Form of user interaction with electronic educational resource

The active user interaction with e-learning product is a major advantage, a strategic task of information education. The level of interactivity, in other words - the level of activity of the user when working with electronic educational resources is one of the most important indicators of the quality of the EER.

From a technical point of view of the EER is a set of programs and data from a customer perspective - it's content, i.e. collection of content items that represent objects, processes, abstractions, which are the subject of study. In essence, content is what we see and hear. Accordingly, the content is divided into visual and audioseries. The text is, strictly speaking, it is necessary to refer to the visual range, but the ability to describe the abstractions and some features of storing and playing a character of information release it in a separate component.

Content is usually complemented by controls that allow you to navigate through an array of meaningful, i.e. move from one fragment to another. Organization of movement (in general - non-linear) with the help of these elements is called navigation.

Navigation can be organized according to elements of content (keywords in hypertext, semantic element in the visual composition), as well as content-independent elements of navigation, often on the periphery of disposable screen (click "back / forward", "the top", etc.) In addition, the content-independent graphical user interface elements are the elements of EER of customization, allowing to carry out personal settings (volume, size, etc.).

Generally speaking, using the navigation controls and customization is already a user's interaction with the EER, i.e. interactive. However, this is widely-used (think Internet-browser) form of interactivity we currently do not care. Next, we consider the interaction of the user directly to the content elements and analyze mainly interactive content.

By interactive means of electronic content, which is possible with the operation of its elements: object manipulation and interference in the process. As a rule, all operations are performed in an active field of content that can occupy the entire screen, and part of it.

Let us consider in detail the form of user interaction with the EER, structured on four levels in order of increasing educational effectiveness by increasing the level of interactivity and, consequently, more meaningful expression of active forms of learning-activity-related. Note that with increasing levels of efficiency EER growing creative and technology costs for its creation.

I Conditionally - passive forms

They are characterized by a lack of user interaction with content, while content is immutable form during use. "Conditional" is a passive form data called because the user is still required control actions for the call of a meaningful fragment. By the quasi-passive forms of interaction include:

1. Reading the text, including the management of its motion in the view window ("flipping" pages or scrolling).

2. View the business graphics:

• charts and graphs;

• schemes;

• symbol sequences and tables.

3. Listening to the audio:

• speech;

• music;

• mixture (the song or speech on the background music).

4. View images:

• static (realistic and synthetic);

• dynamic (and realistic synthesized).

5. Perception of audio-visual compositions:

• Alt + text;

• Alt + static images (photographs, drawings);

• Alt + sequence of still images;

• Alt + dynamic images (video).

In this audio-visual composition may have variants that differ inefficiency:

• contemplative (the observation image in the whole movie in its original form);

• punctuated (with the release of details of visual range or scale fragments in digital processing of raw materials).