Establishing a minimum amount of contact work for students. Forms of organizing contact work between teachers and students using distance learning technologies in the implementation of educational programs of higher education
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” (Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 23, Art. 2878; No. 30, Art. 4036; No. 48, Art. 6165) and subclause 5.2.6 of the Regulations 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, specialty programs, master's programs.
| Minister | D.V. Livanov |
Application
The procedure for organizing and carrying out educational activities in educational programs of higher education - bachelor's programs, specialty 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 for educational programs of higher education - bachelor's degree programs, specialty programs, master's programs (hereinafter referred to as the Procedure) determines the rules for the organization and implementation of educational activities for educational programs of higher education - bachelor's programs, specialty programs, master's programs ( hereinafter - educational programs), including features of the organization of educational activities for students with disabilities.
2. Bachelor's degree programs and specialist's programs are implemented by educational organizations of higher education, master's programs - by educational organizations of higher education and scientific organizations (hereinafter together - organizations) in order to create conditions for students (cadets) (hereinafter - students) to acquire the level necessary for carrying out professional activities knowledge, abilities, skills, experience.
3. Educational programs are independently developed and approved by the organization*(1). Educational programs with state accreditation are developed by the organization in accordance with federal state educational standards and taking into account the corresponding exemplary basic educational programs, and in the presence of educational standards approved by the educational organization of higher education, which has, in accordance with Federal Law of December 29, 2012 No. 273- Federal Law "On Education in the Russian Federation", the right to independently develop and approve educational standards (hereinafter referred to as educational standards independently approved, Federal Law) - in accordance with such educational standards.
4. Persons with secondary general education*(2) are allowed to study bachelor’s or specialist’s programs.
Persons with higher education of any level are allowed to study master's programs*(3).
5. Features of the organization and implementation of educational activities under educational programs in the field of training in the interests of defense and security of the state, ensuring law and order, as well as the activities of federal government organizations carrying out educational activities under educational programs and being under the jurisdiction of the federal government bodies specified in Part 1 of Article 81 of the Federal Law are established by the relevant federal government bodies.
6. Higher education in bachelor's degree programs, specialty programs, master's programs can be obtained:
in organizations engaged in educational activities, in full-time, part-time, correspondence 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 training are established by federal state educational standards, as well as educational standards approved independently (hereinafter collectively referred to as educational standards). A combination of various forms of training established by the educational standard is allowed.
7. Bachelor's programs are implemented in the areas of higher education preparation - bachelor's, specialty programs - in higher education specialties - specialty, master's programs - in areas of higher education - master's.
8. The educational program has an orientation (profile) (hereinafter - orientation), characterizing its orientation towards specific areas of knowledge and (or) types of activity and determining 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 degree programs (several specialist's programs, several master's programs) with different directions in a specialty or field of study.
The direction of the educational program is established by the organization as follows:
a) the focus of the bachelor’s program specifies the orientation of the bachelor’s program on areas of knowledge and (or) types of activities within the field of study or corresponds to the field of study as a whole;
b) focus of the specialty 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, it specifies the orientation of the specialty program on areas of knowledge and (or) types of activities within the specialty or corresponds to the specialty as a whole;
c) the focus of the master's program specifies the orientation of the master's program on areas of knowledge and (or) types of activities within the scope of training.
The name of the educational program indicates the name of the specialty or area of training and the focus of the educational program, if the specified focus differs from the name of the specialty or area of training.
9. When carrying out educational activities according to the educational program, the organization ensures:
conducting training sessions in various forms in disciplines (modules);
conducting practices;
Carrying out quality control of mastering the educational program through ongoing monitoring of academic performance, intermediate certification of students and final (state final) certification of students.
10. The educational program, developed in accordance with the educational standard, consists of a mandatory part and a part formed by the 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 focus of the educational program, it 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 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 focus of the educational program.
Mandatory for students to master are 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.
11. When implementing an educational program, the organization provides students with the opportunity to master optional (optional for study 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) chosen by the student are mandatory for mastering.
When providing inclusive education for people with disabilities and people with limited health capabilities, 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 adaptive disciplines (modules) are included in the variable Part of the specified program.
12. Bachelor's and specialist's programs for full-time study include training sessions in physical education (physical training). The procedure for conducting and the volume of these classes in full-time and part-time forms of education, in the 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 disabled people 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 basic characteristics of education (volume, content, planned results), organizational and pedagogical conditions, forms of certification, which is presented in the form of general characteristics of the educational program, curriculum, academic calendar, work programs of disciplines (modules), practice programs, assessment tools, teaching materials, and other components included in the educational program by decision of the organization.
14. The educational program defines:
planned results of mastering the educational program - student competencies established by the educational standard, and student competencies established by the organization in addition to the competencies established by the educational standard, taking into account the focus (profile) of the educational program (if such competencies are established);
planned learning outcomes for each discipline (module) and practice - knowledge, abilities, skills and (or) operational experience that characterize the stages of developing competencies and ensuring the achievement of the planned results of mastering the educational program.
15. The general characteristics of the educational program indicate:
qualification awarded to graduates;
type(s) of professional activity for which graduates are prepared;
focus (profile) of the educational program;
planned results of mastering the educational program;
information about the teaching staff necessary for the implementation of the educational program.
The organization may also include other information as part of the general characteristics of the educational program.
16. The curriculum indicates a list of disciplines (modules), the practice of certification tests for the final (state final) certification 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 volume of work of students in interaction with the teacher (hereinafter referred to as contact work of students with the teacher) (by type of training sessions) 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 educational schedule indicates the periods of 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;
volume of the discipline (module) in credit units, indicating the number of academic or astronomical hours allocated for contact work between students and the teacher (by type of training) and for independent work of students;
a list of educational and methodological support for students’ independent work in the discipline (module);
a fund of assessment tools for conducting intermediate certification of students in the 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") necessary for mastering the discipline (module);
methodological 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(s) 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;
indication of the volume of practice in credit units and its duration in weeks or in academic or astronomical hours;
indication of practice reporting forms;
a fund of assessment tools for conducting intermediate certification of students in practice;
a list of educational literature and Internet resources necessary for practical training;
a list of information technologies used during 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. Assessment tools are presented in the form of a fund of assessment tools for intermediate certification of students and for final (state final) certification.
21. The fund of assessment funds for conducting intermediate certification of students in a 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 test tasks or other materials necessary for assessing knowledge, abilities, skills and (or) experience that characterize the stages of developing competencies in the process of mastering the educational program;
methodological materials that define procedures for assessing knowledge, abilities, skills and (or) operational experience that characterize the stages of competencies formation.
For each learning outcome in a discipline (module) or practice, the organization determines indicators and criteria for assessing the development of competencies at various stages of their formation, scales and assessment procedures.
22. The fund of assessment funds for the final (state final) certification includes:
a list of competencies that students must master as a result of mastering the educational program;
description of indicators and criteria for assessing competencies, as well as assessment scales;
standard test assignments or other materials necessary to assess the results of mastering the educational program;
methodological materials defining procedures for assessing 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 organization's official website on the Internet.
24. The choice of teaching methods and means, 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 with disabilities and persons with limited health capabilities.
25. When implementing educational programs, various educational technologies are used, including distance educational 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 constructing 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 an 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 degree program with the qualification of “applied bachelor” awarded to graduates, students, by decision of the organization, are given the opportunity to simultaneously master educational programs of secondary vocational education and (or) basic vocational training programs of the relevant focus (profile), including within the framework of the organization’s interaction with professional educational organizations and (or) other organizations that have 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 complexity of the student’s academic 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. The credit unit is used as a unified unit of measurement of the labor intensity of a student’s academic workload when indicating the volume of the educational program and its components.
The volume of the educational program (its component part) is expressed as an integer number of credit units.
A credit unit for educational programs developed in accordance with federal state educational standards is equivalent to 36 academic hours (with an academic hour duration 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 to be no less than 25 and no more than 30 astronomical hours.
The value of the credit unit established by the organization is uniform within the educational program.
29. The volume of the educational program in credit units, not including the volume of elective disciplines (modules), and the terms of obtaining higher education in the educational program in various forms of training, when combining various forms of training, when using a network form of implementation of the educational program, with accelerated training, period receipt of higher education in an educational program by disabled people and persons with limited health capabilities is established by the educational standard.
30. The scope of the educational program does not depend on the form of education, the form of training, the combination of various forms of training, 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 training.
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 study is 60 credit units, except for the cases established by paragraph 32 of the Procedure.
32. In full-time and correspondence 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 the 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 established by the organization in the amount of no more than 75 credit units (in case of accelerated training - 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. Receiving higher education according to the educational program is carried out within the time limits established by the educational standard, regardless of the educational technologies used by the organization.
34. The period for obtaining higher education in an educational program does not include the time a student is on academic leave, maternity leave, or parental leave until the age of three years.
35. The development and implementation of educational programs are carried out in compliance with the requirements stipulated 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 state secrets 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 according to educational programs
37. In educational organizations, educational activities under educational programs are carried out in the state language of the Russian Federation, unless otherwise established by Article 14 of the Federal Law. Teaching and studying the state language of the Russian Federation within the framework of educational programs with state accreditation are carried out in accordance with educational standards * (7).
In state and municipal educational organizations located on the territory of the 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. Teaching and studying the state languages of the republics of the Russian Federation within the framework of educational programs with state accreditation 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 established by the legislation on education and local regulations of the organization * (9).
The language and languages of education are determined by 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 education begins on September 1. The organization may postpone the start of the academic year for full-time and part-time forms of study by no more than 2 months. For correspondence courses, as well as for a combination of various forms of study, the start date of the academic year is set by the organization.
39. During the academic year, vacations with a total duration of at least 7 weeks are established. At the request of the student, he is granted a vacation after passing the final (state final) certification.
The period for obtaining higher education in an educational program includes the vacation period following the completion of the final (state final) certification (regardless of the provision of the specified vacation to the student).
40. The educational process according to educational programs is organized according to periods of study:
academic years (courses);
periods of study allocated within courses, including semesters (2 semesters per course) or trimesters (3 terms per course);
periods for mastering modules allocated within the period of obtaining higher education in an educational program.
The allocation of periods of training within courses, as well as periods of mastering modules, is carried out at the discretion of the organization.
41. Before the start of the educational program, the organization creates a schedule of training sessions in accordance with the curriculum and academic calendar.
42. In the network form of implementation of educational programs, the organization, in the manner established by it, carries out crediting of learning results 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 abilities and (or) level of development that allows him to master educational program in a shorter period of time compared to the period for obtaining higher education in an educational program established by the organization in accordance with the educational standard; by 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. Reducing the period for obtaining higher education in an educational program with accelerated training is carried out through:
credit (in the form of re-certification or re-credit) in whole or in part of the learning results in individual disciplines (modules) and (or) individual practices mastered (passed) by students while receiving secondary vocational education and (or) higher education (in another educational program), and also additional professional education (if available) (hereinafter referred to as credit for learning outcomes);
increasing the pace of mastering the educational program.
45. The decision on accelerated training of a student is made by the organization on the basis of his personal application.
46. Credit for learning outcomes is carried out:
for a student in a bachelor's degree program, in a specialty program - on the basis of the student's submitted diploma of secondary vocational education, bachelor's diploma, specialist's diploma, master's diploma, certificate of advanced training, diploma of professional retraining, certificate of training or period of study;
to a student in a master's program - on the basis of a specialist diploma, master's diploma, certificate of advanced training, professional retraining diploma, certificate of training or period of study presented by the student.
47. An increase in the rate of development of the educational program can be carried out for persons who have the appropriate abilities and (or) level of development, taking into account the requirements established by paragraph 32 of the Procedure.
48. 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 online form of implementation of the educational program is carried out with the written consent of the student.
50. The organization of the educational process according to educational programs with a combination of various forms of training, when using a network form of implementation of these programs, with accelerated training is carried out in accordance with the Procedure and local regulations of the organization.
51. The period for obtaining higher education in an educational program for disabled people and persons with limited health capabilities is increased by the organization in comparison with the period for obtaining higher education in an educational program in the corresponding form of study within the limits established by the educational standard, based on a written application from the student.
52. Training sessions in educational programs are conducted in the form of contact work between students and the teacher and in the form of independent work by students.
53. The following types of training sessions may be conducted under educational programs, including training sessions aimed at conducting ongoing monitoring of progress:
lectures and other training sessions that provide for the primary transfer of educational information by the teacher to the students (hereinafter referred to as lecture-type classes);
seminars, practical classes, workshops, laboratory work, colloquiums and other similar classes (hereinafter collectively referred to as seminar-type classes);
course design (completing coursework) in one or more disciplines (modules);
group consultations;
individual consultations and other training sessions involving individual work between the teacher and the student (including supervision of practice);
independent work of students.
The organization may conduct other types of training sessions.
54. Contact work of students with the teacher, including with the use of distance educational technologies, includes lecture-type classes, and (or) seminar-type classes, and (or) group consultations, and (or) individual work of students with the teacher, and also certification tests for intermediate certification of students and final (state final) certification of students. If necessary, contact work between students and the teacher includes other types of educational activities that involve group or individual work between students and the teacher.
Contact work between students and the teacher can be both in-class and extra-curricular.
55. To conduct seminar-type classes, including using e-learning and distance learning technologies, study groups of no more than 25 students are formed from among students in the same specialty or field of study. Seminar-type classes are conducted for one study group. If necessary, it is possible to combine students in various 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 education (physical training), study groups of no more than 15 people are formed, taking into account the gender, health status, physical development and physical fitness of students.
To conduct lecture-type classes, study groups in the same specialty or area of training can be combined into study streams. If necessary, it is possible to combine study groups in various specialties and (or) areas of training into one educational stream.
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 between students and the teacher, as well as the maximum amount of lecture and seminar types of classes when organizing the educational process according to the educational program, are established by the local regulatory act of the organization.
58. Quality control of mastering educational programs includes ongoing monitoring of academic performance, intermediate certification of students and final (state final) certification of students.
59. Current monitoring of progress ensures assessment of the progress of mastering disciplines (modules) and internships, intermediate certification of students - assessment of intermediate and final learning results in disciplines (modules) and internships (including the results of course design (completing coursework)).
60. The forms, assessment system, procedure for conducting intermediate certification of students, including the procedure for establishing deadlines for passing the relevant tests for students who have not passed the intermediate certification for good reasons or who have academic debt, as well as the frequency of conducting intermediate certification of students are established by local regulations of the organization.
61. Persons mastering an educational program in the form of self-education (if the educational standard allows for 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 to undergo intermediate and state final certification to an organization carrying out educational activities according to the corresponding educational program with state accreditation.
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, providing for the passage of an intermediate and (or) state final certification.
The conditions and procedure for enrolling external students in the organization (including the procedure for establishing the terms for which external students are enrolled and the terms for them to pass intermediate and (or) state final certification) are established by the local regulatory act of the organization.
62. Persons who successfully pass the final (state final) certification are issued documents on education and qualifications.
A document on education and qualifications issued to persons who have successfully passed the state final certification confirms receipt of higher education at the following level and qualifications in a specialty or area of training 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 specialist diploma);
higher education - master's degree (confirmed by a master's diploma).
63. Persons who have not passed the final (state final) certification or received unsatisfactory results at the final (state final) certification, as well as persons who have mastered Part of the educational program and (or) were expelled from the organization, are issued a certificate of training or a period of study according to the sample , independently established by the organization * (11).
IV. Features of the organization of the educational process according to educational programs for people with disabilities and persons with limited health capabilities
The training 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 characteristics of the psychophysical development, individual capabilities and health status of such students.
66. Educational organizations of higher education must 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 the education of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical means of collective and individual training use, providing the services of an assistant (assistant) who provides students with the necessary technical assistance, conducting group and individual correctional classes, providing access to and buildings of organizations and other conditions without which it is impossible or difficult for students with disabilities to master educational programs *(15).
67. In order to ensure accessibility of higher education in educational programs for disabled people and persons with limited health capabilities, the organization provides:
1) for disabled people and people with visual impairments:
the presence of an alternative version of the organization’s official website on the Internet for the visually impaired;
placement in places accessible to 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 in large, raised-contrast font (on a white or yellow background) and duplicated in Braille );
the presence of an assistant providing the student with the necessary assistance;
ensuring the production of alternative formats of printed materials (large print or audio files);
ensuring access for a student who is blind and uses a guide dog to the organization’s building;
2) for disabled people and persons with hearing impairments:
duplication of audio reference information about the schedule of training sessions with visual (installation of monitors with the ability to broadcast subtitles (monitors, their sizes and number must be determined taking into account the size of the room);
provision of appropriate audio means for reproducing information;
3) for disabled people and persons with disabilities who have musculoskeletal disorders, material and technical conditions must ensure the possibility of unhindered access for students to classrooms, canteens, toilets and other premises of the organization, as well as stay in these premises (presence of ramps, handrails, widened doorways, elevators, local lowering of barrier posts; the presence of special chairs and other devices).
68. Education of students with disabilities can be organized both together 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 with free special textbooks and teaching aids, other educational literature, as well as the services of sign language interpreters and sign language interpreters *(17).
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*(1) Part 5 of Article 12 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, Art. 4036).
*(2) Part 2 of Article 69 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, Art. 4036).
*(3) Part 3 of Article 69 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, Art. 4036).
*(4) Part 2 of Article 13 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, Art. 4036).
*(5) Part 3 of Article 13 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, Art. 4036).
*(6) Part 1 of Article 13 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, Art. 4036).
*(7) Part 2 of Article 14 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, Art. 4036).
*(8) Part 3 of Article 14 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, Art. 4036).
*(9) Part 5 of Article 14 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, Art. 4036).
*(10) Part 6 of Article 14 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, Art. 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” (Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, Art. 4036).
*(13) Part 8 of Article 79 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, Art. 4036).
*(14) Part 10 of Article 79 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, Art. 4036).
*(15) Part 3 of Article 79 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, Art. 4036).
*(16) Part 4 of Article 79 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, Art. 4036).
*(17) Part 11 of Article 79 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, Art. 4036).
Document overview
The procedure for organizing and carrying out educational activities under higher education programs - bachelor's, specialist's, and master's degrees has been approved.
Thus, the above-mentioned programs are implemented by educational organizations of higher education. Master's programs are also scientific organizations.
Persons with secondary general education are allowed to study bachelor's/specialist's programs. Persons with higher education are eligible to master master's programs.
Higher education in the above programs can be obtained in full-time, full-time, part-time, correspondence forms of study, as well as 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 according to them.
Methods and means of teaching, 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 between students and the teacher and independent work of students.
Quality control for mastering educational programs includes ongoing monitoring of academic performance, intermediate and final (state final) certification of students.
A person who successfully passes the final (state final) certification receives a document on education/qualification. The latter confirms receipt of higher education at the following level/qualification in the specialty/area of training related to the corresponding level of higher education. These are bachelor's degree (bachelor's degree), specialty (specialist's degree), master's degree (master's degree).
The features of the organization of the educational process according to programs for people with disabilities and people with limited health capabilities are highlighted.
Technology for organizing the educational process in a 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 periods of study, the question arises: what kind of 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 the student receives his main education not in 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 studied material with academic tutors. In European publications there are recommendations to limit the number of contact hours per week to 8 or 10, 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. This organization of the educational process is not imposed on anyone, it is only an exchange of positive experience. Each university must independently make a decision on this issue.
Thus, classroom load cannot be a unit of measurement. It is necessary to take into account the total study load, the total time that the student spent (in the classroom and outside it) on mastering the program. The general workload includes, in addition to the classroom, writing essays, abstracts, coursework, laboratory work, practice and internships, preparation for tests and exams, passing tests and exams and practical experience in the specialty.
How to determine the weight of a unit of measurement of the labor intensity of an academic discipline? In European higher education this unit was called "academic credit". The credit system involves their mutual offset and accumulation. The Bologna Declaration states: “ Loans can be earned outside the context of higher education, for example, in the continuing education system, provided that they are recognized by the host university.
At the beginning of the Bologna process, the main purpose of loans was seen as supporting 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 equal to 60 credits. Based on the experience of using the loan system in different countries, it is believed that a student cannot earn more. The most acceptable credit system existing in Europe was recognized as the ECTS system - “European Credit Transfer System”. How to convert workload in hours into European academic credits? The Ministry of Education recommended converting the course load into credits by dividing the total (classroom and independent work) course load in the 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 imbalances, if any.
In what cases are credits awarded to a student? How many hours of classroom instruction can a student miss in order to be allowed to take tests and exams?
In any case, credits will be awarded to the student only after he has successfully passed the final control form 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 a semester and academic year is regulated - 30 and 60.
But if a student accumulates an excessive number of credits during his studies (for example, by attending additional training courses), these credits do not count 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 accepted that it is possible to assign credit amounts with halves for individual disciplines, so that when added they give a whole number.
Thus, a bachelor must accumulate at least 180 (in three years) or at least 240 (in four years) academic credits. The master must earn at least 300 credits.
Countries that have signed the Bologna Declaration must move to organizing the educational process in a credit system similar to the ECTS system (European Credit Transfer System). The system is aimed at obtaining easily readable and comparable Diploma Supplements and at organizing large-scale student mobility.
One of the specified and controlled parameters in the State Educational Standards of Higher Professional Education (SES HPE) is the total labor intensity of studying the discipline and the maximum volume of a student’s teaching load per week, including all types of classroom and independent work. Departments fought for the maximum possible volume classrooms classes in the form of lectures, seminars and practical classes and laboratory work. The number of teaching rates depends on the classroom load.
Little attention was paid to the hours allocated for independent work. A heavy classroom load leaves students little time for independent work.
Learning using a credit system involves a fundamentally different approach to organizing 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 involves independent choice to study disciplines from among those offered;
Appearance of a new position "tutor" or academic advisor. The main task of tutors is consultation in the preparation of individual study plans for students;
Providing the educational process with all the necessary teaching materials in printed and electronic form for students’ independent work. Even better is the organization of independent work of students in the form of distance education on one of the distance education platforms via the Internet;
With this organization of the educational process, the learning process is reoriented towards independent work students. As part of the educational process, there are three interrelated types of training load included in the concept total labor intensity studying the discipline:
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 are held on independent assignments, and also evaluates the results of completing independent assignments.
At the same time, it is assumed that there will be widespread use of electronic educational materials, printed educational materials, and distance learning.
The center of gravity of learning shifts to the independent work of students, while classroom work for both teachers and students is reduced. Currently, only the classroom load of teaching staff is taken into account, and this does not stimulate high-quality performance by teachers of educational, methodological, organizational activities, as well as consulting and monitoring students’ independent work.
With the introduction of this kind of 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 a teacher’s workload, contact hours can be considered as classroom work, which includes individual and online consultations, conducting and checking tests, and checking independent assignments. The classroom load becomes more complex in content. For students, contact hours are not mandatory classroom lessons (except for test hours), since during contact hours individual consultations with the teacher take place.
Let's consider the organization of the educational process using the example of Kazan State University.
For each course studied, in addition to the program, the teacher develops a calendar and thematic plan. The form of the calendar-thematic plan shown in Table 1 is proposed.
Table 1
Discipline___________Course__________________
Total labor intensity (credits/hours)____incl. lectures___, semester___.
Independent work (hours)_____________
Contact hours_____________________
FORMS OF ORGANIZATION OF 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
FSBEI HPE "Vyatka State Humanitarian University" Kirov
The report presents forms of organizing contact work between students and university teachers using distance learning technologies. The methodological, technical, technological, and personnel 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.
IN ensuring the quality of professional and general cultural training of students in the areas of bachelor's and master's training in educational organizations of higher education, a significant place is occupied by the organization of contact work between teachers and students.
IN Order of the Ministry of Education and Science of Russia dated December 19, 2013 No. 1367 “On approval of the Procedure for organizing and implementing educational activities in educational programs of higher education - bachelor’s programs, specialty programs, master’s programs” states that the amount of work of students in interaction with the teacher (contact work of students with teacher) by type of training sessions and independent work of students in academic or astronomical hours is highlighted in the curriculum.
Contact work between students and the teacher, including the use of distance learning technologies, may include lecture-type classes, seminar-type classes, group consultations, individual work of students with the teacher, as well as certification tests for intermediate certification of students and final (state final) certification students. If necessary, contact work between students and the teacher may include other types of educational activities that involve group or individual work of students with the teacher.
With the transition to 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 training. Contact work can be carried out both in class and out of class.
The organization of extracurricular contact work and control over its implementation can be carried out through the use of distance educational technologies. Distance educational technologies are understood as educational technologies implemented mainly using information and telecommunication technologies with indirect (at a distance) interaction between students
And teaching staff.
IN Vyatka State Humanitarian University has been using distance learning technologies in the implementation of educational programs of higher education since 2007. The organization of contact work between teachers and students is carried out through the work of the educational portal for distance education and the implementation of the “Open Audience” and “Online Couples” projects.
IN within the framework of these projects, video lectures, orientation webinars on the discipline, webinars on organizing independent work of students based on educational and methodological complexes, webinars on complex course topics, practical webinars, consultation webinars with answers to student questions, generalizing webinars on the discipline, webinars on
qualification), webinars on carrying out research work, introductory and final conferences on internships, thematic, problem-based, problem-solving and consulting forums, forums on organizing independent work of students, joint work of students with publicly accessible documents, educational webquests, business and role-playing online -games, individual and group video consultations, network educational projects, joint work with public documents and other types of educational activities.
Interim, final, state final certification of students using distance learning technologies is carried out through automated testing, written work, oral examinations, tests, interviews, the formation and evaluation of student portfolios, educational web conferences, etc.
Since distance educational technologies make it possible to structure the learning process quite flexibly, taking into account the individual psychological characteristics of students, careful and respectful attitude towards their interests and needs, Vyat GSU organizes individual support for students of special categories: students with a busy work schedule, including shift workers; women on maternity leave; persons with poor knowledge of information technology; transfer students from full-time/part-time studies and from other universities; students who have difficulties in mastering educational material. For first-year students, adaptation activities are provided: autumn and spring on-site tutorials on the basis of representative offices, online training on how to work on the educational portal for distance education, etc.
To implement contact work between students and teachers using distance learning technologies, the university has created special methodological, technical and technological, regulatory, organizational and personnel conditions.
The basis for educational and methodological support for students’ contact work with teachers is an educational and methodological complex located in the electronic information and educational environment of the university and including:
curriculum of the educational program,
individual student curriculum,
program of the academic subject (discipline, module, training course),
a set of electronic educational resources that provide all types of work in accordance with the curriculum of the subject
(discipline, training course), including a workshop or practical guide, means for monitoring the quality of learning the material, methodological recommendations for students on studying the academic subject (discipline, training course).
Technical support provides for students' access (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, telecommunication technologies, relevant technological means and ensuring the development of educational programs or parts thereof by students .
The table below presents a list of information and telecommunication technologies to ensure contact work between students and teachers.
Purpose of information |
List of information and |
||||
and telecommunications |
telecommunication technologies for |
||||
technologies in providing |
providing remote |
||||
contact work |
interaction between teachers and |
||||
teachers and students |
students |
||||
Access to educational materials |
|||||
materials |
video hosting (youtube, rutube, vimeo and |
||||
digital libraries |
|||||
remote |
education |
||||
(electronic portfolios of disciplines) |
|||||
Remote interaction |
remote |
education |
|||
educational participants |
(forums, chats, personal exchange system |
||||
process |
messages) |
||||
video messages and video calls (Skype, |
|||||
team speak, mumble, viber, etc.) |
|||||
services for conducting webinars |
|||||
(seemedia, webinar, etc.). |
|||||
Services for working with documents |
|||||
shared access (one drive, google disk, |
|||||
dropbox, etc.) |
|||||
Formation |
specialized |
educational |
|||
professional skills and |
programs |
||||
simulation programs |
|||||
programs for remote work with |
|||||
laboratory equipment |
|||||
programs for automated |
|||||
testing |
|||||
Electronic control |
CMS adapted for educational purposes |
||||
training |
(joomla, drupal, bitrix, wordpress, etc.) |
||||
LMS (Moodle, Canvas, etc.) |
|||||
The educational process using distance learning technologies should be carried out by teaching staff trained to work in the new information educational environment. Administrative and teaching staff must have appropriate basic or additional professional education. It is necessary to provide for the organization of training, advanced training and methodological support for teaching staff providing training in educational
programs implemented using distance educational technologies.
Thus, the organization of contact work between teachers and students using distance educational technologies in the implementation of educational programs of higher education can be carried out in various forms; for its implementation, appropriate methodological, technical and 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.S. 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, Ekaterinburg
Scientific and engineering center "SYSTEM-INTEGRATECH" Novokuznetsk
The report presents the results of an analysis of the issue of the relevance and feasibility of the development and use of technological simulators and virtual laboratories for effective training and the formation of professional skills. The areas of application and technical and economic effects of implementation are highlighted. The experience of developing technological simulators is discussed using examples of creating a 3D simulator for working out emergency situations in a copper smelter and a virtual educational research complex for laboratory work in thermophysics.
The report provides 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 appreciated by creating a simulator for testing emergency of copper melting shop and virtual educational research laboratory complex papers on thermal physics.
In parallel with systems that are based on technological formats for transmitting knowledge, a new segment of educational projects aimed at training skills from the simplest tasks to decision-making in complex industrial systems has recently been actively developing. The basic process in such projects (trainers, simulators, virtual installations) is the development of new operating algorithms by performing an action and its subsequent reflection, in contrast to studying materials in classic MOOCs.
IN Currently, the stage of formation of a new segment of mass media is underway. online courses designed for the technological development of skills for millions of people around the world with established training standards, the center of which will not be video lectures, but complex computer simulators and trainers.
IN In simulators, 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, action and exploration. The modern level of hardware and software makes it possible to develop and use three-dimensional interactive virtual systems in training that can be as close as possible to the real world. In addition, it should be noted that in order to master such systems, the younger generation has extensive experience and skills as a result of using 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 to use 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 complex technical devices (nuclear power plants, supersonic aircraft, spaceships, petrochemical, energy, metallurgical, chemical and other industries).
At such industrial facilities, the level of personnel qualifications plays a high role and there is no possibility of learning practical management skills using trial and error methods, and losses from ineffective management or the costs of eliminating the consequences of one accident are tens of times higher than the cost of developing modern simulators.
IN Currently, virtual technologies make it possible to reproduce as accurately as possible the learner’s sense of the reality of an object and provide a semblance of a set of conditions under which the skills necessary for high-quality and reliable professional activity of an employee can be formed.
There are three main areas of application of technological process simulators:
demonstration of the technological process and products to customers and potential clients;
developing process management skills;
practicing skills to ensure industrial safety,
reducing risks and eliminating emergency situations. 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 operator response and follow-up efficiency;
reduces the operator’s reaction time to eliminate disruptions in technological processes and accidents;
ensures the effective implementation of the process of introducing new equipment or optimal process control modes;
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 student’s involvement in the process and acquisition of important knowledge;
allows you to quickly teach orientation in complex phenomena;
allows you to demonstrate how actions affect results;
allows you to avoid loss of interest due to the routine nature of the learning process.
IN As a result of the combined action of these factors, positive dynamics of change occurs technical and economic indicators, the effects of which are significantly greater than the costs of developing and implementing these teaching aids.
The report demonstrates the experience of developing technological simulators using the example of creating a 3D simulator for working out emergency situations in a copper smelter.
The simulator provides the implementation of the following tasks:
studying equipment and technology in an interactive virtual walk around the workshop;
training in emergency response skills at a copper smelter in guided mode;
training skills to eliminate emergency situations at a copper smelter in independent action mode;
certification of professional skills.
IN The simulator implements modeling of processes of occurrence And
elimination of 20 emergency situations that may occur in a copper smelter. Below in Fig. 1 shows examples of screenshots from the simulator.
Rice. 1.Examples of screenshots from the simulator
The user can navigate and perform various actions in 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; shut-off valves.
In addition to simulators, a highly effective training method are virtualeducational and researchcomplexes of laboratory work.
Existing laboratory stands, as a rule, are obsolete and require replacement and annual improvement, which leads to additional financial costs. To carry out the work, significant ongoing costs are constantly required for analyzing 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 ongoing costs;
have a total development cost, taking into account unlimited replicable copies, significantly lower than real analogs that are necessary for educational activities.
allow you to simulate processes that are fundamentally impossible to implement in real laboratory conditions;
provide the opportunity to understand and study processes at any level of detail by scaling space and time;
provide “safety” for working with high voltages, hazardous reactors or chemicals;
provide observability and the ability to implement multiple experiments.
The report discusses the experience of developing virtual educational and research complexes for laboratory work using the example of creating a laboratory in thermophysics. The general view of the laboratory is shown in Fig. 1.
Rice. 1 General view of the virtual educational and research complex
The laboratory houses four installations for studying heating processes, heat transfer and gas dynamics. The appearance of some installations is shown in Fig. 2. Variable parameters of virtual laboratory installations: dimensions, materials and control modes.
Rice. 2 Type of virtual laboratory installations
Experiments on the installations can be carried out by one user in parallel by launching the appropriate programs. Due to this, a synchronous multivariate mode is implemented, which significantly expands research capabilities and the range of learning tasks to be solved.
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