DEVELOPMENT OF ELECTRONIC TRAINING COMPLEXES ON DISCIPLINES OF NOVOSIBIRSK STATE TECHNICAL UNIVERSITY CURRICULUM

The application of electronic training-methodical complexes (ETMC) is most didactically effective for training and methodological support of educational process. They represent a collection of teaching materials on discipline (course). ETMCs are the primary means of solving problem of educational process equipping with teaching and methodical, reference and other material which allow improving the training quality of students, as well as the implementation of techniques of e-learning in educational process. In Novosibirsk State Technical University (NSTU) e-learning materials are located in e-learning environment DiSpace 2.0, whose main purpose is to provide the remote access to educational material and support of e-learning at the level of planning and organization of educational process, as well as teaching specific disciplines. One of the main functions of ELE is to develop a unified ETMC. The paper considers the main stages, didactic principles of ETMC development on the subjects of the curriculum located in the e-learning environment Dispace. The ETMC preparation consists of the following steps: definition of the target audience, setting goals and objectives of the course, selection and structuring of the course content. A certain higher educational institution is oriented to a package of integrated requirements for the ETMC content selection and also methods and means of training prescribed in the regulatory framework of the educational institution. In NSTU the electronic resources are created according to the Normative Regulation which defines the structure requirements, the order of preparation and allocation in the e-environment of the university the ETMS. After the ETMC examination they are placed into the electronic library system (ELS), where get the status of ‘unofficial resources’. The examination of e-learning materials for the status of ‘official resources’ is also possible. The students' independent work organization is paid much attention due to new approaches to teaching. Any independent work of students is controlled; there are different evaluation tools for monitoring of current students’ progress, intermediate assessment, and final control. The paper describes the types of content and form of knowledge control both for traditional forms of training and for the blended and distance learning. There are examples of self-control of students’ knowledge with the help of interactive training simulator in the author’s course ‘Life activity safety’, ‘Classification of buildings on fire and explosion hazard’. The teacher-developer designs the author's version of the subject course contributing thereby the creation of conditions for the students' professional competence development, literacy, and creativity.

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