills. The educational context in the CDIO approach is planning, design, production. Next, an integrated approach to determining the educational needs of students and a sequence of educational activities aimed at meeting them were developed. This creates an educational context that has a dual impact on students by facilitating a deep understanding of the theoretical foundations of engineering and the acquisition of practical skills. It should be noted that in this case teachers need modern

pedagogical approaches and innovative teaching methods to create a new educational environment in which students acquire concrete learning experiences that promote understanding of abstract technical concepts and the active application of acquired knowledge, which leads to their understanding and assimilation.

Note that the CDIO approach was developed as a technological process based on 12 standards that define requirements for educational programs that can serve as a guide for reform and evaluation of programs, create conditions for benchmarking and set goals in an international context, and serve as a starting point for continuous improvement.

IN Within the framework of the described approach, open education and open educational resources, distance educational technologies that implement the model of student-centered learning, which involves creating conditions for the development of students’ ability to self-education, self-training, self-education, self-development, self-determination, independence and self-realization, are of particular importance. fully demonstrate and realize his capabilities in accordance with his training, abilities and psychophysiological characteristics.

Open education involves the development and implementation of open educational resources. The term “open educational resources” (Open Educational Resources, OER) was first introduced into scientific circulation at the Forum on Open Educational Systems for Developing Countries, organized by UNESCO in July 2002. Open educational resources (OER) mean any type of publicly available educational materials , which are posted in accordance with “open licenses” that allow the free use of these materials by any users: copy, modify, create new resources based on them.

IN within the framework of open electronic educational environment KNITUKAI Department of Information Technology, Scientific and Technical Library and Department of Electronic Technologies in Education have developed a concept, a package of regulatory documents for the creation and use of open electronic educational resources, distance educational technologies both in full-time education and in additional education. KNITUKAI uses LMS BlackBoard in full-time education and LMS MOODLE in additional education as e-learning management systems.

The main identified problem is the lack of preparation of teachers and students to implement open education technologies and the CDIO approach. We believe that the widespread adoption of MOOCs

Massive open online courses (MOOC) - Internet courses with massive interactive participation and open access, one of the forms of distance education - requires a rethinking of the electronic education of future engineers. As a supplement to traditional course materials,

such as videos, readings, and homework, massive open online courses enable interactive user forums that help build and maintain communities of students, teachers, and teaching assistants (TAS). As an argument that this should be done, we cite the opinion of Anantan Agarwal (MIT professor), who in his speech talks about the relevance of MOOCs. He reports that at the moment, distance education cannot completely replace classroom training, but mixing them will create the most advanced, experimental form of learning:

“I truly believe that we can change education in quality, level and accessibility through technology. For example, at edX we are trying to transform learning through online technology. Traditional education has become ossified over these 500 years; it is difficult to think about modernizing or reshaping it. We need to rethink it. It's like going from a cart to an airplane. The infrastructure itself must be changed. Everything must change. We must move from blackboard lectures to online exercises and online videos. We must move to interactive virtual laboratories and game-based approaches in education. We must completely switch to online assessment of work, as well as peer-to-peer dialogue in the spirit of discussion clubs. Everything must change."

KNRTU-KAI is conducting a survey of teachers and students on the feasibility of restructuring engineering education using foreign and domestic experience and the use of distance learning technologies, and developing e-learning qualimetry tools.

BIBLIOGRAPHICAL LIST

1. Crowley, E.F. Rethinking engineering education. CDIO approach / Edward F. Crowley, Johan Malmqvist, Soren Ostlund [et al.]; lane from English S. Rybushkina; scientifically edited by A. Chuchalin. – M.: Publishing House of the Higher School of Economics, 2015. – 503 p.

2. Ivshina, G.V. The paradigm of open education within the framework of reforming the educational space of a university / G.V. Ivshina // Scientific Notes of ISGP, 2013, no. 1-1. – pp. 144–150.

3. Agarwal, A. Mass open online courses (MOOC) are still relevant [Electronic resource] / A. Agarwal. – Access mode: http://web-in-learning.blogspot.ru/2014/05/mooc.html.

PEDAGOGICAL MODEL OF SYNTHESIS OF MEDIA EDUCATION AND MEDIA CRITICISM IN THE PROCESS

TRAINING FUTURE TEACHERS

PEDAGOGICAL MODEL SYNTHESIS OF MEDIA AND MEDIA CRITICISM IN THE PREPARATION OF FUTURE TEACHERS

A.A. Levitskaya, A.V. Fedorov

A.A. Levitskaya, A.V. Fedorov

[email protected]

Taganrog Institute of Economics and Management Taganrog Institute named after A.P. Chekhov, Taganrog

Key words: pedagogical, model, media criticism, media education, media literacy, media competence, analytical thinking, students.

The authors offer our readers the pedagogical model synthesis of media education and media criticism in the preparation of future teachers.

Keywords: pedagogical model, media criticism, media education, media literacy, media competence, analytical thinking, students.

The pedagogical model we have developed for the synthesis of media education and media criticism in the process of preparing future teachers is intended for implementation in the educational process of a university (within the framework of elective subjects) for future teachers of any profiles and specialties, however, it is more correlated with profiles of a humanitarian and social orientation. In our experimental work, this model is being implemented at the Faculty of Social Sciences

psychology and pedagogy for students - future social educators (Taganrog Institute named after A.P. Chekhov).

Rice. 1. Pedagogical model of synthesis of media education and media criticism in the process of training future teachers

1. Block of historical and theoretical training of future teachers in the field of media education:

key concepts of media education (media agency,

main stages in the development of the history and theory of media education

(media education based on the material of the press, photography, radio and cinema in the 1920s–40s, the dominant of the practical concept of media education. Media education in the era of the development of mass television: 1950–60s, the dominants of the aesthetic concept of media education. The development of new media educational theories (“critical thinking", semiotic, cultural,

sociocultural) in the 1980s–90s. Modern tendencies

media education: synthesis of information and media literacy, an attempt to synthesize media education and media criticism).

2. Block of historical and theoretical training of future teachers in the field of media criticism:

main stages in the development of media criticism: literary,

theater, music criticism, photo criticism, art criticism (art criticism), film criticism (from the beginning of the 20th century), television criticism (from the 1940s–50s)) as the basis of modern media criticism. Ideological, political and thematic differences in (media) criticism in the West and in the USSR in the 20th century. The emergence of the term “media criticism” as a reaction to the intensive development of mass media in the 20th century. The most influential Russian and foreign newspapers and magazines of the 20th century in terms of media criticism;

media criticism in the context of the modern sociocultural situation: tasks, features : modern sociocultural situation and its impact on media and media criticism. Features of the development of media criticism in Russia and abroad in the 21st century. Typology of media sources containing texts of media critics (the most famous newspapers, magazines, TV, radio broadcasts, Internet portals,blogs, etc.). The most influential modern Russian and foreign newspapers and magazines in terms of media criticism. The main tasks of modern media criticism: knowledge of information production; studying and changing public perception of media content and ideas about the outside world that develop in the minds of the media audience; influencing the public’s attitude towards the media, the formation of a certain social culture of studying and evaluating the activities of mass media, the development of the spiritual world of the audience; promoting the development and improvement of the creative and professional culture of media text creators; social environment for the functioning of the media, etc. [Korochensky, 2003, p. 32]. The focus of modern media criticism is on the scientific community of media culture researchers, media agencies and mass media audiences. Professional and amateur (blog) media criticism. Media criticism and civil society. Media criticism and media education;

main types of media criticism: academic , aimed at an audience of scientists, media culture researchers, and teachers of media courses; corporate, aimed at an audience of managers and employees of media agencies and the media industry; massive, aimed at a mass audience;

main genres of media criticism : analytical article about processes, events of the past and present in the media sphere;

7) analysis of media text stereotypes (Stereotypes Analysis of media text) –

identification and analysis of stereotypical images of people, ideas, events, plots, topics, etc. in media texts;

8) analysis of cultural mythology of a media text (Cultural Mythology Analysis of media text) – identification and analysis of mythologization (including within the framework of so-called folklore sources - fairy tales, “urban legends”, etc.) stereotypes of plots, themes, characters, etc. in media texts;

9) autobiographical (personal) analysis of media text

(Autobiographical Analysis of media text) – analysis of relationships, emotions,

memories that a media text evokes in a particular individual;

10) iconographic analysis of media text (Iconographic Analysis of media text) – analysis of visuals, language of media text;

11) semiotic analysis of media text (Semiological Analysis of media text) – analysis of the language of signs and symbols in media texts; this analysis is closely related to iconographic analysis;

12) ideological and philosophical analysis of media and/or media text

(Ideological and Philosophical Analysis of media text) – analysis of the philosophy, ideology of a media agency and/or media text;

13) identification analysis of media text (Identification Analysis of media text) - recognition/identification of hidden messages in media texts, since media agencies often offer false and/or simplified solutions to certain political, social and other problems;

14) ethical analysis of media text – analysis of a media text from the point of view of the moral position of its author(s) and characters;

15) aesthetic analysis of media text (Aesthetical Analysis of media text)

– analysis of the artistic concept of works of media culture of different types and genres, is closely related to the aesthetic (artistic) theory of media education (aesthetical approach, media as popular arts approach, discriminatory approach), the theoretical basis of which largely coincides with the cultural theory of media education. Aesthetic analysis of media texts helps the audience develop aesthetic/artistic perception and taste, understand the basic laws and language of that part of media texts that is related to art;

16) Assessment Analysis of media text –

a conclusion about the merits of a media culture phenomenon and/or a media text (in whole or part thereof) based on personal, moral or formal criteria;

17) Hermeneutic Analysis of media & media text in the Social & Cultural Context - a comprehensive study

the process of interpreting phenomena in the media sphere and/or media texts, sociocultural, historical, political and other factors influencing the point of view of the agency/author of the media text and the point of view of the audience. Hermeneutic analysis involves comprehending the phenomena of the media sphere and/or media text through comparison with sociocultural tradition and reality; penetration into the logic of media culture phenomena and/or media text. The subject of hermeneutic analysis is the media system and its functioning in society, interaction with a person, media language and its use. Complexity, interdisciplinarity, integrated use of this method.

3.2. Creative activity of students in relation to media: creative (creative tasks on media material: literary imitation, theatrical role-playing, visual imitation), associated with penetration into the laboratory of the creators of works of media culture / media texts, media critical texts, the system of functioning of media in society as a whole; projects designed for independent research and practical activities of students using media material; practical exercises related to media activity and media criticism - the actual creation of media texts based on the material of the press, cinema, video, and the Internet).

4. Block of technology for preparing future teachers for media education of schoolchildren: the use of acquired knowledge and skills in the field of media education and media criticism in the process of student teaching practice - in schools, gymnasiums, lyceums, additional education institutions (aesthetic education centers, community clubs), boarding schools, orphanages , summer health centers; the main technologies of this work. Practical application of acquired knowledge in media education and media criticism during current and test classes with schoolchildren (electives, clubs, themed matinees and evenings, quizzes, games, etc.) to develop their media competence.

IN As a result of the implementation of this model, students (future teachers) will be able, in our opinion, to effectively develop media competence [Korkonosenko, 2004; Korochensky, 2003; Pocheptsov, 2008; Potter, 2014; Worsnop, 2013]

schoolchildren, relying on the acquired knowledge, synthesizing the fundamentals of media education and media criticism.

BIBLIOGRAPHICAL LIST

1. Korkonosenko, S.G. Teaching journalism: professional and mass media education / S.G. Korkonosenko. – St. Petersburg, 2004.

2. Korochensky, A.P. Media criticism in the theory and practice of journalism. dis. Doctor of Philological Sciences / A.P. Korochensky. – St. Petersburg, 2003. – 467 p.

3. Pocheptsov, G.G. Media. Theory of mass communications / G.G. Pocheptsov. – Kyiv: Alterpress, 2008.

4. Potter W.J. Media Literacy. L.A.: Sage, 2014, 452 p.

5. Potter W.J. The Skills of Media Literacy. Sana Barbara: Knowledge Assets, Incorporated, 2014, 226 p.

6. Worsnop, C. Some Thoughts on Assessment in Media Education // The Journal of Media Literacy. 2013. Vol. 60, no. 1-2.

7. Korkonosenko, S.G. Teaching Journalism: professional and mass media education. St. Petersburg, 2004.

8. Korochensky, A.P. Media criticism in theory and practice of journalism. Ph.D. Dis. St. Petersburg, 2003. 467 p.

9. Pocheptsov, G, G, Media. The theory of mass communication. Kiev: Alterpress, 2008.

10.Potter W.J. Media Literacy. L.A.: Sage, 2014, 452 p.

11.Potter W.J. The Skills of Media Literacy. Sana Barbara: Knowledge Assets, Incorporated, 2014, 226 p.

12. Worsnop, C. Some Thoughts on Assessment in Media Education // The Journal of Media Literacy. 2013. Vol. 60, N 1-2.