In accordance with Part 11 of Article 13 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 23, article 2878; No. 30, article 4036; No. 48, article 6165) and subparagraph 5.2.6 of the Regulation on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Meeting Legislation of the Russian Federation, 2013, No. 23, Article 2923; No. 33, Article 4386; No. 37, Article 4702), I order:

Approve the attached Procedure for the organization and implementation of educational activities for educational programs of higher education - bachelor's programs, specialist's programs, master's programs.

Minister

D.V. Livanov

Appendix

The order of organization and implementation of educational activities for educational programs of higher education - bachelor's programs, specialist's programs, master's programs
(approved by order of the Ministry of Education and Science of the Russian Federation dated December 19, 2013 No. 1367)

I. General provisions

1. This Procedure for the organization and implementation of educational activities in educational programs of higher education - bachelor's programs, specialist's programs, master's programs (hereinafter referred to as the Procedure) determines the rules for organizing and carrying out educational activities in educational programs of higher education - bachelor's programs, specialist's programs, master's programs ( hereinafter - educational programs), including the features of the organization of educational activities for students with disabilities.

2. Bachelor's and specialist's programs are implemented by educational institutions of higher education, master's programs - by educational institutions of higher education and scientific organizations (hereinafter referred to as organizations) in order to create conditions for students (cadets) (hereinafter referred to as students) to acquire the level necessary for the implementation of professional activities knowledge, skills, experience.

3. Educational programs are independently developed and approved by the organization*(1). Educational programs that have state accreditation are developed by the organization in accordance with federal state educational standards and taking into account the relevant exemplary basic educational programs, and if there are educational standards approved by an educational institution of higher education, which, in accordance with Federal Law No. 273 of December 29, 2012- Federal Law "On Education in the Russian Federation", the right to independently develop and approve educational standards (hereinafter, respectively - educational standards approved independently, the Federal Law), - in accordance with such educational standards.

4. Persons with a secondary general education*(2) are allowed to study bachelor's or specialist's programs.

Persons with higher education of any level * (3) are allowed to master the master's programs.

5. Features of the organization and implementation of educational activities on educational programs in the field of training personnel in the interests of defense and security of the state, ensuring law and order, as well as the activities of federal state organizations that carry out educational activities on educational programs and are under the jurisdiction of the federal state bodies specified in Part 1 of Article 81 of the Federal Law are established by the relevant federal state bodies.

6. Higher education in bachelor's programs, specialist's programs, master's programs can be obtained:

in organizations engaged in educational activities, in full-time, part-time, part-time forms of education, as well as with a combination of various forms of education;

outside these organizations in the form of self-education.

Forms of education and forms of education are established by federal state educational standards, as well as educational standards approved independently (hereinafter collectively - educational standards). A combination of various forms of education established by the educational standard is allowed.

7. Bachelor's programs are implemented in the areas of higher education preparation - bachelor's degree, specialist's programs - in higher education specialties - specialist's degree, master's programs - in areas of higher education preparation - magistracy.

8. The educational program has an orientation (profile) (hereinafter referred to as the orientation) that characterizes its orientation to specific areas of knowledge and (or) types of activity and determines its subject-thematic content, the predominant types of educational activities of students and the requirements for the results of its development. An organization can implement one bachelor's degree program (specialist's program, master's program) or several bachelor's programs (several specialist's programs, several master's programs) with a different focus in a specialty or field of study.

The focus of the educational program is established by the organization as follows:

a) the orientation of the undergraduate program specifies the orientation of the undergraduate program to areas of knowledge and (or) types of activities within the framework of the field of study or corresponds to the field of study as a whole;

b) the focus of the specialist's program:

determined by the specialization chosen by the organization from the list of specializations established by the educational standard;

in the absence of specializations established by the educational standard, specifies the orientation of the specialist's program to areas of knowledge and (or) types of activities within the specialty or corresponds to the specialty as a whole;

c) the orientation of the master's program specifies the orientation of the master's program to areas of knowledge and (or) types of activities within the framework of the direction of training.

The name of the educational program shall indicate the name of the specialty or field of study and the direction of the educational program, if the indicated direction differs from the name of the specialty or field of study.

9. When carrying out educational activities under the educational program, the organization provides:

conducting training sessions in various forms in disciplines (modules);

conducting practices;

conducting quality control of the development of the educational program through the current monitoring of progress, intermediate certification of students and final (state final) certification of students.

10. An educational program developed in accordance with the educational standard consists of a mandatory part and a part formed by participants in educational relations (hereinafter referred to as the basic part and the variable part, respectively).

The basic part of the educational program is mandatory, regardless of the direction of the educational program, ensures the formation of students' competencies established by the educational standard, and includes:

disciplines (modules) and practices established by the educational standard (if such disciplines (modules) and practices are available);

disciplines (modules) and practices established by the organization;

final (state final) certification.

The Variable Part of the educational program is aimed at expanding and (or) deepening the competencies established by the educational standard, as well as at developing in students the competencies established by the organization in addition to the competencies established by the educational standard (if the organization establishes these competencies), and includes disciplines ( modules) and practices established by the organization. The content of the variable part is formed in accordance with the direction of the educational program.

The disciplines (modules) and practices that are part of the basic part of the educational program, as well as the disciplines (modules) and practices that are part of the variable part of the educational program in accordance with the focus of the specified program are mandatory for students to master.

11. When implementing the educational program, the organization provides students with the opportunity to master optional (optional for studying when mastering the educational program) and elective (mandatory) disciplines (modules) in the manner established by the local regulatory act of the organization. The elective disciplines (modules) selected by the student are mandatory for mastering.

When providing inclusive education for people with disabilities and people with disabilities, the organization includes specialized adaptation disciplines (modules) in the educational program.

When implementing an educational program developed in accordance with the educational standard, optional and elective disciplines (modules), as well as specialized adaptation disciplines (modules) are included in the variable Part of the specified program.

12. Bachelor's and specialist's programs in full-time education include training sessions in physical culture (physical training). The procedure for conducting and the volume of these classes in part-time and part-time forms of education, with a combination of various forms of education, in the implementation of an educational program using exclusively e-learning and distance learning technologies, as well as in the development of an educational program by people with disabilities and persons with disabilities, is established by the organization .

II. Organization of development and implementation of educational programs

13. The educational program is a complex of the main characteristics of education (volume, content, planned results), organizational and pedagogical conditions, forms of certification, which is presented in the form of a general characteristic of the educational program, curriculum, calendar curriculum, work programs of disciplines (modules), practice programs, assessment tools, methodological materials, other components included in the educational program by decision of the organization.

14. The educational program defines:

the planned results of mastering the educational program - the competencies of students established by the educational standard, and the competencies of students established by the organization in addition to the competencies established by the educational standard, taking into account the direction (profile) of the educational program (in case such competencies are established);

planned learning outcomes for each discipline (module) and practice - knowledge, skills and (or) activity experience that characterize the stages of competency formation and ensure the achievement of the planned results of mastering the educational program.

15. The general characteristics of the educational program shall indicate:

qualifications assigned to graduates;

type (types) of professional activity for which (by which) graduates are prepared;

orientation (profile) of the educational program;

planned results of mastering the educational program;

information about the teaching staff required for the implementation of the educational program.

The organization may also include other information in the general characteristics of the educational program.

16. The curriculum indicates the list of disciplines (modules), the practice of attestation tests of the final (state final) attestation of students, other types of educational activities (hereinafter together - types of educational activities) indicating their volume in credit units, sequence and distribution by periods of study. The curriculum highlights the amount of work of students in interaction with the teacher (hereinafter - the contact work of students with the teacher) (by type of training) and independent work of students in academic or astronomical hours. For each discipline (module) and practice, the form of intermediate certification of students is indicated.

17. The calendar study schedule indicates the periods for the implementation of types of educational activities and vacation periods.

18. The work program of the discipline (module) includes:

name of the discipline (module);

a list of planned learning outcomes for the discipline (module) correlated with the planned results of mastering the educational program;

indication of the place of the discipline (module) in the structure of the educational program;

the volume of the discipline (module) in credit units indicating the number of academic or astronomical hours allocated for contact work of students with a teacher (by type of training) and for independent work of students;

a list of educational and methodological support for independent work of students in the discipline (module);

a fund of evaluation tools for conducting intermediate certification of students in a discipline (module);

a list of basic and additional educational literature necessary for mastering the discipline (module);

a list of resources of the information and telecommunications network "Internet" (hereinafter referred to as the "Internet" network) necessary for mastering the discipline (module);

methodical instructions for students on mastering the discipline (module);

a list of information technologies used in the implementation of the educational process in the discipline (module), including a list of software and information reference systems (if necessary);

description of the material and technical base necessary for the implementation of the educational process in the discipline (module).

The organization may also include other information and (or) materials in the work program of the discipline (module).

19. The practice program includes:

indication of the type of practice, method and form (forms) of its implementation;

a list of planned learning outcomes during internship, correlated with the planned results of mastering the educational program;

indication of the place of practice in the structure of the educational program;

an indication of the amount of practice in credit units and its duration in weeks or in academic or astronomical hours;

indication of reporting forms for practice;

a fund of assessment tools for conducting intermediate certification of students in practice;

a list of educational literature and Internet resources necessary for the practice;

a list of information technologies used in the practice, including a list of software and information reference systems (if necessary);

description of the material and technical base necessary for the practice.

The organization may also include other information and (or) materials in the practice program.

20. Evaluation funds are presented in the form of a fund of evaluation funds for intermediate certification of students and for the final (state final) certification.

21. The fund of assessment tools for conducting intermediate certification of students in the discipline (module) or practice, which is part of the work program of the discipline (module) or practice program, respectively, includes:

a list of competencies indicating the stages of their formation in the process of mastering the educational program;

description of indicators and criteria for assessing competencies at various stages of their formation, description of assessment scales;

standard control tasks or other materials necessary to assess knowledge, skills and (or) experience of activity that characterize the stages of formation of competencies in the process of mastering the educational program;

methodological materials that determine the procedures for assessing knowledge, skills and (or) experience of activity that characterize the stages of the formation of competencies.

For each learning outcome in a discipline (module) or practice, the organization determines indicators and criteria for assessing the formation of competencies at various stages of their formation, scales and assessment procedures.

22. The fund of evaluation funds for the final (state final) certification includes:

a list of competencies that students should master as a result of mastering the educational program;

description of indicators and criteria for assessing competencies, as well as assessment scales;

standard control tasks or other materials necessary to evaluate the results of mastering the educational program;

methodological materials that determine the procedures for evaluating the results of mastering the educational program.

23. The organization develops an educational program in the form of a set of documents, which is updated taking into account the development of science, culture, economics, technology, technology and the social sphere.

Each component of the educational program is developed in the form of a single document or set of documents.

The procedure for the development and approval of educational programs is established by the organization.

Information about the educational program is posted on the official website of the organization on the Internet.

24. The choice of methods and means of training, educational technologies and educational and methodological support for the implementation of the educational program is carried out by the organization independently based on the need for students to achieve the planned results of mastering the educational program, as well as taking into account the individual capabilities of students from among the disabled and persons with disabilities.

25. When implementing educational programs, various educational technologies are used, including distance learning technologies, e-learning * (4).

When implementing educational programs, a form of organizing educational activities can be used, based on the modular principle of presenting the content of the educational program and building curricula, using appropriate educational technologies * (5).

26. Educational programs are implemented by the organization both independently and through network forms of their implementation * (6).

The network form of implementation of educational programs provides the opportunity for students to master the educational program using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations.

27. When implementing a bachelor's program with the qualification "applied bachelor" awarded to graduates, by decision of the organization, students are given the opportunity to simultaneously master educational programs of secondary vocational education and (or) basic vocational training programs of the corresponding direction (profile), including within the framework of the organization's interaction with professional educational organizations and (or) other organizations with the necessary resources, as well as through the creation of departments or other structural divisions of the organization that provide practical training for students, on the basis of other organizations.

28. The volume of the educational program (its component part) is defined as the laboriousness of the student’s teaching load when mastering the educational program (its component part), which includes all types of his educational activities provided for by the curriculum to achieve the planned learning outcomes. A credit unit is used as a unified unit for measuring the labor intensity of the student's workload when indicating the volume of the educational program and its components.

The volume of the educational program (its constituent part) is expressed as an integer number of credits.

A credit unit for educational programs developed in accordance with federal state educational standards is equivalent to 36 academic hours (with an academic hour of 45 minutes) or 27 astronomical hours.

When implementing educational programs developed in accordance with educational standards approved by the organization, the organization sets the value of the credit unit at least 25 and not more than 30 astronomical hours.

The value of the credit unit established by the organization is the same within the framework of the educational program.

29. The volume of the educational program in credit units, not including the volume of optional disciplines (modules), and the terms for obtaining higher education in the educational program for various forms of education, with a combination of various forms of education, when using the network form of implementing the educational program, with accelerated learning, the term receiving higher education in the educational program for disabled people and persons with disabilities are established by the educational standard.

30. The volume of the educational program does not depend on the form of education, the form of education, the combination of various forms of education, the use of e-learning, distance learning technologies, the use of a network form of implementation of the educational program, training according to an individual curriculum, including accelerated learning.

31. The volume of the educational program implemented in one academic year, not including the volume of optional disciplines (modules) (hereinafter referred to as the annual volume of the program), for full-time education is 60 credit units, except for the cases established by paragraph 32 of the Procedure.

32. In part-time and extramural forms of education, in the combination of various forms of education, in the implementation of an educational program using exclusively e-learning, distance learning technologies, in the use of a network form of implementation of an educational program, in the training of disabled people and persons with disabilities, and also, when studying according to an individual curriculum, the annual volume of the program is set by the organization in the amount of no more than 75 credit units (in case of accelerated learning - not including the labor intensity of disciplines (modules and practices, credited in accordance with paragraph 46 of the Procedure) and may vary for each academic year.

33. Obtaining higher education according to the educational program is carried out within the terms established by the educational standard, regardless of the educational technologies used by the organization.

34. The term for obtaining higher education under the educational program does not include the time the student is on academic leave, maternity leave, parental leave until the age of three years.

35. The development and implementation of educational programs are carried out in compliance with the requirements provided for by the legislation of the Russian Federation on information, information technologies and information protection.

36. The development and implementation of educational programs containing information constituting a state secret is carried out in compliance with the requirements provided for by the legislation of the Russian Federation on state secrets.

III. Organization of the educational process for educational programs

37. In educational organizations, educational activities under educational programs are carried out in the state language of the Russian Federation, unless otherwise provided by Article 14 of the Federal Law. Teaching and learning of the state language of the Russian Federation within the framework of state-accredited educational programs is carried out in accordance with educational standards * (7).

In state and municipal educational organizations located on the territory of a republic of the Russian Federation, teaching and learning of the state languages ​​of the republics of the Russian Federation may be introduced in accordance with the legislation of the republics of the Russian Federation. The teaching and study of the state languages ​​of the republics of the Russian Federation within the framework of state-accredited educational programs are carried out in accordance with educational standards. Teaching and learning the state languages ​​of the republics of the Russian Federation should not be carried out to the detriment of teaching and learning the state language of the Russian Federation*(8).

Higher education can be obtained in a foreign language in accordance with the educational program and in the manner prescribed by the legislation on education and local regulations of the organization * (9).

The language, languages ​​of education are determined by the local regulations of the organization in accordance with the legislation of the Russian Federation * (10).

38. The educational process according to the educational program is divided into academic years (courses).

The academic year for full-time and part-time forms of study begins on September 1. The organization can postpone the start of the academic year for full-time and part-time forms of education by no more than 2 months. For part-time education, as well as for a combination of various forms of education, the start date of the academic year is set by the organization.

39. In the academic year, vacations are established with a total duration of at least 7 weeks. At the request of the student, he is provided with vacations after passing the final (state final) certification.

The term for obtaining higher education under the educational program includes the vacation period following the passage of the final (state final) certification (regardless of the provision of these vacations to the student).

40. The educational process for educational programs is organized by periods of study:

academic years (courses);

periods of study allocated within the courses, including semesters (2 semesters within the course) or trimesters (3 terms within the course);

periods of mastering the modules allocated within the period of obtaining higher education in the educational program.

The allocation of periods of study within the framework of courses, as well as periods of development of modules, is carried out at the discretion of the organization.

41. Before the start of the period of study under the educational program, the organization forms a schedule of training sessions in accordance with the curriculum and the calendar study schedule.

42. In the network form of the implementation of educational programs, the organization, in accordance with the procedure established by it, carries out the offset of learning outcomes in disciplines (modules) and practices in other organizations participating in the implementation of educational programs.

43. When mastering an educational program by a student who has a secondary vocational or higher education, and (or) is studying in an educational program of secondary vocational education or in another educational program of higher education, and (or) has the ability and (or) level of development, allowing to master educational program in a shorter period compared to the period for obtaining higher education according to the educational program established by the organization in accordance with the educational standard, according to the decision of the organization, accelerated training of such a student is carried out according to an individual curriculum in the manner established by the local regulatory act of the organization.

44. The reduction of the term for obtaining higher education in an educational program with accelerated learning is carried out through:

offset (in the form of re-certification or re-credit) in full or in part of the learning outcomes in individual disciplines (modules) and (or) individual practices mastered (passed) by students while receiving secondary vocational education and (or) higher education (according to another educational program), and also additional vocational education (if any) (hereinafter referred to as the offset of learning outcomes);

increasing the rate of development of the educational program.

45. The decision on accelerated learning of the student is made by the organization on the basis of his personal application.

46. ​​The learning outcomes are credited:

a student under a bachelor's program, under a specialist's program - on the basis of a diploma of secondary vocational education, a bachelor's diploma, a specialist's diploma, a master's diploma, a certificate of advanced training, a diploma of professional retraining, a certificate of study or of the period of study presented by the student;

a student in a master's program - on the basis of a specialist diploma, a master's diploma, a certificate of advanced training, a diploma of professional retraining, a certificate of study or a period of study presented by the student.

47. Increasing the pace of mastering the educational program can be carried out for persons with the appropriate abilities and (or) level of development, subject to the requirements established by paragraph 32 of the Procedure.

48. The transfer of a student to training with a combination of various forms of training is carried out with his written consent.

49. The use of the network form of implementation of the educational program is carried out with the written consent of the student.

50. The organization of the educational process for educational programs when combining various forms of education, when using the network form of implementing these programs, with accelerated learning is carried out in accordance with the Procedure and local regulations of the organization.

51. The term for obtaining higher education in the educational program by disabled people and persons with disabilities is increased by the organization in comparison with the term for obtaining higher education in the educational program in the corresponding form of education within the limits established by the educational standard, based on a written application of the student.

52. Training sessions on educational programs are conducted in the form of contact work of students with a teacher and in the form of independent work of students.

53. According to educational programs, the following types of training sessions can be conducted, including training sessions aimed at conducting ongoing monitoring of academic performance:

lectures and other training sessions that provide for the primary transfer of educational information by the teacher to students (hereinafter referred to as lecture-type classes);

seminars, practical classes, workshops, laboratory work, colloquia and other similar classes (hereinafter collectively referred to as seminar-type classes);

course design (performance of term papers) in one or more disciplines (modules);

group consultations;

individual consultations and other training sessions that provide for individual work of a teacher with a student (including practice management);

independent work of students.

The organization may conduct other types of training sessions.

54. The contact work of students with a teacher, including using distance learning technologies, includes lecture-type classes, and (or) seminar-type classes, and (or) group consultations, and (or) individual work of students with a teacher, and also attestation tests of intermediate attestation of students and final (state final) attestation of students. If necessary, the contact work of students with the teacher includes other types of educational activities that provide for group or individual work of students with the teacher.

The contact work of students with the teacher can be both classroom and extracurricular.

55. To conduct seminar-type classes, including with the use of e-learning and distance learning technologies, study groups of students of no more than 25 people are formed from among students in one specialty or area of ​​training. Seminar-type classes are held for one study group. If necessary, it is possible to combine students in different specialties and (or) areas of training into one study group.

When conducting laboratory work and other types of practical exercises, the study group can be divided into subgroups.

To conduct practical classes in physical culture (physical training), study groups of no more than 15 people are formed, taking into account gender, health status, physical development and physical fitness of students.

To conduct lecture-type classes, study groups in one specialty or field of study can be combined into study streams. If necessary, it is possible to unite into one educational stream of training groups in various specialties and (or) areas of training.

56. The organization provides for the use of innovative forms of training sessions that develop students' skills in teamwork, interpersonal communication, decision-making, leadership skills (including, if necessary, interactive lectures, group discussions, role-playing games, trainings, analysis of situations and simulation models, teaching disciplines (modules) in the form of courses compiled on the basis of the results of scientific research conducted by the organization, including taking into account the regional characteristics of the professional activities of graduates and the needs of employers).

57. The minimum amount of contact work of students with the teacher, as well as the maximum amount of lecture and seminar classes in the organization of the educational process according to the educational program are established by the local regulatory act of the organization.

58. Quality control of the development of educational programs includes ongoing monitoring of progress, intermediate certification of students and final (state final) certification of students.

59. Current monitoring of progress provides an assessment of the progress of mastering disciplines (modules) and passing practices, intermediate certification of students - evaluating intermediate and final learning outcomes in disciplines (modules) and passing practices (including the results of course design (performing coursework)).

60. The forms, the assessment system, the procedure for conducting the intermediate certification of students, including the procedure for setting the deadlines for passing the relevant tests for students who have not passed the intermediate certification for good reasons or who have academic debts, as well as the frequency of the intermediate certification of students, are established by the local regulations of the organization.

61. Persons mastering an educational program in the form of self-education (if the educational standard allows higher education in the corresponding educational program in the form of self-education), as well as persons studying in an educational program that does not have state accreditation, may be enrolled as external students for passing intermediate and state final certification to an organization carrying out educational activities according to the corresponding state-accredited educational program.

After the external student is enrolled, within the period established by the organization, but no later than 1 month from the date of enrollment, the external student's individual curriculum is approved, which provides for the passage of an intermediate and (or) state final certification.

The conditions and procedure for enrolling external students to the organization (including the procedure for establishing the terms for which external students are credited, and the deadlines for their passing the intermediate and (or) state final certification) are established by the local regulatory act of the organization.

62. Persons who have successfully passed the final (state final) certification are issued documents on education and qualifications.

The document on education and qualifications issued to persons who have successfully passed the state final certification confirms the receipt of higher education of the following level and qualification in the specialty or field of study related to the corresponding level of higher education:

higher education - bachelor's degree (confirmed by a bachelor's degree);

higher education - specialty (confirmed by a diploma of a specialist);

higher education - magistracy (confirmed by a master's degree).

63. Persons who have not passed the final (state final) certification or who have received unsatisfactory results at the final (state final) certification, as well as persons who have mastered a Part of the educational program and (or) expelled from the organization, are issued a certificate of training or of the period of study according to the model , independently established by the organization * (11).

IV. Features of the organization of the educational process for educational programs for the disabled and persons with disabilities

Education of students with disabilities is carried out on the basis of educational programs adapted, if necessary, for the training of these students * (13).

65. Training in educational programs for disabled people and students with disabilities is carried out by the organization, taking into account the peculiarities of the psychophysical development, individual capabilities and health status of such students.

66. Educational organizations of higher education should create special conditions for students with disabilities to receive higher education in educational programs * (14).

Special conditions for obtaining higher education in educational programs by students with disabilities are understood as the conditions for training such students, including the use of special educational programs and methods of training and education, special textbooks, teaching aids and didactic materials, special technical means of teaching collective and individual use, provision of services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual remedial classes, providing access to and buildings of organizations and other conditions without which it is impossible or difficult to master educational programs for students with disabilities * (15).

67. For the purpose of accessibility of obtaining higher education in educational programs for disabled people and persons with disabilities, the organization provides:

1) for the disabled and persons with visual impairments:

availability of an alternative version of the official website of the organization on the Internet for the visually impaired;

placement in accessible places for students who are blind or visually impaired, and in an adapted form (taking into account their special needs) reference information about the schedule of training sessions (information should be made in large relief-contrasting print (on a white or yellow background) and duplicated in Braille );

the presence of an assistant providing the student with the necessary assistance;

ensuring the release of alternative formats of printed materials (large print or audio files);

providing access for a student who is blind and uses a guide dog to the building of the organization;

2) for the disabled and people with hearing disabilities:

duplication of audio reference information about the schedule of training sessions visual (installation of monitors with the ability to broadcast subtitles (monitors, their size and number must be determined taking into account the size of the room);

providing appropriate sound means of reproducing information;

3) for people with disabilities and people with disabilities who have disorders of the musculoskeletal system, the material and technical conditions should ensure the possibility of unimpeded access of students to educational premises, canteens, toilets and other premises of the organization, as well as staying in these premises (availability of ramps, handrails, widened doorways, elevators, local lowering of barriers; the presence of special chairs and other devices).

68. Education of students with disabilities can be organized both jointly with other students, and in separate groups or in separate organizations * (16).

69. When receiving higher education in educational programs, students with disabilities are provided free of charge with special textbooks and teaching aids, other educational literature, as well as the services of sign language and sign language interpreters * (17).

______________________________

*(1) Part 5 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(2) Part 2 of Article 69 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(3) Part 3 of Article 69 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(4) Part 2 of Article 13 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(5) Part 3 of Article 13 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(6) Part 1 of Article 13 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(7) Part 2 of Article 14 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(8) Part 3 of Article 14 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(9) Part 5 of Article 14 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(10) Part 6 of Article 14 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(eleven); Part 12 of Article 60 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, article 4036).

*(12) Part 1 of Article 79 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, item 4036).

*(13) Part 8 of Article 79 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(14) Part 10 of Article 79 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(15) Part 3 of Article 79 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(16) Part 4 of Article 79 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

*(17) Part 11 of Article 79 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ; No. 30, item 4036).

Document overview

The procedure for organizing and implementing educational activities for higher education programs - bachelor's, specialist's, and master's programs has been approved.

Thus, these programs are implemented by educational institutions of higher education. Master's programs are also scientific organizations.

Persons with a secondary general education are allowed to study undergraduate/specialist programs. To the development of master's programs - persons with higher education.

Higher education according to these programs can be obtained in full-time, part-time, part-time forms of education, as well as with their combination (in organizations engaged in educational activities), in the form of self-education (outside these organizations).

The educational program consists of a mandatory part and a part formed by participants in educational relations (basic and variable parts).

Attention is paid to the organization of the development and implementation of educational programs, as well as the educational process for those.

Methods and means of training, educational technologies and educational and methodological support for the implementation of the educational program are chosen by the organization independently.

Training sessions on educational programs are conducted in the form of contact work of students with a teacher and independent work of students.

Quality control of the development of educational programs includes ongoing monitoring of academic performance, intermediate and final (state final) certification of students.

A person who has successfully passed the final (state final) certification receives a document on education / qualification. The latter confirms the receipt of higher education of the following level / qualification in the specialty / area of ​​​​training related to the corresponding level of higher education. This is a bachelor's degree (bachelor's degree), a specialist's degree (specialist's degree), a master's degree (master's degree).

The features of the organization of the educational process for programs for the disabled and people with disabilities are highlighted.

Technology for organizing the educational process in the system of credits (academic credits) with elements of modular training

European Academic Credit System

After the introduction of 3 levels of higher education with the same names and similar terms of study, the question arises: what real education did the student receive at each of the 3 levels?

The initiators of the Bologna process decided to determine in each case the "labor intensity of educational work". It would be possible to take classroom hours ( "contact watch" according to European terminology). But the attitude towards classroom hours in European universities is such that many universities believe that a student receives a basic education not at lectures and seminars, but in the course of independent work when studying recommended literature, when writing essays (abstracts, term papers), during individual interviews based on the material worked out with academic tutors. In European publications, there are recommendations to limit the number of contact hours per week to the 8th or 10th, and spend the rest of the time on independent work.

In this case, the ratio between classroom work and independent work will not be 50% to 50%, as is customary in Russian higher education, but will be 1 to 4, or 1 to 6. Such an organization of the educational process is not imposed on anyone, it is only an exchange of positive experience. Each university must make its own decision on this issue.

Thus, the classroom load cannot be a unit of measurement. It is necessary to take into account the total teaching load, the total time that the student spent (in the classroom and outside it) to master the program. The total workload includes, in addition to the classroom, writing essays, abstracts, term papers, laboratory work, practice and internships, preparing for tests and exams, passing tests and exams, and practical work experience in the specialty.

How to determine the weight of the unit of measurement of the labor intensity of an academic discipline? In European higher education, this unit is called "academic credit". The system of credits assumes their offsetting and accumulation. The Bologna Declaration states: Credits can also be earned outside the context of higher education, for example in continuing education, provided they are recognized by the host university.

At the beginning of the Bologna process, the main purpose of loans was to support academic mobility, but in 2003 in Berlin this system was already seen as a tool for developing study programs on an international scale.

The total labor intensity of the teaching load per year was equated to 60 credits. Based on the experience of applying the credit system in different countries, it is believed that the student cannot earn more. The most acceptable of the credit systems existing in Europe was recognized as the ECTS system - "European Credit Transfer System" (European credit netting system). How to convert workload in hours to European academic credits? The Ministry of Education recommended converting the study load into credits by dividing the total (classroom and independent work) study load in a semester by 36 (36 hours of total load). But in this case, the number of credits in special disciplines is small compared to European universities. Therefore, it is necessary to analyze the experience of leading European universities in lending to each discipline and find out the reasons for the disproportions, if any.

In what case is a student credited at all? How many classroom hours can a student miss to be admitted to tests and exams?

In any case, credits will be awarded to the student only after the student has successfully passed the form of final control in this discipline. (exam, test, test or final test). The score does not affect the number of credits, the score must be positive. The number of credits during the semester and academic year is regulated - these are 30 and 60.

But if a student gains an excess number of credits during their studies (for example, by attending additional training courses), these credits are not counted towards the main program of study, they can be used when obtaining a second higher education, advanced training, or when studying at higher levels of higher education .

The number of credits in individual disciplines cannot be fractional. It is customary to charge for individual disciplines the amount of credits with halves, so that when added they give an integer.

Thus, a bachelor must earn at least 180 (in three years) or at least 240 (in four years) academic credits. Master must earn at least 300 credits.

Countries that have signed the Bologna Declaration should move to organizing the educational process in a system of credits (academic credits) similar to the ECTS system (European Credit Transfer System). The system is oriented towards obtaining easy-to-read and comparable Diploma Supplements and organizing large-scale student mobility.

One of the set and controlled parameters in the State Educational Standards for Higher Professional Education (SES VPO) is the total laboriousness of studying the discipline and the maximum amount of student workload per week, including all types of classroom and independent work. The departments fought for the maximum possible volume classroom classes in the form of lectures, seminars and practical classes and laboratory work. The number of teaching positions depends on the classroom load.

Little attention was paid to the hours allotted for independent work. A large classroom load leaves students little time for independent work.

Education using the system of credits implies a fundamentally different approach to the organization of the educational process. With this approach, the educational process is organized according to the so-called "nonlinear scheme". Peculiarities nonlinear circuit the following:

Personal participation of students in the formation of their individual curriculum, which implies an independent choice for studying disciplines from among those offered;

The emergence of a new position "tutor", or academic advisor. The main task of tutors is consultation in the preparation of individual curricula for students;

The provision of the educational process with all the necessary methodological materials in printed and electronic form for independent work of students. Even better - the organization of independent work of students in the form of distance education on one of the platforms for distance education via the Internet;

With such an organization of the educational process, the learning process is reoriented to independent work students. Within the framework of the educational process, three interrelated types of study load included in the concept total labor input discipline study:

Traditional forms of classroom work (lectures, practical classes, seminars, laboratory work);

Independent work of students;

Contact hours, during which individual and collective consultations of students on independent assignments are held, and also evaluates the results of independent assignments.

This assumes the widespread use of electronic educational materials, printed teaching materials, distance learning.

The center of gravity of learning is transferred to the independent work of students, while the classroom work of both teachers and students is reduced. At present, only the classroom load of the teaching staff is taken into account, and this does not stimulate the quality performance by teachers of educational, methodological, organizational activities, as well as consulting and monitoring students' independent work.

With the introduction of such a load as contact hours, the question arises: what is the share of contact hours in the total labor intensity of studying the discipline? From the point of view of calculating the workload of a teacher, contact hours can be considered as classroom work, which includes individual and streaming consultations, conducting and checking tests, checking independent tasks. The audience load becomes more complex in content. For students, contact hours are not mandatory classroom activities (except for the hours of examinations), since during contact hours there are individual consultations with the teacher.

Let's consider the organization of the educational process on the example of Kazan State University.

For each course studied, in addition to the program, the teacher develops a calendar-thematic plan. In the proposed form of the calendar-thematic plan, shown in table 1.

Table 1

Discipline ___________ Course ___________________

Total labor intensity (credits/hours) ____ incl. lectures____, sem.___.

Independent work (hours) _____________

Contact hours _____________________

Foreign Language as a Resource for Academic Mobility of Higher School Teachers

Interactive technologies in teaching theoretical disciplines

Informatization of the educational process of college students

Using virtual mind maps to organize student project activities

Using Virtual Machines in Education

Using random numbers to control knowledge

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Investigation of harmonic oscillations of the load of a spring pendulum using the Labview software package

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The concept of creating 3d virtual technologically oriented business simulators for industrial complexes

Personal website as a web portfolio of teachers and students: technologies for creating and promoting

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Methodology for training students of information specialties, taking into account the development of information technology

Modeling tasks "Dynamics"

Some Aspects of Implementation of the Network Form of Implementation of Educational Programs

On the problems of training foreign specialists for the nuclear power industry of Rosatom's partner countries in UrFU

Educational portal of PetrSU

Appeal to the concept of "educational technology", its multiplicity and explanation of the reasons for the historical expediency of this at the present time

One of the aspects of the formation of engineering thinking among students in distance learning

Online Education in Sociology and History: Causes and Consequences of a Deficit in Runet

Experience in distance teaching of electrical disciplines

Experience in developing virtual reality for architectural objects

Experience in developing and implementing a program for the formation of a universal environment in a regional multidisciplinary university

Experience in developing network educational programs using online courses

SGASU experience in developing an interim certification system based on testing

Open online courses in the work of the clinical department of a higher medical educational institution

Open resources and distance learning technologies in engineering education

Plane problem of the theory of elasticity and its implementation on a computer

Increasing the interest of students in the educational process through the introduction of information technology

We will help you get rid of addiction: problems of organizing and conducting "independent test control"

The use of gaming devices in robotics

Problems of using virtualization technologies in educational institutions

Designing an individual educational program of a student based on a competency-based approach in an automated information system of the university

Project-oriented technologies for the formation of professional competencies within the framework of interdisciplinary relations

Development of a test system in the discipline "Computer Architecture"

Technical support service for users of the distance education system at PSUTI

Modern educational methods: flipped learning (practical experience)

Modern educational technologies in higher educational institutions. Assessment of the quality of education

Test control of knowledge as a means of assessing learning outcomes in theoretical mechanics

Transfer of "green chemistry" technologies to education

Requirements for distance learning and evaluation of its results

Forms of organization of contact work of teachers and students using distance learning technologies in the implementation of educational programs of higher education

Electronic manual in physics for independent work of a student / applicant

Effective Methods and Means of Development of Information Competence of Students in the System of Multilevel Education

effective forms of participation of universities in the development of the system of additional education for children

FORMS OF ORGANIZING CONTACT WORK OF TEACHERS AND STUDENTS USING DISTANCE EDUCATIONAL TECHNOLOGIES IN THE IMPLEMENTATION OF EDUCATIONAL PROGRAMS OF HIGHER EDUCATION

E-LEARNING: FORMS OF ORGANIZATION OF THE DISTANCE WORK OF TEACHERS AND STUDENTS IN THE IMPLEMENTATION OF HIGHER EDUCATION PROGRAMS

I.V. Vylegzhanina

I.V. Vylegzhanina

[email protected]

Vyatka State Humanitarian University, Kirov

The report presents the forms of organizing the contact work of students and teachers of the university using distance learning technologies. The methodical, technical and technological, staffing support for the contact work of students and teachers in the implementation of educational programs of higher education is described.

The report presents the forms of distance work of students and teachers in e-learning. Described methodological, technical, technological, human resources of distance work of students and teachers in the implementation of educational programs of higher education.

AT ensuring the quality of professional and general cultural training of students in the areas of training of bachelors and masters in educational institutions of higher education, a significant place is occupied by the organization of contact work between teachers and students.

AT Order of the Ministry of Education and Science of Russia dated December 19, 2013 No. 1367 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Educational Programs of Higher Education - Bachelor’s Programs, Specialist’s Programs, Master’s Programs” states that the amount of work of students in cooperation with a teacher (contact work of students with teacher) by types of studies and independent work of students in academic or astronomical hours is allocated in the curriculum.

The contact work of students with a teacher, including using distance learning technologies, may include lecture-type classes, seminar-type classes, group consultations, individual work of students with a teacher, as well as certification tests for intermediate certification of students and final (state final) certification students. If necessary, the contact work of students with the teacher may include other types of educational activities that provide for group or individual work of students with the teacher.

With the transition to the Federal State Standards of Higher Education, the importance of active and interactive forms of contact work increases. The share of active forms of learning for most areas of training should be at least 20% of the total volume of classroom lessons. Contact work can be carried out both in the classroom and outside the classroom.

The organization of extracurricular contact work and control over its implementation can be carried out through the use of distance learning technologies. Distance educational technologies are understood as educational technologies implemented mainly with the use of information and telecommunication technologies with indirect (at a distance) interaction of students

and pedagogical workers.

AT Vyatka State University for the Humanities has been using distance learning technologies in the implementation of educational programs of higher education since 2007. The organization of contact work of teachers and students is carried out through the work of the educational portal of distance education and the implementation of the projects "Open Audience", "Couples Online".

AT within the framework of these projects, video lectures, introductory webinars on the discipline, webinars on the organization of independent work of students on the basis of educational and methodological complexes, webinars on complex topics of the course, webinars of a practical orientation, webinars-consultations with answers to students' questions, generalizing webinars on the discipline, webinars on

qualification), webinars on the implementation of research work, introductory and final conferences for internships, thematic, problematic, task and consulting forums, forums for organizing students' independent work, joint work of students with public access documents, educational webquests, business and role-playing online - games, individual and group video consultations, network educational projects, joint work with shared documents and other types of educational activities.

Intermediate, final, state final certification of students using distance learning technologies is carried out through automated testing, written work, oral exams, tests, interviews, the formation and evaluation of student portfolios, educational web conferences, etc.

Since distance learning technologies make it possible to build the learning process quite flexibly, taking into account the individual psychological characteristics of students, careful and respectful attitude to their interests and needs, Vyatka State University organizes individual support for students of special categories: students with a busy work schedule, including shift workers; women on parental leave; persons with poor knowledge of information technology; transfer students from full-time / part-time education and from other universities; students who have difficulty in mastering the educational material. For first-year students, adaptation activities are provided: autumn and spring field tutorials based on representative offices, online trainings on working on the distance education educational portal, etc.

To implement the contact work of students with teachers using distance learning technologies, special methodological, technical and technological, regulatory, organizational and personnel conditions have been created at the university.

The basis of educational and methodological support for contact work of students with teachers is an educational and methodological complex located in the electronic information and educational environment of the university and including:

educational program curriculum,

student's individual curriculum,

the program of the subject (discipline, module, training course),

a set of electronic educational resources that provide all types of work in accordance with the program of the subject

(discipline, training course), including a workshop or a practical guide, means for monitoring the quality of assimilation of material, methodological recommendations for a student on studying a subject (discipline, training course).

Technical and technical support provides access for students (regardless of their location) to the electronic information and educational environment of the university, which includes electronic information resources, electronic educational resources, a set of information technologies, telecommunications technologies, relevant technological tools and ensures the development of educational programs or parts of them by students .

The table below provides a list of information and telecommunication technologies to ensure the contact work of students and teachers.

Purpose of information	List of information and
and telecommunications	telecommunication technologies for
technologies in providing	remote
contact work	interaction between teachers and
teachers and students	students
Access to educational and methodological		Email
materials		video hosting (youtube, rutube, vimeo and
		digital libraries
			remote	education
	(electronic portfolios of disciplines)
Remote interaction			remote	education
participants in the educational	(forums, chats, a system for exchanging personal
process	messages)
	video messaging and video conferencing (skype,
	team speak, mumble, viber, etc.)
	webinar services
	(seemedia, webinar, etc.).
	Services for working with documents
	sharing (one drive, google disk,
	dropbox, etc.)
Formation		specialized		educational
professional skills and	programs
		simulator programs
	software for remote work
	laboratory equipment
		programs for automated
	testing
Electronic control		adapted for educational purposes CMS
learning	(joomla, drupal, bitrix, wordpress, etc.)
	LMS (Moodle, Canvas, etc.)

The educational process using distance learning technologies should be carried out by faculty trained to work in the new information educational environment. Administrative and pedagogical workers must have an appropriate basic or additional professional education. It is necessary to provide for the organization of training, advanced training and methodological support for teaching staff who provide training in educational

programs implemented using distance learning technologies.

Thus, the organization of contact work of teachers and students using distance learning technologies in the implementation of educational programs of higher education can be carried out in various forms, for its implementation, appropriate methodological, technical, technological, regulatory, organizational and personnel conditions must be created.

FEASIBILITY OF DEVELOPMENT AND EXPERIENCE IN CREATING TECHNOLOGICAL 3D SIMULATORS AND VIRTUAL LABORATORIES

FEASIBILITY OF DEVELOPMENT AND EXPERIENCE ESTABLISHMENT OF A PROCESS SIMULATOR AND VIRTUAL LABORATORY

P.C. Mochalov, V.S. Tretyakov, I.V. Titov, S.P. Mochalov

P.S. Mochalov, V.S. Tretiakov, I.V. Titov, S.P. Mochalov

[email protected], [email protected], [email protected], [email protected]

Ural Federal University, Yekaterinburg

Scientific and engineering center "SYSTEM-INTEGRATEH", Novokuznetsk

The report presents the results of an analysis of the issue on the relevance and feasibility of developing and using technological simulators and virtual laboratories for effective learning and the formation of professional skills. The areas of application and technical and economic effects from implementation are highlighted. The experience of developing technological simulators is considered on the examples of creating a 3D simulator for working out emergency situations of a copper smelting shop and a virtual educational and research complex of laboratory works in thermal physics.

The provides report an analysis of the question on the relevance and feasibility of the development and use of simulation technology and virtual labs for effective learning and the formation of professional skills. Isolated areas of use and technical economic effects of the introduction. Experience in developing technological simulators regarded by creating a simulator for testing emergency of copper melting shop and virtual research educational laboratory complex papers on thermal physics.

In parallel with systems based on technological formats of knowledge translation, a new segment of educational projects has recently been actively developing, aimed at training skills and abilities from the simplest tasks to decision-making in complex industrial systems. The basic process in such projects (simulators, simulators, virtual installations) is the development of new work algorithms by performing an action and its subsequent reflection, in contrast to the study of materials in classical MOOCs.

AT the stage of formation of a new segment of mass online courses designed for the technological formation of skills for millions of people around the world with established standards of learning, the focus of which will not be video lectures, but complex computer simulators and simulators.

AT In simulations, the defining role is played by the functional properties of the environment in which the user performs learning tasks and can interact with objects through independent observation, movement, actions and research. The modern level of hardware and software allows the development and use of three-dimensional interactive virtual systems in education, which can be as close as possible to the real world. In addition, it should be noted that for the development of such systems, the younger generation has a lot of experience and skills as a result of the use of computer games. This will ensure the active involvement of students in the process of mastering and developing new skills, abilities and competencies.

The second factor determining the need for the use of simulators and virtual laboratories is the aggravation of the problem of training, retraining and advanced training of specialists who manage high-tech and automated modern production complexes and the most complex technical devices (nuclear power plants, supersonic aircraft, spaceships, petrochemical, energy, metallurgical, chemical and other industries).

At such industrial facilities, the role of the level of personnel qualification is high and there is no opportunity to learn practical management skills by trial and error methods, and the losses from inefficient management or the cost of eliminating the consequences of one accident are ten times higher than the cost of developing modern simulators.

AT Currently, virtual technologies make it possible to reproduce the trainee's sense of the reality of an object as accurately as possible and provide a semblance of a set of conditions under which the skills necessary for a high-quality and reliable professional activity of an employee can be formed.

There are three main areas of application of process simulators:

demonstration of the technological process and products to customers and potential customers;

development of process control skills;

development of occupational safety skills,

reduction of risks and elimination of emergencies. Application of these directions:

is the fastest method of training operators in practical skills, especially for inexperienced personnel.;

provides the least expensive way to train operators;

improves the efficiency of operator response and follow-up;

reduces the operator's response time to eliminate the disruption of technological processes and accidents;

ensures the effective implementation of the process of introducing new equipment or optimal modes of process control;

provides regulation and personal recording of the process of training and retraining of personnel at the enterprise;

leads to an increase in the operational life of the equipment, which is achieved by skillful management;

allows you to create training scenarios based on specific situations;

involves the involvement of the student in the process and the acquisition of important knowledge;

allows you to quickly teach orientation in complex phenomena;

allows you to demonstrate how actions affect the result;

avoids loss of interest due to the routine of the learning process.

AT as a result of the combined action of these factors, there is a positive dynamics of change technical and economic indicators, the effects of which are much greater than the costs of developing and implementing these teaching aids.

The experience of developing technological simulators is demonstrated in the report on the example of creating a 3D simulator for working out emergency situations of a copper smelter.

The simulator provides the following tasks:

study of equipment and technology in the mode of an interactive virtual tour of the workshop;

training in the skills of eliminating emergency situations of the copper smelter in the mode with hints;

training skills to eliminate emergency situations of the copper smelter in the mode of independent action;

certification of professional skills.

AT the simulator implements modeling of the processes of occurrence and

elimination of 20 emergencies that can occur in the copper smelter. Below in fig. 1 shows examples of screen shots of the simulator.

Rice. 1.Simulator Screenshot Examples

The user can navigate and perform various actions in the first person. The following types of equipment have been implemented: loading and overhead cranes; bottling complex; slag removal equipment; equipment for supplying raw materials and transporting finished products; stop valve.

In addition to simulations, a highly effective training method are virtualeducational and researchcomplexes of laboratory works.

Existing laboratory stands, as a rule, are obsolete, require replacement, annual improvement, which leads to additional financial costs. To perform the work, significant current costs are constantly required for the analysis of the results of experiments, consumables in the form of raw materials, energy resources and reagents, the cost of which is quite high. Time and resources for experiments and analysis of their results are limited.

Unlike real installations, virtual educational and research complexes:

do not require additional current costs;

have a total cost of development, taking into account unlimited replicated copies, significantly lower than the real analogues that are necessary for educational activities.

allow you to simulate processes that are fundamentally impossible to implement in real laboratory conditions;

make it possible to cognize and study processes at any level of detail by scaling space and time;

provide "safety" for working with high voltages, dangerous reactors or chemicals;

provide observability and the possibility of implementing multiple experiments.

The experience of developing virtual educational and research complexes of laboratory work is considered in the report on the example of creating a laboratory in thermal physics. The general view of the laboratory is shown in fig. one.

Rice. 1 General view of the virtual educational and research complex

The laboratory has four installations for the study of heating processes, heat transfer and gas dynamics. The view of some installations is shown in fig. 2. Changeable parameters of virtual laboratory facilities: dimensions, materials and control modes.

Rice. 2 View of virtual laboratory facilities

Experiments can be performed on the setups by one user in parallel by running the corresponding programs. Due to this, a synchronous multivariate mode is implemented, which significantly expands the research capabilities and the range of solving learning problems.

REFERENCES

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2. Mochalov, S.P. Methodological foundations and experience in creating interactive 3D training systems in the field of technical education / S.P. Mochalov // New educational technologies at the university: Tr. X1 International Scientific and Methodological Conference. - Yekaterinburg,

3. Mochalov, P.S. Technology for creating interactive 3D models of production processes and complexes / P.S. Mochalov, S.P. Mochalov // Intellectual potential of the XXI century: Stages of knowledge. - 2012. No. 13.

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