Moscow city pedagogical university (SEI VPO MGPU) (ISpring Suite)

Irina Makarova, the associate professor of French and the lingvodidaktiki of Institute of foreign languages of the Moscow city pedagogical university shared experience with the iSpring tools. Irina Vladimirovna teaches a course of information technologies where trains future teachers of a foreign language in work with iSpring Suite. � Tell, please, what acquaintance to our products began with? How did you learn about iSpring?

Initially I was not faced by a task to create electronic rates or tests. But once my spouse found in the Internet of iSpring Suite and advised me it with words: "The interesting program, suits teachers and very simple. Look what can be made in it". I decided to try to create rates using iSpring and fell in love with this program! I was struck at once by its simplicity and interactivities were pleasant.

At the time of acquaintance to the program I learned French. The interactive project developed in iSpring became a result of my three years' training. When I showed it at a lecture, the effect was just tremendous: all group with pleasure solved the test together with me. Later I even made the test by a birthday of the daughter, and as a result all guests with enthusiasm answered questions of it. � How did you begin to use our tools in the work?

To me suggested to give an information technologies course at the university. I had an idea at once that it will be useful for future teachers to get acquainted with this program.

As a rule, the most part of my rate students are engaged in development of own project. I suggested them to make it in iSpring. At the beginning it was difficult, students resisted and studied new very reluctantly. However in the course of mastering of the program their attitude was changed.

Upon termination of a rate on work with iSpring results were simply stunning: projects were pleasant to both students, and teachers, and later we held an exhibition of ready works. � How did results of students after start of a rate on work with iSpring change?

Each semester I train 120-130 people. All of them are future teachers. Undergraduates usually get a job at once in school, and on the second year of training they study my rate on work with iSpring. First they come tired after classes because their main work takes away many forces. But when they understand that these skills can be put into practice at once, they spill out interest.

Undergraduates come to the next occupations inspired, tell how they used at lessons at school tests or dialogue exercise machines.

Work with the program allows them to realize the practical importance of development of electronic rates.

When I show to students the best works of children from the previous flow, they have a question: "It is real? We will never make such". Then to see such pleasure what it at them manages to be made also and even better.

Now I am more and more convinced each time, is how convenient and intuitive in mastering of iSpring Suite. The matter is that I work with linguists, and these are not mathematicians, not physics and not "technicians" — it is heavier to them to master new technologies. When before offsets and examinations there is a need to study some new functionality, they do it quickly enough — and I rejoice that at them everything easily turns out. � Tell in more detail how the program of your rate on work with iSpring is constructed? What do you pay attention when mastering a product to?

Usually we study all interactivities, students create the test, then collect all project on the subject in the Power Point format. After that the ready presentation which comes to the end with the test is published in the Flash or HTML5 format and show the work. Many make out projects with amazing taste and approach case with great interest. I not only teach students to skills of work with the program, and I try to teach to create the project which can be used on occupations at once.

The materials created in iSpring are suitable for different scenarios of training. With them it is possible to train remotely: for this purpose it is enough to publish the link on any online resource. And it is possible to use ready rates at occupations in a class: for example, to show a rate or the test on an interactive board.

Such approach allows to come to hybrid training — material is studied also at home, and at lessons. � What recommendations could you make before work with iSpring?

I always say that in the program a user-friendly and friendly interface, all it is possible to master quickly and easily. First students, especially undergraduates who have a permanent deficit of time are skeptical about it. And we begin to overcome their fears in practice.

There are my recommendations which will help "make friends" quickly with the program:

1. Begin studying of a product with specific function at once to see ready result

During acquaintance of students to iSpring I do not aim to show all functionality at once. For example, I do not ask to make on each slide on one interactivity. Usually we begin with simple — we do the interactive book.

When students create the first book and see how easily and beautifully it works, it just bewitches them — without special skills they can work as publishers.

Strike also terms of development of such interactivity: students receive ready material for only one pair. And an opportunity to show the published file without the installed program inspires them even more: when they begin to conduct lessons at school, the ready project can be shown easily without special software.

At such approach even students who badly get on with computers with big enthusiasm perform tasks in the program. They have a desire to make something bigger.

2. For the first project allow the student to select a subject independently

To motivate students, for the final project I suggest them to select any subject close to them. When they like a subject, they do everything quicker to master a product. And already then, when students are down on to product capabilities, they can develop training materials without thinking of technical nuances. � You have a rich experience of training in work with the iSpring tools. And except university you somewhere gave similar classes?

I held several seminars on use of iSpring at lessons of a foreign language. Always received from colleagues positive reviews about the program. Also I performed with master classes for teachers of linguistic universities at the international conference "Person, Language, Time" in the Yaroslavl teachers training university. On the example of works of students I told how quickly and conveniently to develop training materials in iSpring. � What advantages of the iSpring tools did you for yourself note?

One of the main advantages of the products iSpring that for work with them skills of the programmer are not necessary professional — in your arsenal is all necessary for independent development of training materials.

Besides, I had very pleasant impression about technical support of iSpring: I always quickly received answers to the questions, was comfortable to cooperate.

There is one more advantage of iSpring. Now almost in all universities urge to do rates in Moodle. When developing a remote rate for Moodle it is necessary to prepare separately material for a lesson. With iSpring it turns out, what are you doing a rate once: it can or be packed into SCORM for Moodle, or to use as methodical material for work at a lesson. � Than, in your opinion, the iSpring tools are especially useful to teachers?

First of all, it is important for me that future teachers were sure that to study any software product feasibly. At the same time they not just study the program, and at any time will be able to use it in the future professional activity.