The article is devoted to the issues of improving the quality of training specialists in urban development with using interactive educational resources simulated work with geodetic instruments. We considered conditions for increasing the effectiveness of the university students’ initial work with the equipment during software design of interactive multimedia educational resources. One is modelling of the industrial operation with the possibility of students performing correct and erroneous actions receiving feedback. Another condition is the design of interactive multimedia educational resources by lecturers of engineering courses with students' engagement. The third condition is the possibility to support different learning styles. We carried out experimental work on the example of initial work with a theodolite in the course of engineering geodesy. Results showed that the application of interactive multimedia educational resources designed with these conditions led to a more successful execution of tasks with a shorter time for performing operations. We concerned the difference in grades of educational resources interactivity based on user- centered taxonomies. Results of experimental work showed that educational resources with a higher interactivity, allowing to perform creative tasks, led to a faster acquisition of engineering skills by students and, as a result, to the optimization of interactive operations
Problem and goal. The article describes an approach to solving the actual problem of identifying effective and approved by students blended learning tools in the initial stages of working with equipment for engineering education courses. The goal of the research was to study the applicability of hybrid environments of simplified configuration for learning work with geodetic equipment based on interactive virtual educational tools and students' mobile devices in the Novosibirsk State University of Architecture and Civil Engineering (Sibstrin). Methodology. A variant of hybrid laboratories with a virtual component and a variable (on-site or mobile) physical component is quite new for pedagogical research. The physical component is important when learning geodetic equipment since stationary devices are studied at university laboratories when portable analogs are used in real geodetic practice. The virtual component of a hybrid environment during initial work with engineering equipment can be represented by a set of multimedia educational tools that simulate the operation of engineering instruments and devices with a high degree of interactivity which available on one online platform for a specific engineering course. Results. The study found that the presented configuration of the hybrid environment is effectively applicable for initial work with geodetic equipment and is approved by students both during laboratory work in an on-site stationary laboratory, as well when using portable equipment and mobile devices in geodetic practice. Conclusion. For the initial stages of training students for working with geodetic equipment, a hybrid learning environment configuration is proposed based on interactive virtual educational tools and mobile devices which is an affordable and functional solution for engineering universities. Virtual e-learning tools can be accumulated on the site with online support for a separate engineering course and supplemented by means of distance interaction and cooperation of the lecturer and students. The hybrid environment can be used for initial training when working in a stationary laboratory or for conducting a professional business game or individual practical tasks on the ground with portable geodetic equipment.
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