Abstract:

In the context of the developing digital economy in the Russian Federation, the federal project "Digital Educational Environment" is being implemented, which is aimed at creating and implementing a digital educational environment in educational organizations, as well as ensuring the implementation of the digital transformation of the education system. Therefore, the requirements for the level of professional training and competence of the teacher are increasing, which are established by the professional standard of educators. In accordance with the new professional standard, the teacher must be able to apply digital technologies (DT) in the classroom, the resources of the digital educational environment to develop the cognitive and creative activities of students, as well as to carry out pedagogical design of educational programs.

The article presents the experience of teaching MA students of Kazan Federal University training "Pedagogical education" program within the course "Massive Open Online Courses" (MOOCs). While developing the course content, it is necessary to take into account a number of conditions: the level of proficiency of MA students in DT; requirements for the structure and content of MOOCs, forms and methods of teaching and control quality of educational process using DT, development of various types of educational, methodological and control materials.

The program of this course is aimed at developing the universal and professional competencies of MA students training "Pedagogical Education" program, including ability to create and develop an educational environment, use professional knowledge and skills in DT. Training of MA students is carried out on the basis of the “Flipped classroom” principle on the KFU distance education platform, to master the theoretical material of the course. The formation of practical skills in the use of DT and the design of MOOCs is carried out during in-class practical work and independent work of MA students.

When mastering the course, MA students analyzed the best practices on the chosen topic on the Coursera and Open Education MOOC platforms; designed their own online course, structure and content of MOOC modules; searched and structured of information for the formation of educational content; uploaded educational material on the online platform for creating MOOCs; tested the MOOC and then presented it.

A survey of MA students opinion after studying the “MOOC” course showed that, despite the fact that designing and creating a course requires a lot of time, experience, information resources, etc., creating a MOOC was an interesting and practice-oriented task that allowed them to create a digital educational environment for the course.

Keywords:

Digital technologies, MOOC, design technology, digital educational environment.