Interactive interaction. Interactive - what is it? Interactive TV

Interactivity

In this sense, the ability to call or send an SMS to any television program during the broadcast does not yet constitute interactivity. Although, if all the information received from television viewers or users is processed in a certain way, covered on air in the current time (or with a slight delay), and specific decisions are developed on its basis (from a fairly large set of available ones), then this system can be will be called interactive (in general - quasi-interactive).

On the Internet, one of the participants in interaction is, of course, a person. In order to talk about another subject, one should highlight the goals pursued by a person on the Internet:

• receiving the information;
• communication with other people.

Interaction can be carried out with:

• Internet resource;
• another person with whom this user communicates via Internet services (e-mail, ICQ, web forum, etc.).

In programming systems

In traditional programming systems, interactivity is fundamentally limited to the translation stage, which separates making changes from testing them.

In interactive systems there is no separate stage of translation; an application consists of the same objects both at design time and at run time. Moreover, the lack of separation between tool and runtime environments allows you to use the same tools at both development and runtime, so you can change a running application and immediately see the effect of that change.

Interactive animation can only be achieved through programming.

Level of interactivity- a complex concept that includes the “complexity” of the model, the number of physical parameters included in the model, the number of options for assembling the model, etc.

In terms of the level of interactivity, several examples of animation can be given.

The simplest example: playing an animation when you click on a “hot” zone - a principle often used in children's educational games and textbooks.

The physical model of the object is the most complex look animation, in which the system allows the user to change certain parameters. This changes the behavior of the system.

The very concept of interactive animation is used very often to refer to completely different things.

Let's consider ordinary computer animation. 3D animation is now a useful tool for conveying a variety of information. Over the past 20 years, many different tools have been created for creating animation. Most of them adhere to the following rules:

• The animator determines the positions of objects in the virtual world at specific periods of time.
• The corresponding software calculates the intermediate positions.

In advertising

File:Interactive panel.jpg

Interactivity is now widely used in advertising. In the USA, advertising with the possibility of interactive interaction has been developed - Just Touch technology, based on the Touch screen - a special touch screen has the ability to respond to hand movements and touching the screen when selecting the desired product (you still have the opportunity to find specific models or brands, but you can also view all similar products).

Wikimedia Foundation. 2010.

See what “Interactivity” is in other dictionaries:

- (interactivity English) A non-classical type of interaction between a recipient and an artifact, which was developed in the 80s and 90s. XX century under the influence of virtual reality in art, network methods of transmitting artistic information (Internet). AND.… … Encyclopedia of Cultural Studies

interactivity- 1. The possibility of bilateral or multilateral influence on each other in real time, regardless of where the participants are geographically located. 2. In Web design, interactive pages are understood as those that implement an interface with... ... Technical Translator's Guide

Interactivity- a moral and ethical quality of an individual, expressed as a willingness to communicate, cooperate, as the ability to find a place for oneself in joint activities, as a tendency to establish favorable relationships with group members. Interactivity is... Fundamentals of spiritual culture ( encyclopedic Dictionary teacher)

INTERACTIVITY- (from the English interaction) one of the key categories sociological analysis, describing the variety of social interactions at various levels: interpersonal, group, institutional. I. as social interaction... ... Sociology: Encyclopedia

Interactivity is a concept that reveals the nature and degree of interaction between objects. Used in the fields of: information theory, computer science and programming, telecommunications systems, sociology, industrial design and others. In... ... Wikipedia

Developer ... Wikipedia

Crysis Developer Publishers Electronic Arts Steam) Localizer Soft Club Designers ... Wikipedia

Implemented in version 8.3.10.2168.

We implemented a new mechanism, which we called Interaction system. This is a platform mechanism that transfers information between client applications and 1C:Enterprise servers.

The interaction system is designed to automate business processes, or to assist in the implementation of enterprise business processes.

Interactions can be either interactive or programmatic. For example, interactive interaction may be the transfer of information between users using messages grouped into discussions.

The interaction system is implemented in beta version status. Its functionality, described below, is not final, but will be expanded and improved.

Why do we need an interaction system?

The interaction system provides several different (in their applied meaning) types of interactive interaction. Firstly, you can create thematic discussions dedicated to any issue: events related to the opening of a new store, options for holding a New Year's party, or an upcoming meeting with the director.

Secondly, you can discuss accounting issues related to specific data objects: invoices, goods, suppliers, etc. In this case, all correspondence will be displayed in the form of this data.

And thirdly, if you have a microphone, you can call other users. And if you and your interlocutor have webcams connected, you can also see each other.

In this case, the administrator does not have a webcam, so his avatar is displayed during a video call.

System architecture

The interaction system is implemented in a client-server architecture. It consists of two parts. The client part is implemented in 1C:Enterprise. The server part is a separate software product 1C:Enterprise - Interaction Server, which can be deployed on the Internet, or on the organization's local network.

Users of 1C:Enterprise information databases can use the interaction system. To do this, the information base must be registered in interaction server . Authorization is carried out by the 1C:Enterprise server. The platform does everything else automatically.

As of this writing, Interop Server is not available as a separate product. But in order for you to be able to use the new mechanism on the Internet, on the hardware of 1C, we have deployed a copy of this server called 1C:Dialog. IN this moment This is a public server that can be used by anyone. We plan to support it in the future, but the terms of use may change.

Communication between client applications and the interaction server is carried out using the protocol WebSocket. This protocol can use both open and secure data transmission, so interaction, both over the Internet and on a local network, is quite secure.

How to “turn on” the interaction system?

In order for elements of the interaction system to appear in the 1C:Enterprise interface, you need register the infobase in the interaction server . This is done in 1C:Enterprise mode using the standard function Interaction system management .

Here you need to pay attention to the fact that this function is present only in those infobases in which users are created. As long as there is no user in the infobase, this standard function will not be available.

In the current implementation, this function is a simple dialog with which you can send a request to connect to the service 1C:Dialog, receive a registration code by mail and enter it as confirmation.

Starting from this moment, each user connecting to this information base will see elements of the interaction system in their interface. Accordingly, in order for them to appear in your interface, or in the interface of users who were already working in the database at the time of registration, you need to restart your client applications.

I would like to make a small note about the email address. The interaction system operates with the concept subscriber . This is an individual or organization on whose behalf the information base is registered in the interaction server. A similar concept is used in technology 1cFresh.

One subscriber of the interaction system can have several information bases registered. The subscriber's identifier is his email address. When requesting registration, if the server does not yet have a subscriber with this address, it is created automatically.

Therefore, it is important for you to understand that the email address you provide during registration (interactive or programmatic) is not “any address” that you can forget. This is a key identifier that you may need to communicate with support, for example.

Where in the interface is the interaction system located?

The interface part of the interaction system is implemented in the interface Taxi in the thin client, web client and in the managed mode of the thick client. For users, the interaction system is denoted by the word Discussions. You can know that discussions are available in the information base by several signs.

First, the command appears in the notification center Discussions.

Secondly, a standard bookmark appears in the open panel Discussions.

Thirdly, in the header of the object form, next to the close button, the command appears Discussion.

What you need to note here is that the last command only appears on forms that do not block the owner window or the entire interface. As a rule, these are “meaningful” forms that contain a large amount of information, they have their own applied context, and they “have something to discuss.”

In contrast, forms that block the owner's window are used mainly for displaying and editing secondary data that has no independent application value. Therefore, in such forms there is no mechanism for discussion. For example, in the form of a warehouse.

As you can see, all the tools for the user to work with messages are already built into the platform and appear automatically. As a developer, no action is required from you in order for users to start messaging.

The only thing users may want is to indicate their details in the interaction system: phone number and email address. To do this, click on the user name in the title of the main window.

Here, by clicking on the standard avatar, they can replace it with their photo. But these are optional steps. Discussions will work without this.

Typical use cases

As we already said at the very beginning of the article, there are several different types communication. Now we will look at each of them in more detail.

Out-of-context discussion

Any infobase user can create several out-of-context discussions . Each such discussion is private. This means that only participants in this discussion can read correspondence and send messages. This discussion is not available to other users of the information base.

All non-contextual discussions in which the user participates are in basic form of interaction system . You can open this form either by clicking on the tab Discussions in the open panel, or by command Discussions from the notification center.

By command +New a new discussion is created. For example, an administrator can create a discussion to remind users of an upcoming meeting and ask about their plans for attending that meeting.

It is advisable (but not required) to indicate the topic of discussion, and it is necessary to select participants. The selection of participants is carried out using a search, so you just need to enter a fragment of the username and then select the appropriate one with the mouse. When all discussion participants are listed, you need to click the button Create a discussion.

You can now chat in this discussion. You can write a message and send it by pressing Enter. You can also use the button to send a message Send in the lower right corner of the form.

As a result, each participant in the discussion will receive notification . It, like user notifications, will be displayed in the lower right corner of the screen, and in addition it will go to the notification center.

If the user (in this case, the sales manager) is at the computer and is ready to take part in the discussion, he can click on the notification and write his message in the main form of the interaction system.

As a result, the administrator who initiated this discussion will see the following correspondence after some time (as users respond):

The correspondence will look similar for other participants in this discussion. The only difference will be which messages are highlighted in color. Because the user's own messages are highlighted in color.

By clicking on the username of any message, you can see the user’s details and his enlarged avatar. A green dot means that the user is currently connected to the infobase.

Contextual discussion

Contextual discussions, unlike those discussed above, are public. They are subject to restrictions corresponding to the access rights to the data object. That is, all users of the information base to whom the rights system allows access to a given data object can fully participate in its discussion.

There is a single discussion for each data object. Therefore, you don’t need to create anything, just open the discussion panel in the form of the desired object.

You can write a message in it and send it using the key Enter.

This message can be read by any user who has access to the product Felt boots. But first of all, how does “any user” know that someone wrote something here? And secondly, the purchasing manager obviously wants to discuss the felt boots with a specific user, the seller. Therefore, before sending a message, it is in the field To whom selects the user whom he wants to notify about his message.

Then everything happens the same as in the previous example. The seller will receive a notification. If it is near the computer, it will react to it. If he is currently absent, the notification will disappear from the screen. But when the salesperson returns to the computer, he sees that there is new information in the alert center.

By clicking on an alert, the platform will open the form of the object to which the alert relates.

The seller presses the button Answer, will write a response and send it. As a result, the purchasing manager will see the following correspondence:

Replying in a contextual discussion in the field To whom you can select several users who need to be notified about your message.

As a rule, the discussion takes place in a constant circle of participants. Therefore, in order not to select users manually each time, you can click on the buttons Answer And Reply All. In this case, the platform will automatically fill in the field To whom users from the selected message.

As we have already said, contextual discussions are subject to restrictions corresponding to the access rights to the data object. Anyone who is allowed access to this object by the rights system can read and write.

And if so, then one of the possible scenarios is that the user does not actively participate in the discussion, but must be aware of “what is happening with the object.” What should he do in this case? Constantly open the shape of an object and see if something new and important has appeared there?

Especially for such a case, we have provided surveillance mode. This mode is activated by clicking on the bell in the discussion title.

In watch mode, the user will automatically receive notifications about each new message in this discussion. Even if he is not listed among those whom the author of the message wanted to notify.

It should also be noted that when answering in a contextual discussion, you can not indicate anything in the field To whom. In this case, the message will appear in the discussion, but none of the users (except those who are watching this discussion) will be notified about it. This method can be used in cases where the application solution already has its own notification system, for example, by email. Then users, to respond to changes, will use their usual business logic, but the message text itself (which was previously somehow stored in the information base and displayed in the form) will now be stored and displayed in the form using the interaction system.

Video call

If there are microphones, video calls allow you to communicate one-on-one with any user of the information base. And if there are web cameras, the interlocutors can also see each other.

A video call can be made by clicking on the username in any discussion and selecting video call. In this case, the platform will immediately begin establishing a connection with the selected user.

You can also make a video call from any discussion, non-contextual or contextual. In this case, you will need to select the user to whom the call is addressed.

While the connection is being established, the user's avatar is displayed in the video call window. And at the bottom of the window there is a link to the discussion. It is added automatically, no matter how the call is initiated. In this case, a link is provided to discuss the meeting with the director.

An incoming call appears on the interlocutor's side. In addition to the calling user, it also contains a link to the discussion. Thus, the interlocutor, if necessary, (after answering the call) can quickly open the context of the conversation and get to know it.

After answering an incoming call, communication occurs by voice, and the image from the interlocutor’s webcam is shown in the call window. In the example below, as you already know, the administrator does not have a webcam installed, so the purchasing manager only sees his avatar.

If the called interlocutor is absent from the workplace and cannot receive an incoming call, then after a while the call will be automatically terminated, and he will receive a notification about the missed call.

If a video call is made from a discussion, the platform automatically offers to select an interlocutor from those users who are participating in this discussion. In this case, this is the only user, the seller. But this does not prevent you from manually selecting any other user of the information base, for example, a sales manager, as an interlocutor.

Finally, a clarification needs to be made regarding the beta version of the interaction system. In it, by default, the functionality of video calls is not automatically enabled after registering the infobase in the server 1C:Dialog. This is due to the fact that video calls are at a stage of development where we cannot yet provide them to everyone without restrictions. If you need video calling functionality, we can enable it for your database(s) upon individual request, but not unconditionally, but based on our existing capabilities and technical limitations.

Notification area

When the thin client is running on Windows, after establishing a connection with the interaction server, the client application icon is displayed in the Windows notification area (system tray). When you receive a new notification, the icon image changes.

Double-clicking the icon activates the main window of the client application and, if there are notifications, opens the notification center.

Problems

Since the interaction server is an external element of the architecture in relation to the infobase and client applications, it is possible that it becomes inoperative or communication with it is disrupted. In this case, the interface elements associated with discussions do not disappear anywhere, they remain. And the fact that the connection with the interaction server is lost is indicated by a red triangle on the tab Discussions in the open panel.

Programmatic work with the interaction system

In the built-in language, we implemented an object model for working with the interaction system. In general, it is simple and understandable. Using the global context property Interaction System You are getting Interaction System Manager, and then act depending on what you need.

We consider the main direction of use of this object model to be close integration of the interaction system with the business processes of the enterprise. For example, generating messages depending on some events that occur with data in the infobase.

In more detail, you can register the infobase in the interaction server, or cancel the registration. You can create a discussion and message. Can get existing discussions on some selection. You can receive alerts addressed to the current user and so on. There's nothing complicated about it.

But in the object model there is one interesting feature, which I would like to talk about in more detail. Now, in addition to the user’s account in the information base, another user account appears in the interaction system.

An account in the infobase is represented by a built-in language object User of the Information Base. And the account in the interaction system is represented as an object of the built-in language UserSystemInteraction. Both objects point to the same user (person). Moreover, these objects are always uniquely related to each other and, knowing one of them, you can always get the other.

Therefore, now, when you need some existing user, or a current user, you get it in one or another mechanism, depending on your task.

For example, you can get the current user (person) account in the infobase like this:

CurrentIBUser = InformationBase Users.CurrentUser();

And the account of the same user (person) in the interaction system is like this:

CurrentUserID = Interaction System.CurrentUserIdentifier(); CurrentUserSV = Interaction System.GetUser(IDCurrentUser);

Knowing the user (person) account in the information base, you can get the corresponding user (person) account in the interaction system:

UserIDSV = Interaction System.GetUserIdentifier(CurrentIBUser.UniqueIdentifier); UserSV = Interaction System.GetUser(IDUserSV);

And vice versa:

IDUserSV = Interaction System.CurrentUserIdentifier(); IBUserID = Interaction System.GetInformationBaseUserIdentifier(CBUserID); IB User = InformationBase Users.FindByUniqueIdentifier(IBUserID);

Physically it looks like this.

When a user (person) authenticates (enters a login/password, or in other ways) in 1C:Enterprise, he matches himself with some account available in the information base. Then the session starts. If this is the first launch of this user's session after the infobase has been registered in the interaction server, then the platform automatically creates an account in the interaction server for this infobase user. Thus, it turns out that these records are strictly linked to each other and point to the same user (person).

Plans and feedback

As we said at the beginning, the beta version of the interaction system contains only part of the functionality that we are going to implement. Our plans are to provide the opportunity to conveniently integrate the interaction system with the business processes of the enterprise being automated, and to implement on its basis new approaches to automating those accounting tasks that are usually accompanied by interaction between users.

At the same time, of course, we will pay attention to the implementation of functionality that is convenient and familiar to users of other interaction systems, instant messengers, etc.

We are also interested in using the interaction system in a real environment, because there are many nuances associated with different browsers, proxy servers, and so on.

And, of course, after the release of this functionality, we will be ready to consider and discuss your comments and wishes for this system.

Komarova I.V.

Orenburgsky State University Email: [email protected]

INTERACTIVE EDUCATIONAL INTERACTION WITH ADOLESCENTS DURING THE LEARNING PROCESS

The article discusses the essential characteristics of interactive educational interaction among adolescents in the learning process. The content of the concepts “interaction”, “interactivity”, “interaction”, “interactive technologies as a set of interactive forms, methods and means of teaching” is analyzed in order to summarize existing knowledge on this issue.

Keywords: innovation, interaction, interactivity, interaction, interactive learning, interactive educational interaction.

Today, the education system in Russia is undergoing significant changes associated with the transition from traditional forms of education to innovative ones. An innovative approach involves introducing novelty into the learning process, conditioned by the peculiarities of the development of life in society, the needs of the individual, society and the state in developing socially useful knowledge, beliefs, qualities, attitudes and behavioral experience in students.

The concept of “innovation” began to firmly enter the arsenal of science in the 40s, so it is no coincidence that it is believed that “innovation” is one of the most important forms of manifestation of the modern scientific and technological revolution. The founders of the theory of innovation are the German scientists W. Sombart,

V. Metscherlich and the Austrian I. Schumpeter, who applied these provisions in connection with socio-economic and technological processes. Then these concepts began to be used in pedagogical works, denoting everything new that is included in the education system.

Pedagogical innovation is an innovation in pedagogical activity, changes in the content and technology of training and education, with the goal of increasing their effectiveness. Modern pedagogy is intensively developing, replenished with new concepts, approaches, and teaching technologies that reflect the needs of a changing society and practical developments in education.

Pedagogical models of humanization and humanitarization of education, understood as a focus on the individual, or a person-centered approach, are actively being developed in modern science(E.V. Bondarevs-

kaya, S.V. Kulnevich, A.N. Leontyev, A.K. Markova, O.L. Podlinyaev, K. Rogers, V.V. Serikov, A.V. Khutorskoy), a trend is emerging for the integration of humanitarian and technical training on the basis of new information technologies, computer telecommunications and the global computer network Internet (Y.S. Branovsky, V.G. Budanov, Ya.A. Vagramenko, M.P. Lapchik, L.V. Mantatova, I.V. Robert).

Currently, the important results of education are the willingness to cooperate, the development of the ability for creative activity, the ability to conduct dialogue, and seek and find meaningful compromises. The main result educational activities It is not the system of knowledge, skills and abilities in itself, but a set of key competencies in various fields, among which communication is highlighted.

The humanistic paradigm of modern education in Russia, which determines the development of all levels of educational systems and puts human development at the forefront, pays special attention to the formation of a person as a subject of communication and interaction with other people. Now it is obvious to educational theorists and practitioners that the main factors in personal development are subject-related practical activity and interaction.

Interaction, being one of the basic philosophical, ontological categories (G. Hegel, M.S. Kagan, A.N. Leontiev, F. Engels), is universal and objective in nature, since connections within and between phenomena exist independently of human consciousness , and there are practically no phenomena that cannot be explained through interaction.

Interaction is one of the embodiments of connections, relationships between people, when they, in the process of solving common problems for them, influencing each other and complementing each other, together successfully solve these problems. Naturally, changes occur both in each of the subjects and in those objects to which interaction is directed. In this case, interaction can be internal (mutual understanding) and external (joint work, exchange of understanding glances, understandable gestures).

In a pedagogical sense, interaction is an essential characteristic educational process, its content and methods are determined by the tasks of education and training. It, unlike any other interaction, is an intentional contact (long-term or temporary) between teachers and students, teachers themselves, students themselves, teachers and parents, etc., the consequence of which is mutual changes in their behavior, activities and relationships .

According to A.V. Mudrika, adolescence is the optimal period of preparation for interaction, when a teenager is most receptive to learning and has an urgent need to interact with others. It is during adolescence that students strive to express themselves in social, creative, cognitive, labor, and interpersonal activities. The wide range of interactions is explained by O.A. Yesherkina “new formations of this age - the formation of self-awareness, self-concept, expressed in the desire to understand oneself, one’s capabilities and characteristics, one’s similarities with other people and one’s differences.”

In the system of interaction with peers, a teenager gets the opportunity to realize and evaluate his personal qualities and satisfy his desire for self-improvement. As M.V. emphasizes Olennikova, communicating with peers, teenagers actively master norms, goals, means social behavior, develop criteria for evaluating themselves and others.

Conducted by psychologists B.G. Ananyev, L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin and other studies convince us that the main thing for adolescents is not just the acquisition of qualities, but the disclosure of these qualities through activity that sets their new social position.

tion recognized by society. An important aspect characterizing active interaction is its multidisciplinary nature.

Recently, the interest of teachers has been aimed at mastering active and interactive forms and methods of teaching based on activity and dialogue (intra- and inter-group) forms of cognition. The interactive approach considers interaction as a central link in the educational process, and learning as interaction management, which expands learning opportunities not only in didactic, but also in developmental and educational terms.

Interactive (from the English “interactive”) means based on interaction. The word “interactivity” itself came to us from the Latin language from the word “interactio”, which implies “inter” - mutual, between and “actio” - action. Thus, interactivity is one of the characteristics of dialogue forms of the cognition process.

From the point of view of the degree of interactivity of interaction M.A. Larionova considers the following levels:

Non-interactive interaction, when the message being sent is not related to previous messages;

Reactive interaction, when a message is related to only one previous message;

Conversational (interactive) interaction, when a message is related to many previous messages and to the relationships between them.

Interactive activity, according to D.A. Makhotin, involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, and joint solution of common but significant tasks for each participant. Interactivity eliminates the dominance of either one speaker or one opinion over another. Therefore, during dialogue training, adolescents learn to think critically, solve complex problems based on an analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, communicate with each other.

Problems of using interactivity in the process of development and personality formation

have been considered by scientists from various positions for quite a long time (H. Abels, G. Blumer). However for a long time attention was not focused on them, and interactivity was not highlighted as an important independent unit in the pedagogical process and the life of society. It was considered as one of the aspects of communication and interaction (G.M. Andreeva, E.V. Korotaeva). IN modern conditions Many scientists began to turn to the concept of interactivity, such as N.A. Vinogradova, L.K. Geykhman, N.P. Klushina, T.I. Matvienko, T.S. Panina, L.A. Peskova.

At the same time, the terms interaction, interactive learning, interactive forms, methods, tools and technologies appear in articles and works on pedagogy, in sections teaching aids, describing the learning process as communication, cooperation, cooperation of equal participants (T.Yu. Avetova, B.Ts. Badmaev, E.V. Korotaeva, M.V. Clarin, E.L. Rudneva).

The concept of “interaction” (from the English “interac-tion” - interaction) arose for the first time in sociology and social psychology. The theory of symbolic interactionism (founded by the American philosopher J. Mead) is characterized by consideration of the development and life activity of the individual, the creation of a person’s “I” in situations of communication and interaction with other people. The ideas of interactionism have a significant impact on general, developmental and educational psychology, which, in turn, is reflected in modern practice of education and upbringing.

In psychology, interaction is “the ability to interact or be in a conversation, dialogue mode with something (for example, a computer) or someone (a person),” and social interaction is a process in which individuals, in the course of communication in a group, use their behavior influence other individuals, causing responses.

Recently, the interest of scientists and practitioners in interactive learning has increased significantly, which is due to democratization processes modern society, the need for a practical solution to the problem of motivating the activity of adolescent students, the tasks facing modern education. In the Modernization Concept Russian education indicated that it is new

The quality of education is “the orientation of education not only towards the student’s mastery of a certain amount of knowledge, but also the development of his personality, his cognitive and creative abilities.”

“Interactive learning” is a translation of the English term “interactive learning”, which means both learning (spontaneous or specially organized) based on interaction, and learning built on interaction. Interactive learning is one of the modern areas of “active socio-psychological learning” and has not yet been sufficiently described in the domestic pedagogical literature.

According to leading scientists, interactive learning is considered as a way of cognition, carried out in the forms of joint activities of students: all participants in the educational process interact with each other, exchange information, jointly solve problems, simulate situations, evaluate the actions of colleagues and their own behavior, and are immersed in a real atmosphere business cooperation to resolve problems.

At the moment, in pedagogical science, the content of the concept of “interactive learning” is being formed and clarified - “learning built on the interaction of the student with the learning environment, the learning environment, which serves as an area of ​​mastered experience”; “learning that is based on the psychology of human relationships and interactions”; “learning, understood as a joint process of cognition, where knowledge is obtained in joint activity through dialogue, polylogue of students between themselves and the teacher.”

With interactive learning, there is a constant change of activity modes: games, discussions, work in small groups, a small theoretical block (mini-lecture). It is based on the direct interaction of students (trainees) with the learning environment; the learning environment, or learning environment, acts as a reality in which participants find for themselves an area of ​​mastered experience.

Interactive learning presupposes a different logic of the educational process from the usual one: not from theory to practice, but from the formation of new experience to its theoretical

comprehension through application. The experience and knowledge of participants in the educational process serve as a source of their mutual learning and mutual enrichment. By sharing their knowledge and experience, participants take on part of the teaching functions of the teacher, which increases their motivation and contributes to greater learning productivity.

The use of interactive learning, says D.A. Makhotin, should include activities that help students develop evaluative and critical thinking, practice on real problems and in developing solutions, acquire the skills necessary for further efficient work for similar problems. The author highlights the following character traits interactive training:

Firstly, this is the interaction of students between themselves and the teacher (directly or indirectly), which allows the ideas of mutual learning and collective mental activity to be implemented in teaching.

Secondly, this is a process of communication “on equal terms”, where all participants in such communication are interested in it and are ready to exchange information, express their ideas and solutions, discuss problems and defend their point of view. It should be noted that this is precisely what reflects the communicative side of interactive learning, including with the use of modern information technologies.

Thirdly, this is “reality” training, that is, training based on real problems and situations in the reality around us. If this training is not such, then it cannot be fully considered interactive, since an uninteresting (irrelevant, unclaimed at the moment) educational task will never cause a mutual personal response for active communication and, accordingly, an increase in the personal experience of each subject of training .

According to N.A. Vinogradova, mandatory conditions interactive learning organizations are:

Trusting, positive relationship between teacher and students;

Democratic style of communication;

Cooperation in the learning process between the teacher and students, learning among themselves;

Reliance on personal experience, inclusion of vivid examples, facts, images into the educational process;

The variety of forms and methods of presenting information, forms of student activity, their mobility;

Inclusion of external and internal motivation for students' activities.

Thus, interactive learning makes it possible to implement a subject-subject approach in organizing educational interactions and contributes to the formation of an active-cognitive position of students, which corresponds to current educational needs modern educational process.

However, despite the existence of a significant number of works devoted to the issues of interactive learning, the determination of the essential characteristics of interactive educational interaction among adolescents remains incomplete. A generalized analysis of pedagogical theory and practice made it possible to identify the characteristic features of interactive educational interaction among adolescents: initiative, mobility in interaction; social position recognized by society; multidirectionality.

Currently, the term “interactive learning” is most often mentioned in connection with modern information technologies, distance education, using Internet resources, as well as electronic textbooks and reference books, working online, etc. Modern computer telecommunications allow participants to enter into a “live” (interactive) dialogue (written or oral) with a real partner, and also make it possible “ active exchange of messages between the user and information system in real time".

Computer training programs with the help of interactive tools and devices provide continuous interactive interaction between the user and the computer, allow students to control the progress of learning, regulate the speed of learning material, return to earlier stages, etc. Thus, the implementation of interactive learning using modern information and communication technologies technologies for pedagogical science is a novelty, an innovation.

The interactive interaction of subjects of education in the aspect of knowledge of its nature and essence, functional and organizational features has been studied by philosophers, psychologists, and teachers (V.V. Arkhipova, Yu.K. Babansky,

S.L. Bratchenko, E.G. Volkova, O.A. Golubkova, I.V. Gravova, V.V. Davydov, M.V. Clarin, D. Lee, T.L. Chepel, N.E. Shchurkova, D.B. Elkonin, T.D. Yakovenko). Therefore, interactive methods are modern, but already widely known and actively researched teaching methods.

Science community notes the personality-building role of interactive teaching methods and considers them a factor personal development students, which activates thinking, stimulates personal growth of emotional states, the moment of interaction activates introspection, reflection, and mobilizes will.

To methods of interactive teaching in scientific literature include: heuristic conversation, discussion method, “brainstorming”, “ round table", "business game" method, training, "big circle", "case method".

Interactive teaching methods allow you to implement them in the learning process effective communication, which involves engaging students in learning as an active participant rather than a listener or observer. These include:

The “Moderation” method, which allows you to “force” people to act in one team to develop, in the shortest possible time, specific, implementable proposals aimed at solving the problem;

The Case study method is a method of analyzing situations (students and teachers participate in direct discussion of business situations and tasks taken from real practice);

Presentation.

Currently, there are quite a few interactive forms of work, but the most common are:

General discussion;

Workshops;

Various shapes mutual training and mutual control;

Laboratory research work / project defense - a form of work in which the student conducts independent research on various topics for a long time

a period of time at the end of which he provides and defends his work;

Problem-based learning;

Presentations (as a visual version of lecture and practical material presented on a computer screen);

Work in small groups and pairs of rotating (dynamic) / permanent (closed) composition is a form of dialogue interaction;

Distance learning .

The telecommunications environment, designed for millions of people to communicate with each other, is a priori an interactive environment. At distance learning The subjects of interactive interaction are teachers and students, and the means of carrying out such interaction are e-mail, teleconferences, real-time dialogues, etc.

Interactive whiteboards, computers, projectors, panels, displays, tablets, voting and testing systems, projection sets and consoles, classrooms and lessons - all this becomes interactive teaching tools.

The emergence of new means of interactive interaction based on information technology, influences the pedagogical process, which includes three components: the content of education, the form of organization of training and types of pedagogical interaction. These tools have powerful pedagogical potential and cover all three components pedagogical process, enriching them, activating innovative forms learning and creating an active learning environment.

Interactive learning technologies (learning technology includes a set of forms, methods, techniques, means that allow achieving planned results), occurring in creative search situations, include collective thinking (CM) - a form of interaction between a teacher and a study group, moderation, a collective method training V.K. Dyachenko et al.

The main ideas and principles of interactive learning are most fully implemented in an innovative form of education for Russian education - moderation. Moderation is implemented at three levels: 1) subject (content-

telny level); 2) level of experience (experience, feelings, desires); 3) level of interaction (communication and cooperation in the group).

Many scientists note that moderation is not just one method, but a whole complex of interrelated conditions, methods and techniques for organizing students’ joint activities, which allows participants to be involved in the process of identifying, comprehending and analyzing difficulties in their activities, finding ways to resolve them, informal understanding the experience of colleagues, as well as mutual learning based on the knowledge and experience of participants.

Thus, moderation methods assume the responsibility of each participant in the process for their actions and achieving a common result, and are focused on transferring acquired knowledge into practical activities, which is paramount for the formation of practical skills of future graduates. A high degree of learning productivity using this method is achieved due to a favorable psychological atmosphere and through visualization, i.e. long-term use of visual clarity.

Interactive interaction in the narrow sense of the word (in relation to the user’s work with software) is understood as the user’s dialogue with the program, i.e. the exchange of text commands (requests) and responses (invitations). The more opportunities there are to control the program, the more actively the user participates in the dialogue, the higher the interactivity.

In a broad sense, interactive interaction involves a dialogue of any subjects with each other using the means and methods available to them. In this case, active participation in the dialogue of both parties is assumed - exchange of questions and answers, managing the progress of the dialogue, monitoring the implementation decisions made and so on.

A broad definition of the concept of “interactive interaction” is given by pedagogical psychology. Interactive, according to B.Ts. Badmaev, is such training, which is based on the psychology of human relationships and interactions. When interactive

interaction in the learning process, the teacher communicates not directly with each teenager and not with the entire class at once (frontally), but indirectly with each student through study group and/or teaching aid.

During this communication, not only the process of cognition and personal growth of adolescents occurs, but also the process of interaction between their personalities, where everyone has the right to express their point of view, defend their position, and play their role. In this case, there is not so much an “exchange of symbols” as an “exchange of meanings” between the participants in the interactive interaction.

Based on the general idea of ​​the interaction phenomenon, D.A. Makhotin argues that interactive interaction promotes the intellectual activity of learning subjects, creating conditions for competition (rivalry) and cooperation of their efforts; In addition, there is such a psychological phenomenon as infection, and any thought expressed by a partner can involuntarily cause its own reaction on this issue.

The results of research by domestic psychologists and teachers (B.S. Gershunsky, E.S. Polat, L.G. Sandakova, S.A. Khristochevsky, E.N. Yastrebtseva) show that the interactive interaction of adolescents allows them to simultaneously solve several educational tasks: helps to establish emotional contacts between participants in dialogue communication, teaches them to work in a team, listen to the opinions of their comrades through mutual understanding and encouragement of their creativity, ensures the internalization of the experience of productive interactions with each other, regulates the volitional sphere of the individual.

Thus, interactive educational interaction of adolescents optimizes the educational learning process by understanding the essence of interactivity, the fundamental principles, and not the external manifestations of interaction. Interactive forms of learning help simultaneously solve educational, cognitive, communicative-developmental and social-orientation tasks.

Bibliography:

1. Geykhman, L.K. Interactive approach as a modern interpretation of pedagogical interaction: mat. international scientific-practical conf. " Modern directions development of pedagogical thought and pedagogy I.E. Schwartz” / L.K. Geykhman. -Perm: PGPU, 2009 - Part I. - 324 p.

2. Vinogradova, N.A. Interactive training for practicing teachers in the system methodological work in preschool educational institution [ Electronic resource]. - Electron. magazine - M.: Publishing house "ObrazPress", 2007. - No. 4. - Access mode: http://pik100.ucoz.ru

3. Kiryakova, A.V. Implementation of the value approach in school pedagogy: Monograph / A.V. Kiryakov. - M.: IPK OSU, 2000. - 239 p.

4. Klushina, N.P. Interactive forms and methods of teaching as a condition for the formation of individual subjectivity in the educational process of a university: mat. XIII scientific and technical. conf. " University science- North Caucasus region” / N.P. Klushina. -Stavropol: SevKavGTU, 2009. - 181 p.

The property of communicative interactivity is considered the third sign of online media, their organic, specific property. True, it would not be entirely correct to talk about interactivity exclusively in relation to this channel. In the “old” paper media, no one has yet abolished letters and press questionnaires as forms of communication with their readers. Younger electronic media successfully use other forms of interactivity, i.e. two-way interaction with the reader: for example, on radio and television today, calls on the air, telephone and studio rating surveys, and various gaming methods of communicating with the audience are popular. However, on a mass scale, the consumer of the information product of traditional media is a passive participant in the communication process, one-sided in nature. The Internet, on the other hand, is unique as a channel for connecting with its end users. It takes the communicative functions of the media to a new level, providing the opportunity for rapid response not only to individuals, but also to fairly large groups of people.

Let's try to understand this phenomenon. The famous American researcher of Internet journalism Nora Paul suggests considering the interactive capabilities of Internet media in the following perspectives 14:

@ direction of communication;

@ communication formats used;

@ their synchronicity/asynchrony;

@ nature of moderation;

@ target tasks.

As noted, interactivity from the point of view of the direction of actions of participants in the communication process can have four main configurations.

• 1. One to one (user emails journalist/editor).
• 2. One to many (journalist/editor/moderator sends out email using mailing list).
• 3. From many to one (users have the opportunity to ask a question to a specific person: “ask a question to the president/deputy/writer, etc.”, interview).
• 4. From many to many (participation in the forum).

We emphasize that the fundamental difference between interactivity in Internet media and interactive interactions with the audience used by traditional media channels is that here two-way communication takes place in the same physical environment, i.e. not “newspaper - mail” or “radio - telephone" and "Internet - Internet". In this case, communication can take on a synchronous, online nature.

In practice, media editorial offices present on the Internet use various established forms of network communication - emails, chats, forums,SMS (Short Message Service)- short message service transmitted via mobile communications). This undoubtedly expands the range of their communication capabilities: from dialogical communication, expressed in communication between the editors and individual members of the audience, to forums, when the discussion of events on the agenda takes place in a multilateral mode - between the editors and readers, or chats, when the communication process begins between individual users.

In this regard, journalists have new professional responsibilities - moderators, organizers of this multidirectional communication, which helps them to be an active party in organizing discussions, “keep in line” the proposed topics for discussion, and influence the agenda of a given media outlet.

The opportunity to come into contact with the audience allows online journalists to fully sense its social needs, and therefore, to satisfy information requests as much as possible. The question of whether the editorial office will use an interactive Internet resource is significant when determining information strategies for working with audiences.

Interactive communication can take place live, synchronously, for example, in chats and in the form deferred contact of participants in communication exchanges - in forums and in electronic correspondence. Note that if a chat message is used as part of the main content, it becomes non-synchronous communication.

Using the possibilities of interactive communication, the editorial office can pursue several functional objectives:

• 1) information exchange with the consumer, which allows the latter to request additional information (for example, use the search function) or comment on an event, express his judgment;
• 2) navigation, i.e. assistance in navigating the site’s content;
• 3) registration - to establish direct contacts between the editors and users, replenish mailing lists;
• 4) in rare cases, interactivity pursues commercial goals, for example, if trading operations are organized on the site (for example, subscribing to your “mother” publication).

Monitoring in 2003 revealed the following trends in the use of interactivity by Russian online media. Almost all sites included in the sample use interactive services. At the same time, the most popular among resource creators is the “old”, traditional form of interaction - an invitation to enter into correspondence with the editors by e-mail (26% of sites included in the sample). However, the fact that the possibilities of forums and guest books are no less actively used (25%) suggests that editorial offices are gradually moving from delayed contact to synchronous communication with their audiences. Voting, ratings, questionnaires, chats are also quite popular (13%). Search capabilities are used by a quarter of the publications included in the sample, and most of them provide search services within the site (20%) and only a few sites (5%) offer users to use the search capabilities of other resources. Unfortunately, not all content resource creators paid due attention to online interviews and conferences (3%). However, two subsequent monitoring studies revealed a trend towards deepening and expanding the possibilities of interactivity used by Russian online media.

A new phenomenon that emerged in the Internet space in 2005-2007. and actively used in practice by producers of media sites, has become outsourcing interactive communication, i.e. transferring discussions of materials, problems, and simply conversations between users with journalists or among themselves to other Internet platforms. Typically this happens on blog hosting or in in social networks(Live Journal, Live Internet, My Space, Facebook and other mass “utility” services). Recently, the service has been added to the above microbloggingTwitter in which short messages are created and delivered not only through the website, but also using the short message service, SMS, e-mail and /(55-mailings. Observations of researchers on the use of interactive services of we/editions revealed that this phenomenon is becoming fashionable in the Runet.

If we understand interactivity more broadly - not only as different ways communication with the audience, but also as the provision of various consumer services, then we must certainly say about adaptive function. In this case, each individual consumer can, using the built-in software adapt the site to your own tastes, disable some settings, request content that interests you. For example, order a home page into your browser window or send a news feed by email using /?55-technologies. Some media sites allow the user to choose the most attractive or cost-effective design. True, so far only a few online media use such adaptive interactivity, and only a few advanced consumers use it.

Interactive interaction among schoolchildren

in educational cognitive activity.

The problem with this topic is that it is necessary to improve the effectiveness of methods and students' interest in learning.

The teacher is accustomed to working in the existing education system, and it seems so clear to him that the discoveries made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and call into question his entire activity.

The research described in A. Zverev’s article “10 and 90 - new intelligence statistics” began with a regular experiment conducted by American sociologists. They approached young people from different countries who had recently graduated from school with a series of questions from various training courses. And it turned out that only on average 10% of respondents answered all the questions correctly.

The result of this study prompted the Russian teacher M. Balaban to draw a conclusion that perplexed teachers: a school, regardless of what country it is located in, successfully teaches only one out of ten of its students. K. Rogers, reflecting on the effectiveness of teaching in school, writes: “When I try to teach, I am horrified that the results achieved are so insignificant, although sometimes it seems that the teaching is going well.”

The effectiveness of the pedagogical activity of the teacher high school characterized by the same 10% of students. The explanation is very simple: “Only 10% of people are able to study with a book in their hands.” In other words, only 10% of students accept the methods used in traditional school. The remaining 90% are also able to learn, but not with a book in their hands, but in a different way: “with their actions, real deeds, with all the senses.”

The results of this study led to the conclusion that teaching must be structured differently so that all students can learn. One of the organization options educational process- the teacher’s use of interactive teaching methods in his activities. The strategy of interactive learning is the organization by a teacher, using a certain system of methods, techniques, and methods of the educational process, based on:

Subject-subject relationship between teacher and student (parity)

Multilateral Communication

Construction of knowledge by students

Using self-assessment and feedback

Student activities.

In order to more fully reveal the content of the category “interactive learning methods”, we will compare traditional learning and interactive learning by selecting the following parameters:

• Goals
• Position of the student and teacher
• Organization of communication in the educational process
• Teaching methods.
• Principles of the interactive approach

Traditional trainingsets the goal: transfer to students and assimilation of as much knowledge as possible. The teacher transmits information that has already been meaningful and differentiated by him, determines the skills that, from his point of view, need to be developed in students.Students' task:reproduce as completely and accurately as possible the knowledge created by others.

The knowledge obtained in the process of such training is encyclopedic in nature and represents a certain amount of information on various academic subjects, which in the student’s mind exists in the form of thematic blocks that do not always have semantic connections.

In the context interactive learningknowledge takes on other forms. On the one hand, they represent certain information about the world around us. The peculiarity of this information is that the student receives itnot as a ready-made system from the teacher , and in the process of its own activity. The teacher must create situations in which the student is active, in which he asks and acts. In such situations, he, together with others, acquires abilities that allow him to transform into knowledge what was originally a problem or obstacle.

On the other hand, a student, in the process of interacting in class with other students and a teacher, masters a system of tried and tested methods of activity in relation to himself, society, the world, and learns various mechanisms for searching for knowledge. Therefore, the knowledge acquired by the student is at the same time a tool for acquiring it independently.

Thus, goal of interactive learning- this is the creation by the teacher of conditions in which the student himself will discover, acquire and construct knowledge. This is a fundamental difference between the goals of active learning and the goals of the traditional education system.

Interactive learning technology.

At the same time, these methods contain another block of goals, the implementation of which contributes to the development of social competence in students (the ability to conduct a discussion, work in a group, resolve conflicts, listen to others, etc.).

Interactive learning is an organization of the educational process in which almost all students are involved in the learning process. The structure of the lesson, conducted interactively, includes 8 stages:

1.Motivation . To create motivation, along with problematic questions and assignments, skits, reading dictionary entries, excerpts from newspaper articles, and different definitions of one concept are used. When organizing this stage, you should always remember that what motivates one student to take active action causes a strong reaction, leaves another indifferent or leads to an insignificant effect, so you must try to change the method of motivation from lesson to lesson, to diversify them.

2.Communication of goals (goal setting). The objectives of interactive learning lessons are different from traditional ones. Goals related to students' knowledge come first. Then goals related to the skills being developed are set. In third place are goals called values: to express one’s attitude, one’s judgment, to draw a conclusion about the practical significance of the knowledge gained. This stage is of great importance: firstly, it allows students to make all further activities purposeful, i.e. each student learns what the final result will be and what he should strive for; secondly, at this stage the teacher teaches students to formulate lesson goals - one of the teacher’s professional skills.

3.Providing new information . Since all the concepts we are studying are already familiar to students to one degree or another, it is recommended to begin this stage with a brainstorming session: “What associations does the word writing evoke in you?”

4.Interactive exercises. Work in small groups is practiced as an interactive exercise. Carrying out this stage causes greatest number difficulties. In shift groups, these problems are solved with the help of rotation: from an active group to a passive one, and from a passive group to an active one. The group should include no more than 5-6 people, because in larger groups quantitative composition Sometimes there is not enough time for everyone to speak out; it is easier to “hide” behind the backs of others, which reduces the activity of students and extinguishes interest in the lesson. It is better if each group combines students with different levels of knowledge this subject, this allows them to complement and enrich each other. Great importance for the effectiveness of educational cooperation is the nature of its organization, in particular, the external regulation of the activities of group participants. During the work of groups, it is necessary to monitor how productively the joint work is organized, to help some students engage in communication, and to provide the necessary assistance in solving the problem. When voicing a problem, the following work options are used: one person speaks (by choice of the group or at will); All members of the group speak sequentially. But in both cases, students must remember that they must speak briefly and informatively.

5.New product . The logical conclusion of working on new knowledge is the creation of a new product.

6.Reflection . This stage involves summing up the students’ activities. Reflection is facilitated by questions: – What did you like most? What have you learned? How will this knowledge be useful in the future? What conclusions can be drawn from today's lesson? These questions allow students to highlight the main, new things that they learned in the lesson, to realize where, how and for what purposes this knowledge can be applied.

7.Assessment. Assessment should stimulate student work in subsequent classes. You can use the approach: each group member evaluates everyone, i.e. puts a mark on each comrade's assessment sheet. The teacher collects the sheets and brings them out GPA. Finally, self-assessment of student work can be used.

8.Homework. After conducting lessons in an interactive mode, tasks are offered that require a creative rethinking of the studied material: write a miniature essay on the topic, express your point of view on the problem, conduct a stylistic experiment.

Classes built in an interactive mode arouse noticeable interest among students, first of all, because they disrupt the usual and somewhat boring order of work in the lesson, allowing everyone to be not in the role of a passive listener, but in the role of an active participant, an organizer of the educational process. The results of a survey conducted in one of the groups speak about the attitude of students to lessons built in an interactive mode.

Benefits of using this technology. In the traditional system, the teacher usually relies on the strong student, because he “grasps” the material faster, remembers it faster, and the weak one “sits out” during the lesson. Lessons conducted interactively make it possible to include all students in active work and ensure that each student is able to participate in solving problems. If under the traditional education system the teacher and textbook were the main and most competent sources of knowledge, then under the new paradigm the teacher acts as an organizer of independent cognitive activity of students, a competent consultant and assistant, and students receive knowledge as a result of their active cognitive activity. In the process of working interactively, students develop communication skills, the ability to collaborate and interact, and develop critical thinking, which is necessary for their future professional activities.

In modern conditions, the use of interactive forms and teaching methods is a necessity. These methods make it possible to teach the material in an accessible, interesting, vibrant and varied form, contribute to better assimilation of knowledge, arouse interest in knowledge, and form communicative, personal, social, and intellectual competence.

Interactive: from English. (“inter” - “mutual”, “act” - “action”). The literal translation of this concept reveals interactive methods as methods that allow you to learn to interact with each other; and interactive learning is learning based on the interaction of all students, including the teacher. These methods are most consistent with the person-centered approach, since they involve independent learning (collective, collaborative learning), with the student acting as a subject of the educational process. When implementing training in this form, the teacher acts only as an organizer of the learning process, a group leader, and a creator of conditions for student initiative.

The basis of interactive learning is the principle of direct interaction of students with their own experience and the experience of their friends, since most interactive exercises appeal to the experience of the student himself, and not only educational ones. New knowledge and skill are formed on the basis of such experience. Studies have shown that interactive methods can dramatically increase the percentage of material assimilation. Teaching can become monotonous, boring and ineffective if interactive teaching methods are not used. Activation of cognitive activity, activation of attention - these are the tasks that every teacher sets for himself when going to class. The main task of the teacher is to organize a joint search for a solution to the problem that arises in front of the students in the lesson. The teacher acts as the director of a mini-play that takes place directly in the classroom. New learning conditions require the teacher to be able to listen to everyone on every question, without rejecting a single answer, to take the position of each respondent, understand the logic of his reasoning and find a way out of the constantly changing educational situation, analyze the answers, proposals of children and quietly lead them to a solution Problems.

Interactive forms and methods of teaching show new opportunities associated, first of all, with establishing interpersonal interaction between students in a group, and the success of their educational activities largely depends on what they are like. Effective organization of student interaction based on educational material can become a powerful factor in increasing interest in educational activities in general.