USING PADLET VIRTUAL BOARD IN THE PROCESS OF DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article deals with the issue of organizing educational process in a distance format in institutions of higher education in a way that ensures the transfer of educational information, effective interaction of students and opportunities for independent work at a convenient time. The following two ways of organizing distance learning are highlighted and described: synchronous and asynchronous. Special attention is paid to the problem of organizing distance learning using various web resources, particularly Padlet virtual board as an effective interactive tool for storing educational content and organizing active interaction between students and teachers during synchronous and asynchronous learning, with the ability to download various types of files, independently control its design and content, choose the layout, change privacy settings, etc. The following advantages of Padlet virtual whiteboard are defined and explained: availability and free access to the web resource; multimedia capabilities; possibility to adjust privacy; mobility; ability to work in synchronous and asynchronous modes; possibility of regular feedback, correction and editing; easy access etc. Its functions (visual, informative, interactive) and opportunities during the implementation in the educational process are characterized. The experience of using Padlet in the process of distance learning of future social workers is represented using the example of the subject "Social Prevention". The author highlights peculiarities of preparing virtual boards with general information about the subject, tasks for independent work, a list of references and recommended literature, an individual creative task, as well as using the virtual board for organizing group work in all lectures and practical classes. The following algorithm for teaching students to use the possibilities of a virtual board in educational activities is presented: creating a board, choosing its type, filling it with content, commenting, evaluating, adding links, presentations, photos and videos, configuring user access, etc. It is determined that Padlet became not only a web repository of educational materials prepared by the teacher, but also allowed to save the results of joint activities of students themselves, which can be accessed at any time by all students using the appropriate link.