Electronic program-methodical and technological tools for educational purposes: methods of analysis and examination.

Currently in the field of informatization of education primarily focuses on the challenges of creating effective e-learning Resources (EER).

In accordance with the international experience to replace electronic products textografical come highly interactive, multimedia rich EER. It should provide opportunities for network distribution, because of geographical conditions of our country's telecommunications access to educational resources can not be overestimated. Especially important are the requirements for interactive and multimedia training for the saturation of products used in general education. Indeed, the student has at his disposal a set of printing of textbooks, so an electronic copy is unlikely to cause concern. Moreover, the usual book has many advantages: does not require additional hardware playback, easy to use anywhere and at any time, has, importantly, the 500-year tradition of use.

Obviously, what to expect from the information and improve the quality of education is possible only provided that the new training products will have some innovative qualities, qualities that the analysis of EER deserves special attention. Quality criteria for EER of electronic educational resources, as well as any educational materials should be evaluated a set of qualities. It is important to share the assessment criteria for both traditional and innovative.

To the traditional include:

• compliance education program (school, university, etc.);

• scientific validity of the material (according to present knowledge on the subject);

• compliance with a single method ("from simple to complex," compliance order submission, etc.);

• lack of factual errors, immoral, unethical and components, etc.;

• Optimum technology as an educational product (e.g., quality of printing), etc.

In assessing the EER traditional criteria, of course, must be used, the examination of these criteria is well-established (for example books), so it is reasonable to make these estimates beyond that and focus on the innovative qualities of the EER and appropriate evaluation criteria.

The main innovative qualities of EER include:

1. Ensure all components of the educational process:

- Obtaining information;

- Practical exercises;

- Certification (monitoring of educational achievements)

Note that the book provides the only access to information.

2. Interactivity, which provides a dramatic expansion of the sector of independent academic work through the use of active-activity-related forms of learning. To see this, it suffices to compare two types of homework: to get from the book description of a journey, an experiment or musical composition itself or a virtual journey, an experiment, listen to music with the ability to influence the studied objects and processes, to receive responses, go to the concerned, try to make their own way, etc.

3. The ability to remotely (remote), a full education. The emphasis on the usefulness is not accidental. This is not about finding and receiving textual information from a remote source.

Usefulness in this case involves the implementation of the "House" (Internet cafe, a library, a friend at a party, in the end - outside the classroom), these types of learning activities that previously could only perform in school or university: learning new material on subject-based laboratory experiment, the current control knowledge to the assessment and conclusions, and much more, up to a collective learning experience for remote users.

A good electronic educational resource has the qualities of innovation describing below with the help of the use of new teaching tools, which includes:

• interactive;

• multimedia (audio-visual Repose piece of real or imaginary world);

• modeling (simulation with audio-visual reflection of the changes in effect, form, qualities of the object);

• communicative (provided by telecommunications);

• performance (in this case - the user productivity).

It is clear that you can evaluate the quality of the EER in the degree of use of new tools, but in reality it's not so easy - too hard to decide in five-dimensional space.

As required to formalize the procedure dramatically reduce the dimension of the problem. You can use the dependence of all other instruments from the first. The fact is that interactivity is at the heart, always (but to varying degrees) present the instrument. All other new pedagogical tools are used only in conjunction with the first, making him the environment of application. Then we can introduce a one-dimensional scale measuring the innovative qualities of the EER in terms of interactivity.