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E-learning and ICT Tools (EXTEND-02)

Course Description

The program covers the basic principles of design and quality standards for e-learning courses, work planning and e-learning courses developing stages, organization of work with e-learning courses in the learning process.

The didactic potential of using e-learning courses and relevant educational technologies in engineering education, forms, methods and means of monitoring the results of mastering educational material using e-learning technologies are analyzed.

Goals and Objectives

The goal of this course is to systematize knowledge on the use of electronic educational resources in engineering education and the formation of practical skills in the creation of electronic training courses.

The objectives of the course are:

  • analysis of the didactic features of the construction and use of e-learning courses and relevant educational technologies in engineering education;
  • consideration of the types of e-learning courses, the main stages of their design and testing;
  • mastering practical skills in the development of e-learning courses, including the preparation of tables of contents for the designed e-learning courses, annotations of the main sections, self-assessment of the prepared material for compliance with quality standards;
  • development of a pedagogical scenario of an electronic course, the formation of the content (content) of the course;
  • development and approbation of test tasks.

Volume of the Course

1 ECTS, 16 contact hours, 12 independent hours.

Responsible Instructors

  • Yuri B. Tsvetkov,
  • Mikhail V. Mozgovoy,
  • Mikhail D. Konstantinov,
  • Elena N. Grigorieva

Learning Outcomes

  • didactic potential of using electronic educational resources and relevant educational technologies in engineering education,
  • types of electronic resources,
  • the main stages of the design and testing of e-learning courses;

Be able to:

  • design and apply a complex of electronic educational resources in the learning process;
  • design forms, methods and means of monitoring the results of mastering educational material using e-learning technologies;
  • organize and carry out testing of e-learning kits for use in the educational process;
  • modern methods and technologies of teaching and diagnostics using electronic educational resources

Recommended Literature

Additional sources of information are materials in the Russian language, since the target audience of the course is Russian-speaking students. These materials not only consist of classic textbooks, but also include e-learning courses.

  1. E-learning courses design and development [MOOC] - URL:
  2. UNESCO Institute for Information Technologies in Education: Fundamentals for the Development of Electronic Educational Resources [MOOC] - URL::
  3. Methodological recommendations for the MOOCs development/ L.K. Gabysheva [and others]. - Tyumen: TIU, 2017.  
  4. Requirements and recommendations for the development of online courses published on the national platform of open education / The document was prepared by the working group of the Council of the Ministry of Education and Science of the Russian Federation on open education, 2015 - URL:
  5. Modern course building | Lectorium [MOOC] - URL:
  6. Massive open online courses (MOOC) — in education [MOOC] - URL:  
  7. Methodological recommendations for the development of open online courses via MOOCs. Tomsk State University / 2015 - URL:
  8. Modern digital educational environment [MOOC] - Moscow, 2017. - URL:   
  9. Online education drives digital education and big data analytics - URL:  
  10. Analysis of the needs of universities and experience in the inclusion of open online courses in curricula (HSE) - URL:Анализ_потребностей_и_опыта_включения_открытых_онлайн-курсов_в_учебные_планы.pdf.
  11. Karasik A.A., Larionova V.A., Kuzmina A.V. Quality assessment system for online courses and virtual academic mobility. - URL:
  12. Evaluating the quality of online courses [MOOC] - URL:

Course Plan and Workload

Topics / Modules

Contact Hours

Independent Hours

  1. Electronic educational resources: quality standards and principles of creation



  1. Formats of electronic educational resources



  1. Hardware and software for self-development of electronic educational resources



  1. BMSTU digital educational environment






Module 1. Electronic educational resources: quality standards and principles of creation

The quality standards of electronic educational resources (EER), which determine the quality of the presentation of the subject area, the completeness of the implementation of didactic principles, the ergonomic quality of the EER. The main stages of EER design, including goal-setting, the formation of educational information, the development of evaluation tools. The fundamental role of target designation at all stages of EER design, requirements for educational goals, their structural model and two-dimensional classification. The main methods are to improve the ergonomic quality of EER, improve the comprehensibility and clarity of educational material through the effective presentation of information, structuring of educational material, visualization of educational information, and support of the student in the assimilation of educational material. The possibility of using knowledge engineering, a semantic approach and ontological modeling in the creation of an EER.

Module 2. Formats of electronic educational resources

The lecture describes the main types of electronic educational resources (EER) and their areas of application. The issues of developing an EER in the format of an online course are considered in more detail: examples of platforms for the development and placement of online courses of universities, the stages of their creation are given. Recommendations are given on preparing a presentation, filming a video, preparing evaluation materials for an online course, and considering the use of someone else's intellectual property. Students are introduced to the principles of adaptive learning, with psychometric support for online courses. Finally, practical advice is given to authors and methodologists of online courses.

As an assignment for independent work, it is proposed to fill out a template for a future online course, which includes the following sections:

• Course name.

• Authors.

• Objectives of developing an online course.

• The target audience.

• Brief annotation of the online course.

• Requirements for students.

• Planned learning outcomes.

• The structure of the online course.

• The types of tests used, self-test assignments and methods of assessing learning outcomes.

• How the course is operated.

Module 3. Hardware and software for self-development of electronic educational resources

The concept of using video lessons in blended learning. A standard set of technical means (software and hardware) for creating EER in the form of video lessons. Video recording software interface and controls. Video and audio sources. Setting up video recording. Algorithms for recording various formats of classes: screencasts, presentations, presentation overlays on the lecturer's video. Format of presentation of EER in the form of multimedia and interactive manuals and software for creating such manuals.

As an assignment for independent work, students are invited to create a fragment of a video recording of their lesson in any of the considered formats (the duration of a fragment is no more than 5 minutes).

Module 4. BMSTU Digital educational environment

The structure of the digital educational environment of the BMSTU is considered on the basis of two platforms developed at the University: "Open BMSTU" and the information educational environment NOMOTEX.

The Open BMSTU platform is designed to host and operate online courses, electronic interactive courses and other electronic educational resources.

NOMOTEX is a classroom and distance learning tool. The functionality of the NOMOTEX is based on a neural network structure "based on quanta of knowledge combined into a knowledge base structured into paragraphs and chapters. Almost all quanta of knowledge are provided with visualization and / or animation of mathematical concepts.

The base of mathematical knowledge can be used both as a reference (encyclopedic) material, for self-preparation, and as a training system, since all course content is completely logically connected, both within each course and between all courses. In the Base of Mathematical Knowledge, in addition to theory, there is also:

• Practical exercises (seminars)

• Homework

• Independent work

• Test papers

Assessment and Feedback

Assessment Tasks

Weighting (%)


Assessment Methods

  1. Test




  1. Development of e-learning course scenario



Instructor and peer assessment