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TECHNOLOGIES FOR THE DEVELOPMENT,
UPDATING AND MANAGEMENT OF TEACHING CONTENT
N.N. Gorbachev,
N.S. Malchenko
This paper discusses examples of efforts undertaken by teaching communities to ensure permanent updating of the content offered by higher education institutions in information centers of disciplines at the Moscow State University of Economics, Statistics and Informatics (hereinafter MESI).
Managing intellectual property of a teaching network community. The problem of personification of authorship in network communities (of which a training group using this teaching technology is an example) is the subject of broad discussions. An analysis of the structure of modern educational information and communication technologies has shown that the prevailing trend in solving this problem is to develop technologies for virtual presence and user identity management when switching from the use of content for self-guided work of learners towards using regularly updated electronic educational and information resources and enhancing the role of collaboration tools. Methods of managing work with content in network communities enable personification of intellectual property at any stage of processing teaching content. However, the ideology of Web 2.0 involves free exchange of data, information and knowledge. Therefore, the concept of alienation of knowledge, which is specific to a knowledge-based economy, is used as a theoretical basis for managing teaching content. Alienation of knowledge is a method used by an owner in exercising one’s power to dispose of components of one’s documented and undocumented information resources as one’s property. This exchange takes place in training groups which represent learning network communities. A learning community operates in order to cater for the needs of all its members in the development of individual competencies by working with internal and external sources of knowledge, and to improve knowledge being alienated on a collective basis and use it in the development of the teaching content in demanded.
Limitations of effective growth of a teaching network community. The effective growth of a teaching network community is understood as both a quantitative and qualitative increase in the number of members who are able to dispose of professional knowledge demanded by other members in order to develop their professional competencies. In the case of a teaching network community, it is necessary to ensure effective interactions between participants and other groups in the framework of professional infrastructure in accordance with principles of sustainable development. This task is solved by managing cooperation with other teaching network communities at the level of social networks.
Ensuring compliance to education standards. A prerequisite for the success of a higher education institution is to keep a balance between requirements of the education standards, which are updated with rather low frequency, and the demands of consumers of educational services, who require up-to-date competencies. An effective method for solving this problem and organizing focused efforts of learning network communities is to simulate a subject-specific space of a
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higher education institution and build an intranetwork ontology on the basis of the Federal Education Standards (FES), expandable to describe relevant competencies. The intranetwork ontology has a structural significance as the basis for content management in a higher education institution, ensuring crossdisciplinary integration and laying a foundation for users to work with external sources when developing and updating the existing educational information resources.
Implementing the concept of teaching network communities in the MESI's Information Centers of Disciplines. Modern techniques of collaboration on text teaching content ensure a high frequency of updating of information, with video content being generally updated less frequently, resulting in inconsistencies between text and multimedia elements of e-learning courses. The changing demands of consumers of educational services (students, trainees) and the labor market (employers) for the content of competencies also require a more flexible approach to updating all elements of e-courses. The creation of information centers of disciplines as part of the information and educational environment of MESI on the basis of Microsoft SharePoint Portal has integrated 35 regional branches of MESI into teaching network communities dealing with the development and updating of various types of teaching content, including video content. Efforts of individual teachers using collaboration tools, such as Microsoft SharePoint Portal, is coordinated by a person in charge of a particular discipline. A repository of students’ works included in the common repository index is used in order to accumulate promising information reserves. The development of collaboration tools that are implemented in the information centers of disciplines within the information and educational environment of MESI (MESI campus) helped to combine these methods. Opportunities for collaboration on video content provided by the information centers of disciplines allow for making different versions of discipline-related video courses on an alternative basis, which is identified through analysis of the best repositories at the level of both overview lectures and within the competence chain “theory - practice - special course - training” [1]. The implementation of SCORM standards in the “Campus MESI” distance learning system, full deployment of these standards in e-course development tools, and the use of controlling metadata to describe objects of the repository on the basis of the subject-specific field model will help reduce regulatory deadlines for updating video content, improving the quality of teaching content, and increasing the number of external consumers of educational services.
The implementation of the object-oriented method for managing video content and decomposing it by themes can improve the quality of video content through regular updates on the basis of collaborative efforts. Combining the project-based method and the method of distributed resources in the information centers of disciplines of MESI on the basis of Microsoft SharePoint Portal allows for focused development and permanent updating of video content as part of elearning courses.
References
1.Горбачёв Н.Н., Гринберг А.С. Инструментальный комплекс управления динамической
публикацией образовательных информационных ресурсов // Открытое образование. -
№ 3. - 2009. - С. 34-43.
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