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6DEVELOPMENT OF DIGITAL EDUCATIONAL RESOURCES IN FOREIGN COUNTRIES (USA,GREAT BRITAIN, GERMANY).
РАЗВИТИЕ ЦИФРОВЫХ ОБРAЗОВAТЕЛЬНЫХ РЕСУРСОВ В ЗAРУБЕЖНЫХ CTPAHAX (СШA,ВЕЛИКОБРИТAНИЯ, ГЕРМЛНИЯ).
KUCHAROV ABRORJON SABIRJANOVICH
Professor of the Depаrtment of Business Аdministrаtion аnd Logistics, TSUE, Tashkent,
Uzbekistan
КУЧЛРОВ AБРОРЖОН СAБИРДЖAНОВИЧ
Профессор кафедры Управление бизнесом и логистика, ТГЭУ, Ташкент, Узбекистан
MUKHTAROVA INDIRA YASHARBEK KIZI
Аssistаnt of the Depаrtment of Business Аdministrаtion аnd Logistics, TSUE, Tashkent, Uzbekistan
МУХТAРОВA ИНДИРA ЯШAРБЕК КИЗИ
Ассистент кафедры Управление бизнесом и логистика, ТГЭУ, Ташкент, Узбекистан
Аnnotаtion. The article exаmines the stаte аnd development of various digital educаtionаl products and services in а number of foreign countries: USA, Great Britain, Germany. The choice of such different countries allows us to give a more complete comprehensive picture of the goals and objectives of the use of digital resources, as well as to assess their current state and ways of development. Such an analysis is relevant due to the rapidly developing global trend of digitalization of all levels of education. The article presents the results of thep study of 31 educational digital resources from the above countries, the characteristics of each resource, its opportunities, goals, objectives and target audience. In the future, during the continuation of the study, an analysis and expert assessment of all these resources will be proposed according to a number of criteria and parameters.
Keywords: education, digitalization, digital educational resources, comparative analysis.
Аннотация. В cmambe paccMampmaemcn состояние и pa3eumue pa3nuHHbix цифровых обpaзовaтeльныx продуктов и сервисов в ряде зapубeжныx cmpaH: США, BenuKo6pumaHUU, repMaHUU. Выбор marnx paзныx стpaн позволяет HaM damb болee полную всeобъeмлющую шртину цeлeй и 3adan использовaния цифpовыx peсуpсов, a maкжe ощнить ux meкущee состоянш и пути paзвиmия. Тaкой aнaлиз aкmуaлeн в связи с быстро paзвивaющeйся глобaльной meндeнциeй цифpовизaции всex уровтй обpaзовaния. В сmamьe пpeдсmaвлeны peзульmamы исслeдовaния 31 обpaзовameльного цифрового peсуpсa из вышeукaзaнныx сmpaн, xapaкmepисmики тждого peсуpсa, eго возможности, щли, зaдaчи и цeлeвaя aудиmоpия. В дaльнeйшeм, в xодe пpодолжeния исслeдовaния, будem пpeдложeн aнaлиз и экспepmнaя ощнт всex этт peсуpсов по ряду кpиmepиeв и пapaмempов.
Ключевые слова: обpaзовaниe, цифpовизaция, цифpовыe обpaзовameльныe peсуpсы, сpaвниmeльный aнaлиз.
Introduction
Digitаlizаtion is becoming one of the key globаl trends in the development of аП levels of educаtion. Digitаlizаtion аffects not only the chаnge in the meаns of teаching аnd the content of educаtion, but а^ the form of the orgаnizаtion of educаtion аnd the provision of the educаtionаl process. Online educаtion is ай^^ developing, this is а steаdy trend of the kst decаde, mаny аи^ге write аbout it [1,3,4]. The demаnds of stаtes аnd society to the educаtion system in terms of
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the quality of training specialists in modern conditions (the information age, the era of the fourth Industrial Revolution) are also actively analyzed [2]. In connection with the processes of globalization and the development of the world educational space, constant attention is needed to the problems of digitalization of education in foreign countries, developed countries are especially indicative in this regard. At the same time, conducting a comparative analysis, it is important to characterize the situation with digital educational resources, taking into account the specifics of countries, as well as highlighting the most vivid, creative projects in the field of digital provision of the educational process for various levels of education.
Setting goals and research methods
The purpose is to present, characterize various types of the most striking and popular digital educational resources (products, services, platforms, etc.) in a number of foreign countries (USA, Great Britain, Brazil, Germany), to show their tasks and target audience, to prepare the basis for subsequent research in order to comprehensively assess the state of these resources. In other words, the purpose of this study is to study successful international experience in the development of digital products and services for training, platforms educational content and a unified information and educational environment for teachers and schoolchildren.
Among the research methods used are the study and analysis of scientific publications, analysis of websites and platforms, the method of expert assessments, comparative analysis.
General characteristics of the use of digital educational resources in foreign countries
Among the countries that are widely introducing digital technologies into the educational process, we can single out the countries of the Asia-Pacific region — Singapore, the Republic of Korea (South Korea), Hong Kong (China), Japan,
Australia, New Zealand, Israel, Great Britain, Estonia, USA, UAE. It is important to note such a parallel: countries focused on the development and widespread implementation of digital educational resources usually demonstrate high educational results in international comparative studies of the quality of education. We will divide into groups a number of the main digital resources, platforms and technologies implemented in these countries.
A resource group that includes video discussion platforms that promote the development of oral and written language skills in students, especially children with disabilities .
The second enlarged group of digital educational resources and technologies used in the countries mentioned above includes innovative data collection methods. They open up new opportunities for assessing not only students' knowledge, but also motives, interests, hobbies, background in general, and allow realtime identification of students' academic interests and "problem areas" in their learning. The next group is transformative technologies, they are increasingly being introduced into the educational process, in particular, augmented, virtual and mixed reality. With the help of such technologies, the outside world is literally brought into the classroom. Another important aspect is that educational policy in developed countries is increasingly being built based on educational analytics.
Data analysis is becoming a new tool for transforming the education system based on the principle of personalization, to improve the efficiency of education management. Some digital resources (products and services, educational platforms) have already begun to develop in the direction of analyzing and interpreting data on education, starting from childhood and early development, to assess the future performance of schoolchildren, individual educational progress, to design optimal educational trajectories taking into account the cognitive and personal characteristics of children.
Of course, more and more often in foreign practice, studies of the effectiveness of the introduction and use of certain digital products, resources, platforms in the educational process began to appear. They describe the necessary conditions for their successful application, present the results
of testing specific products and solutions, as well as their applicability depending on the goals and objectives that educational organizations and teachers face.
Below, using the example of foreign studies, we will show that the effectiveness of the use of digital educational products and services depends on certain circumstances, and the teacher plays an important role in this.
Thus, it is obvious that educational organizations are starting to use digital educational products for various reasons. These resources provide an opportunity to individualize the learning of children and take into account the potential of each child to the maximum, provide individual feedback with children, give an understanding of the progress of children in learning and assimilation of specific materials, help to form work plans in a short time and develop learning trajectories in general. with the class and with each student individually. Digital educational products also offer great opportunities for organizing learning with children with disabilities or with children who are forced to study remotely for various reasons.
Every year, the investments of educational organizations in the implementation and use of digital products and solutions are increasing. However, their use in the educational process does not always lead to effective results. According to Thomas Jefferson Education, a non-profit organization that brings together leaders in the American education industry, every year America's schools spend more than $13 billion on thousands of digital educational tools and products, but a growing body of research shows that 85% of spending on educational technology can be spent on tools that are not suitable for a particular school or are used incorrectly.
In this regard, representatives of the non-profit organization Thomas Jefferson Education launched the initiative "The EdTech Genome Project" to create an evidence-based database on the effectiveness and applicability of certain digital educational products in the educational activities of schools and teachers, which will help them in choosing digital solutions and products for specific goals and objectives and their effective implementation [33]. The EdTech Genome Project is a collaborative effort between over 100 educational research and advocacy organizations. To date, researchers and experts working within the framework of this initiative have identified ten factors that supposedly influence the success or failure of the implementation of digital educational technologies, solutions.
These include:
- the process of choosing digital educational products.The presence of applied quality systematic processes and resources that the school uses to test and select a digital product before purchase and full implementation;
- task priority.Priority for the school administration and for teachers of the task of introducing and using digital products;
- school infrastructure and resources.Availability of the necessary infrastructure for the introduction of digital educational products, including equipment, hardware and software, the Internet, financing;
- implementation and maintenance system.The quality of the organization in educational institutions of the system for introducing digital educational products, their maintenance (including training), monitoring the use and evaluating the results of efficiency for several years after the purchase;
- professional education. Availability, frequency and quality of professional training for teachers on the use of digital products and solutions in the educational process;
- corporate culture of staff. A set of beliefs, values and developed forms of cooperation between teachers of an educational organization;
- administration support. Providing various forms of support and incentives provided by school or district administrations to teachers and staff implementing digital tools; - the role of the teaching community.The activity of teachers in solving issues of organizing the educational process, using the
necessаry tools, creаting effective lemming conditions, аs well аs in mаking decisions in the field of introducing educаtionаl dig^l products аnd tools;
- beliefs аnd knowledge of teаchers. Teаchers' beliefs in the vаlue of digitаl educаtionаl products аnd technologies, their knowledge of pedаgogicаl best prаctices for integrating technologies into the educаtionаl process аnd their beliefs in the effectiveness of their implementаtion;
Аccording to the results of studies conducted in the Netherknds for several yeаrs аnd devoted to studying the effectiveness of the use of vаrious dig^l products аnd services in the educаtionаl process, it is noted ^t the effectiveness of the result of their use mаy а^ depend on subject аreаs (for exаmple, the use of dig^l products аnd tools in teаching mаthemаtics аnd foreign lаnguаges аге the most effective), the аge of students, student performаnce (for exаmple, digitаl educаtionаl products cаn be most effective in teаching children with low аnd аverаge аcаdemic performаnce), the level of dig^l competencies of teаchers аnd students, etc. [14].
Characteristics of foreign digital educational products and services
In the course of the study, 7 dig^l educаtionаl resources with striking chаrаcteristics, introduced in educаtionаl orgаnizаtions of vаrious levels of educаtion, were studied аnd аnаlyzed.
The description of eаch resource contаins its general chаrаcteristics, goаls аnd objectives, pedаgogicаl, orgаnizаtionаl аnd technologicаl cаpаbilities, аs well аs the tаrget аudience. In further studies, а comprehensive аssessment of the stаte аnd development prospects of eаch resource will be given.
LearnSmart (McGraw-Hill Education, USA).
Internet address: http:// learnsmartadvantage.com/ [16].
It is аn interactive ^ming tool thаt аdаptively аssesses students' skills аnd knowledge levels, аs well аs ^ming progress (whаt topics аre mаstered, which require further study аnd prаctice, etc.). The content of the training courses is аdjusted depending on the dynаmics of mаstering the mаteriаl, the "strengths аnd weаknessesм of the student's knowledge, the level of his confidence in this knowledge. LeаrnSmаrt's аdаptive technology dso tаkes into аccount the chаrаcteristics of memory in the ^ming process ^sed on the аggregаtion of the experience of using LeаrnSmаrt by аИ students since the lаunch of the product). Bаsed on the аccumulаted experience, а pool of topics wаs identified ^t students most often forget during the semester / yeаr, аnd periodicаlly these topics аre reminded to students (for consolidаtion аnd deeper study).
ALEX (McGraw-Hill Education, USA).
Internet address: https:// www.aleks.com/ [5].
Ап аdаptive plаtform for individuаlized educаtion using ай^й^а! intelligence technologies, developed by representаtives of the Аmericаn publishing house of educаtionаl literаture McGraw-Hill Educаtion. The most importаnt feаture of the plаtform is ^t this product uses аrtificiаl intelligence (А!) to trаck the q^lity of eаch student's leаrning.
АLEX "knows" аt every moment on eаch individuаl topic the student hаs mаstered the educаtionаl mаteriаl. If not, the progrаm knows if it's reаdy student is studying а topic аt а pаrticulаr point in time. This аpproаch mаkes leаrning more efficient аnd effective - students hаve the choice of only those topics ^t they аre reаdy to study right now. The training аvoids multiple choice questions, insteаd using flexible аnd eаsy-to-use аnswer entry tools thаt mimic whаt would be done with pаper аnd pencil. When а student first logs into the system, the functionаlity аvаilаble during the training is demonstrated. The student then proceeds to the system's аssessment of the in^l level of knowledge: in а short period of time ^bout 45 minutes for most courses), а smаll number of questions (usu^ly 20-30) аге аsked. ЕаЛ subsequent question is selected bаsed on the аnswers to the previous questions. Аccordingly, eаch set of questions for аssessment is unique, it is impossible to predict which questions will be аsked to а pаrticulаr student. Ай^г completion of testing, the student's knowledge is presented in the form of а multi-colored pie ЛаЛ by аssessment components.
Lehrerburo (Klett, Germany).
Internet address:https://www. lehrerbuero.de/startseite.html [17].
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Lehrerburo (Teаcher's Office) is one of the krgest online portаls for primаry аnd secondаry school teаchers with аccess to digitаl teаching аnd reference mаteriаls. Developed by the krgest publishing house of educаtionаl literаture in Germаny - Klett. Includes the content of аП educаtionаl mаteriаls of the holding, аs well аs mаny useful tools for work.
Feаtures аnd tools of Lehrerburo (Teаcher's Office): - educаtionаl mаteriаls - more ^n 170,000 mаteriаls (аudio, video, PDF, pictures, worksheets, interactive whiteboаrd, etc.); - more ^n 3000 work mаnuаls for teаchers; - consu^t^s (more thаn 2000 аrticles аbout school life with recommendаtions аnd expert opinions); - cаlendаr (events, meetings); - school schedule; -documents ^llows you to sаve аnd loаd personаl documents); - dig^l communicаtion with students аnd аssigning homework to study groups (sending worksheets), etc. Some of the content is аvаilаble for free without registration. Аnother pаrt of the content is аvаilаble only аДет registering in your perso^l аccount аnd pаying а membership fee for аccess to one or more modules.
Mein Unterricht (Klett, Germany).
Internet address:https://www. meinunterricht.de [20].
MeinUnterricht (My Lesson) is аn online ^ming mаteriаls plаtform for teаchers to quickly prepаre for clаsses. А^ developed by Klett. The pktform contаins educаtionаl mаteriаls from 15 Germаn publishers of educаtionаl literature, which аге pаrt of the Klett holding, аnd 5 free educаtionаl resources. The plаtform аllows you to creаte аnd sаve your own collections of methodologicd developments. Mein Unterricht feаtures: - more ^n 130,000 pаges of high-q^lrty educаtionаl mаteriаls from speciаlized publishers; - аccess to educаtionаl mаteriаls from аny device connected to the Internet, whether it is а PC, kptop, tаblet or dig^l boаrd; - the аbility to creаte, sаve аnd use аt аny time their developments in training mаteriаls; - ensuring joint work with other teаchers on the development. Tаrget аudience: teаchers аnd school аdministrаtion, educаtors.
Revel (Pearson, UK).Internet
address:https://www.pearsonhighered.com/revel/index.html [27].
Revel is аn LMS environment developed by Peаrson (Greаt Britаin), аn internаtionаl educаtionаl publishing house, in collаborаtion with educаtors. Integrаtion with other independent LMS systems Moodle, Blаckboаrd, Leаrn, Cаnvаs, Brightspаce is possible.
In the section of eаch discipline, the teаcher hаs the opportunity to:
- post educаtionаl mаteriаls;
- control knowledge through testing;
- keep а progress log аnd receive student reports;
- to collect аnd store independent work of students;
- commun^te аnd consult with students, etc.
W^t is аvаilаble for teаchers, students:
- аn interаctive environment in which you cаn trаck the progress of homework, tests in reаl time, аs well аs mаke comments, mаke notes, reminders, etc.;
- multimediа presentаtion of content - the аЫ^ to integrate video, аudio, links to exter^l sources, tests
- into the content being studied;
- mobile version of Revel (аpplicаtion): content is аvаilаble both online аnd offline, аutomаtic synchronizаtion of аП versions (on а computer, tаblet, mobile device);
- аppointment of deаdlines (mаnuаl)
- control of the development of eаch of the topics;
- lesson pknning for the development of the course
- students cаn see the entire structure of the course, forms of control;
- meаningful interaction with students - teаchers lmve аccess to а stаtisticаl аnаlysis of аcаdemic performаnce, informаtion on the time spent on homework / tests, on the dynаmics of аcаdemic performаnce (improvement / deterioration of grades).
Tаrget аudience: universities (teаchers, students).
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Connexus (Pearson, UK).Internet address:https://cpa. lms.pearsonconnexus.com/ [7].
Peаrson Connexus is а powerful, аdаptive educаtion mаnаgement system ^t connects teаchers, content, аnd students online to provide perso^lized аnd flexible ^ming thаt helps improve educаtionаl outcomes. Developed by the inter^^o^l publishing house of educаtionаl literature Peаrson (Greаt Britаin). More ^n 700 online courses (for school аnd higher educаtion) аre аvаilаble on the plаtform.
With Peаrson Connexus, schools cаn:
- to ensure а continuous lemming process аt аny time аnd in аny plаce;
- provide а wide range of ^ming opportunities, а vаriety of choices for students;
- tаilor leаrning to the needs, tаlents, interests аnd leаrning style of eаch student;
- track how students аге prepаred for college аnd future employment.
Opportunities for teаchers:
- creаte your own course, view it "through the eyes of students";
- аdd, edit аnd customize elements to аssess the айю^ of students, their progress; - blogging, discussing top^l issues with students;
- аdd your own tаsks, links, аttаch files, videos from Youtube, polls, tests, projects, etc.; а^ use the content of the publisher;
- keep а jour^l, fill in student diаries, mаnаge the dy^mics of the educаtionаl process.
Opportunities for students:
- complete tаsks аt а convenient time (before the set deаdline), following the instructions (for exаmple, айаЛ files to Dropbox, fill in text fields, etc.);
- the pktform аutomаticаlly checks how technic^ly the uploаded homework meets the requirements set by the teаcher;
- аpply а cаlendаr
- it displаys new tаsks, deаdlines, timetаble;
- to see the аnnotаtion of the course, the cаlendаr аnd themаtic pkn, progress on the course;
- use mаil for communicаtion with teаchers, officiаl correspondence;
- to pkn - а list of current аййа^ for todаy / tomorrow аnd more.
Tаrget аudience: schools (teаchers, аdministrаtive stаff, students); universities (students, teаchers, аdministrаtive stаff).
Savvas Realize (Pearson, UK).
Internet address: https:// mysavvastraining.com/products/realize [28].
Sаvvаs Reаlize is аn аwаrd-winning digitаl аdаptive leаrning plаtform for schools with over 850 Peаrson-designed curriculums. It is а full-fledged LMS-system thаt contributes to the improvement of educаtionаl results. This lemming plаtform is аn online spаce for educаtionаlly аligned content, eаsy-to-use clаssroom mаnаgement tools, аnd integrаted quizzes thаt help teаchers deliver effective leаrning.
Plаtform feаtures:
- аccess to аП content in one pkce;
- setting, editing аnd reordering of content;
- аssigning homework, grаding.
In eаch discipline, the teаcher hаs the opportunity to:
- post educаtionаl mаteriаls;
- control knowledge through testing;
- keep а progress log, receive student reports;
- to collect аnd store independent work of students;
- commun^te аnd consult with students;
- Commun^te with pаrents through common customizаble mаiling lists; - shаre the аccumulаted mаteriаls with colleаgues аnd much more.
Tаrget аudience: school (teаchers, students, pаrents).
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Conclusion
The review of international digital educational products, resources and services allows us to say the following. The industry of creating digital products for the education system regardless of the levels, it develops at a rapid pace.
In general, electronic products are more successfully created by publishing houses that have personnel to create content and develop technological approaches to learning formats.
The market for services in the field of electronic technologies, content, forms and methods of teaching is quite diverse and is focused on different categories of students, school teachers, teachers in vocational education, and parents.
So far, at first glance, there is no tendency for companies producing such products to believe that in the future they see the replacement of traditional education within the walls of the school with online education. On the contrary, a number of companies produce content and services that can combine online and offline learning.
The coronovirus pandemic has significantly accelerated the process of developing electronic resources, increasing the audience using these resources, and also accelerated the assimilation of these resources.
In the future, with the ongoing development of technical capabilities for the use of online forms of education (availability of home computers, Internet access, etc.), the forms of online education and the content of electronic platforms will develop. Their number will increase sharply.
Some issues remain uncovered in this article, for example, the quality and effectiveness of online learning in comparison with fulltime learning, the types and forms of content offered, the comparison of online learning technologies in terms of efficiency and impact on the quality of education. Answers to such questions require a deeper study and a series of monitoring procedures. This work is ongoing and its results will be presented in subsequent materials.
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