A virtual community is a group of people communicating with each other using the Internet information network.

The term was coined by Howard Reingold, a social networking researcher and one of the founders of the WELL community, in 1993 in his book "Virtual Community". In this book, Reingold discusses various examples of communication between members of social groups based on mailing lists, news lists, multi-user communities, IRC. A good ethnographic book, written with great understanding of the matter, since the author himself spent most of his time in the WELL community. It is unlikely that this book can be used to analyze today's network practice, since it was written before the development of the World Wide Web and its many examples for modern readers may be incomprehensible, and the definitions are rather vague. For example, Reingold defines virtual communities as follows:

"Virtual communities are social associations that grow out of the Web when a group of people maintain an open discussion long enough and humanely enough to form a network of personal relationships in cyberspace."

John Dewey in his book "Democracy and Education" showed that communication is of decisive importance for the formation of a community, any types of human communities contain a learning function, there are criteria to determine the measure of the pedagogical value of any type of socialization, a particular community. At the same time, Dewey did not limit his analysis only to geographically close groups and also considered the possibility of the existence of virtual communities.

“People live in community because of what they have in common, and communication is the way in which they acquire this common.<>Individuals do not form societies by being purely spatially next to each other; just as a person does not cease to be influenced by society, moving a few feet or miles away from other people. A book or a letter can create a closer connection between people separated by great distances than sometimes exists between people living under the same roof.

Things unite people in communities, but people also unite things. The network community consists not only of people, but also of network resources and software agents -

Here is another example of a community definition:

A community is such a subset of vertices C from V that for all vertices belonging to the subset C there are at least as many links with the vertices of the subset C as there are links with other elements of the set V

I came across such a definition, in which there is nothing human, when describing a group of interconnected documents on the World Wide Web. Documents belong to the same community if they contain more cross-references between themselves than links to documents external to the community. The definition is strict enough in order to build an algorithm for checking a set of documents for belonging to a common community -

This definition can also be applied to a community of people - each member of the community has more connections with other members of the community than between themselves and other people who are not members of the community.

The growing interest in online communities is associated with the transition of society to a new stage of digital development. Computers and networks have already ceased to be a symbol of the future, they have firmly entered our present and now we can evaluate their impact on our relationships with other people. In this regard, the interest of practitioners is shifting from a worldwide audience of listeners and viewers to local communities where people communicate with each other and help each other. Business and social life is moving to new habitats - information cities. In order to make these cities attractive to live in, it is not enough to saturate them with information. It is necessary that this information be included in the relationships that develop between the inhabitants of new digital spaces. People most often come to the Internet in search of information. But, they remain online thanks to the relationships that develop between them and other people.

All new organizations of trade, science, art, health care are growing in the network. Each of these organizations fights, first of all, for the trust of visitors. One of the main factors influencing the trust of visitors is the community of people involved in the life and development of the organization. For new visitors and new members of the community, the opportunity to take a personal part in the activities of the community is important, they are interested in information that other people write not for money and without fulfilling someone's order. In this regard, many organizations and corporations are actively exploring the possibilities of online communities and in every possible way encourage their development.

Communities are important integral part national culture. In this regard, it can be argued that the development of network communities in different countries will take place differently and it is not always possible to transfer the experience that has been accumulated in one country to other countries. As an example, let us cite the custom of joint network lunch meetings that has already become traditional in American research centers. Common in American culture is the custom of shared lunch breaks, when employees get together not only to have a bite to eat, but also to meet new colleagues, listen to a report, and exchange views on this report. Sometimes such a lunch break is associated with the arrival of a specially invited lecturer. With the development of telecommunications networks, networked dinners are increasingly organized in space, in which several people, united by a network, take part. Sometimes such mini-conferences are supported by a video conference, but most often these are telephone conversations that are relayed to all participants by a special server program from a common telephone number.

The concepts of "Network and virtual community"

The emergence of the phenomenon of network communities is due to the transition from an industrial society to a post-industrial one. One of the key criteria for this transition is the transition from bureaucratic relations as the dominant form to social networks. The network structure, in contrast to its bureaucratic prototype, is often a system with a decentralized hierarchy, a wide range of responsibilities, in which formal relations fade into the background.

The Internet space includes not only computer networks and information integration, but, first of all, people interconnected and actively functioning in this space, along with information products of their activity, often formed under the influence of requests, needs and interests in virtual interaction. In the network space, a certain social reality of a new order is being constructed, which includes in its sphere not only formally existing groups, but also the interaction of socio-professional norms and values, the reproduction of the organizational structure of Internet communities (including the organizational production of professional communities, the definition of professional statuses, the development of processes intragroup mego- and microstructuring).

Network formations play the role of a kind of superstructure over objective realities, act as a qualitatively different form of organizing communication between various socio-economic institutions, creating a different, parallel space. The psychological explanation of the network community phenomenon lies in the fact that network structures satisfy people's needs for social security, personal, informal relationships, and a sense of group identity. On their basis, a new type of socio-professional groups is being formed.

A social network is defined as any group of people interacting and sharing social ties. This kind of interaction necessarily requires the unity of the space in which the interaction takes place, including cyberspace, therefore ("social network"), in relation to the Internet environment, the concepts of "network community" and "social network" ("social network") can be perceived as synonyms.

The term "Virtual Community" arose during the development of the Internet and means:

A new type of communities that arise and function in the electronic space.

Association of network users into groups with common interests to work in the electronic space.

The definition, in my opinion, is quite accurate. However, “there are two fundamentally different interpretations of the virtual community. Supporters of the first of them believe that the community is everyone who uses the Internet to communicate. Although only a small part of its members ever intersect on the Web, and, therefore, they do not enter into interpersonal interaction, they learn a common discourse and are carriers of a common virtual culture. That is why they are united in the community.

According to another point of view, a virtual community is a local network of people actually interacting on the Internet, using one or another means of communication that is common to the whole group. They are united in a community on the principle of more or less constant contacts, which are the result of a common interest for them. This understanding of the virtual community is consistent with the classical definition of a social network (or network community), in which the network is represented as a finite set of actors and relationships between them. From this position, in the virtual space there is not one, but a lot of virtual communities, they spontaneously arise, exist for some time and die if the resources that feed them are exhausted.

I believe that the second point of view is more justified, if only because the total set of Internet users communicating through the network cannot be singled out into a community based on any common interest. Otherwise, the line between the concepts of community and society is erased, as a general set of individuals without dividing them according to their interests.

Thus, a virtual community is a number of people who regularly communicate via a network (for example, the Internet) on topics of interest to them using certain means of virtual communication. A virtual community can exist only if there are common interests of the participants in communication, as well as if there are lively and interesting topics for discussion.

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The issues of creating network communities of teachers and students on the Internet are considered. The characteristics of the network community are described as a structural unit of the social environment of the Internet, a collective subject of social information and educational activities in the global computer network. The concept of a network educational community is defined as a network community of students and teachers, whose activities are aimed at the implementation of pedagogical tasks. From the standpoint of the subjective approach, the levels of development of the network community of students and teachers (potential, nominal and real network community) are described. These levels are determined by giving subjective value to interactions in a computer network (pre-subject, subject-object and subject-subject interactions) and allow describing the stages of the formation of a network community as an increase in the level of subjectivity of a network group. With regard to the communities of students and teachers, such an increase in subjectivity is associated with the implementation of pedagogical technologies - educational projects in the Internet network communities.

network educational project.

online learning

collective subject

online educational community

network community

Internet

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2. Vachkov I. V. Polysubject interaction of teachers and students // Development of personality. - 2002. - No. 3. - S. 147-162.

3. Gainutdinov T. R. Community and event in the space of modern socio-philosophical knowledge: Dis. … cand. philosophy Sciences. - Yaroslavl, 2006. - 191 p.

4. Zhuravlev A. L. Psychological features of the collective subject // The problem of the subject in psychological science / Ed. A. V. Brushlinsky, M. I. Volovikova, V. N. Druzhinin. - M .: Publishing house "Academic project", 2000. - S. 133-150.

5. Sakharchuk E. I. Collective subject of the educational process // Higher education in Russia. - 2003. - No. 4. - S. 154-157.

6. Sergeev A. N. Education in the network communities of the Internet as a direction of informatization of education. News of the Volgograd State Pedagogical University. Series "pedagogical sciences": scientific journal. - 2011. - No. 8 (62). – P. 73–77.

7. Sergeev A. N. Education in the network communities of the Internet as a new resource for informatization of education // School of the future: scientific and methodological journal. - 2010. - No. 4. - P. 79–86.

8. Sergeev A. N. Network educational communities in the context of new approaches to the implementation of pedagogical technologies // Bulletin of the Adygei State University. Series "Pedagogy and psychology". – Maykop: publishing house of AGU. - Issue. 2. - 2009. - S. 158-165.

9. Tennis F. Community and society. - M .: Fund "University", 2002. - 456 p.

10. Robin B. Hamman. Computer Networks Linking Network Communities: A Study of the Effects of Computer Network Use Upon Pre-existing Communities. 1999. URL: http://cybersoc.blogs.com/mphil.html (accessed 10/28/2012).

The Internet is widely used in education. great attention to this network is determined by the possibilities of information access and organization of interaction between the subjects of educational activities in the global information environment. At the same time, a computer network is considered not only as a network of computers where information and services are presented, but also as a “network of people”, a global socio-cultural environment in which individual users and network communities are represented.

It is the social aspect that sets the vector for the development of the modern Internet, allows you to determine the motivational basis for people's activities in the telecommunications system, and serves as a guideline in the construction of modern services and technologies for working with information on the Internet. These provisions have an impact on the use of the Internet in the field of education, where more and more attention is paid not only to the issues of posting educational information on the Web and technologies for remote training sessions, but also to the creation of online communities of students and teachers, in the structure of which the educational process is implemented.

How to create an online community? This issue turns out to be a key one in the design and implementation of learning technologies based on the Internet as a social environment. The creation of a network community is not limited to the development of some technical resource of the Internet, the placement of some information, the organization of mutual communications of potential members of the community in a computer network. A true online community is associated with a special motivation of Internet users, their activity in relation to a valuable shared resource, each other and common activities in the information environment. Therefore, before answering the question posed, it is necessary to clearly understand what exactly is the network community? What determines the integrity of a group of people as their community in a computer network? The answers to these questions lie, from our point of view, in the plane of philosophical and socio-psychological knowledge.

The history of the study of communities originates in Western philosophy and spans more than two centuries. During this time, the concept of “community” has undergone significant changes, the term itself has been used in a large number of meanings, as a result of which this concept has become very ambiguous, although it is usually used to describe a particular group of people.

As T. R. Gainutdinov notes, this situation is largely due to the fact that the social construct itself, described as a community, was constantly changing and developing. The term "community" in its first sense was closely related to the concept of society and served to refer to people living in the same geographical place. However, as we find in F. Tönnies, there are currently two trends in changing the concept of "community": first, increased attention to the integrative nature of social interaction within the community and the category of "interest"; secondly, the growing distance of the concept of "community" from the concept of "society" that is close in meaning.

Spatial relationships do not play a decisive role in defining communities. Of decisive importance are such characteristics of network communities as common goals, interests, values ​​and needs; shared resources to which community members have access; the general context and language of communication in which members of the community are immersed. R. Hamman, analyzing various definitions of communities, concludes that most of them agree that the essence of a community is determined by social interaction, environment and common ties. The author comes to the conclusion that in the context of socio-philosophical issues, the term "community" should be understood in the meaning of "(1) a group of people, (2) participating in social interaction (3) and any general connections between themselves and other members of the group, (4) in one space-time interval ".

This definition allows us to understand the methodological foundations of the functioning of social communities on the Internet, based not on personal direct relationships, but on the basis of a regular exchange of information by means of computer technology communications. Such communities arise on the basis of network interaction, common goals, values ​​and interests between people.

Deep analysis of online communities as elements social structure The Internet is presented in a doctoral study by SV Bondarenko. The author uses the term "virtual network communities", which he refers to the category of self-regulating and self-transforming social systems of cyberspace. Speaking about the methodology for studying the social structure of virtual network communities, SV Bondarenko identifies three methodological principles applicable in this area of ​​sociological knowledge. These are the principle of activity, the principle of development (the principle of change) and the principle of consistency.

In accordance with the principle of activity, an important proposition is expressed for us that the network community should be understood from the point of view of the indispensable implementation of the joint activities of community members to create, transmit and process information in a computer network. This approach makes it possible to single out the forms in which the network community functions, the levels and structure of interaction, to determine such attributes of the community as: collective attitudes, group needs, motives and ethical standards of behavior, interaction with other network communities. These attributes serve to identify the integral characteristics of the processes of joint information activity and allow us to talk about the network community as a collective subject of social information activity on the Internet.

The interpretation of the network community as a collective subject of social and informational activity on the Internet makes it possible to determine the psychological characteristics of interpersonal and intergroup relations in network communities, highlight the commonality in the subjective properties of an individual and a group, identify the criteria and mechanisms for the formation of a group of Internet users as a network community.

Within the scientific fields social psychology we find many approaches to the study of special communities that have the properties of subjectivity. Various authors in their studies talk about such communities, designating them with the terms: “aggregate subject” (B.F. Lomov, I.A. Zimnyaya, etc.), “group subject” (A.V. Brushlinsky, K.M. Gaidar and others), “subject of joint activity” (A. V. Brushlinsky, V. V. Rubtsov and others), “collective subject” (A. L. Zhuravlev, I. V. Vachkov, K. M. Gaidar and others), “poly-subject” (V.I. Panov, I.V. Vachkov and others), etc.

The phenomenon of subjectness at the level of groups is most fully revealed in the works of A. L. Zhuravlev through the analysis of the concept of "collective subject". Summarizing the existing approaches to determining the properties of a collective subject, A. L. Zhuravlev identifies three properties of a group that are “necessary and actually criterial” in the description of a collective subject.

1. Interconnection and interdependence of individuals in a group, which contributes to the formation of a group state as a state of pre-activity - the most important prerequisite for any activity. The criterionality of this quality lies in the fact that only if it is present, the group becomes a collective subject. Important in this case are the specific characteristics of interconnectedness and interdependence, which can be divided into two classes: a) dynamic (intensity or closeness of mutual ties and dependencies between individuals in a group); b) meaningful (content or subject of mutual relations and dependencies).

2. The ability of the group to show joint forms of activity, that is, to be a single whole in relation to other social objects or in relation to itself. Joint forms of activity include communication within the group and with other groups, group actions, joint activities, group attitudes, group behavior, intergroup interaction, etc.

3. The ability of the group to self-reflection, as a result of which feelings of “We” are formed (as experiences of belonging to a group and unity with their group) and an image of We (as a group idea of ​​their group).

As we can see, in social psychology, from the point of view of the subjective approach, the essence of special relations that arise in groups of people is deeply revealed. The subjective approach allows us to deeply reveal the essence of the phenomenon of network communities, because we can fully understand the network community as a group of people united by special connections and relationships as a collective subject of social and information activity on the Internet. It is the characteristics of the collective subject in the description of certain groups of global network users that allow us to talk about their special states, which should be called network communities.

Thus, based on the concept of a collective subject, we can give the following definition to the network community: a network community is a group of people interacting on the basis of Internet communications, having common connections with each other, capable of manifesting joint forms of activity and self-reflection.

Common connections of members of network communities are formed on the basis of common goals, values ​​and interests, common Internet resources shared and created by members of the network community. What online communities have in common forms the context of communication, common rules and norms of behavior. At the same time, network communities themselves are a structural unit of the social community of the Internet, and their existence is of an activity nature, which is associated with the development of the Internet information base and intensive processes of information exchange in the social environment.

Given that the activity of network communities of students and teachers will be associated with the solution of pedagogical problems, we can clearly describe such communities as educational, the existence and activity of which is determined by both pedagogical technologies and Internet technologies. Network educational communities are Internet communities whose activities are aimed at the implementation of pedagogical tasks in relation to students and teachers as members of the community. Such network communities act as a collective subject of not only social information, but also educational activities on the Internet.

The interpretation of the network community as a collective subject of social information and educational activities on the Internet allows us to turn to the definition of the stages of formation and levels of development of the network community of students and teachers, which in the future will serve as the basis for the design and implementation of pedagogical technologies based on the logic of deploying a joint educational system. networked computer environment.

The description of the stages of formation and levels of development of the collective subject is presented in a number of fundamental studies of psychology and pedagogy (I. V. Vachkov, A. L. Zhuravlev, E. I. Sakharchuk, etc.). So A. L. Zhuravlev in this context highlights potential subjectivity (as interconnectedness and interdependence of a set of individuals), real subjectivity (as joint activity) and subjectivity as group self-reflexivity. The author convincingly substantiates that these states of a collective subject can be considered as different levels of its subjectness: from elementary forms of interconnectedness to the most complex forms of group self-reflection.

E. I. Sakharchuk, considering the collective subject in the context of managing the quality of training of specialists in a pedagogical university, determines the dynamics of understanding the value-semantic context of professional training of specialists as an integrative criterion for highlighting the stages of formation of the collective subject of the educational process. From this point of view, the author distinguishes: normative, value and semantic stages. At each of these stages, the collective subject is represented at its specific level.

Productive for describing the stages of formation and levels of development of the network community as a collective subject of social, informational and educational activities on the Internet is the model of typology of the collective subject proposed by IV Vachkov. Defining the typological levels of the collective subject and the most important characteristics of the polysubject, the author considers the possible specific types of interactions between people with each other, which differ in the criterion of giving subjective value. I. V. Vachkov in this context indicates that the interaction of people in such communities at different stages of their development can be characterized as pre-subject, subject-object and subject-subject. By transferring these ideas to the description of special communities of people in the social environment of the Internet, we have the opportunity to determine the levels of development of the network community.

Thus, pre-subject interactions in a computer network make it possible to talk about a certain potential level of a network community. Such interactions are characterized by alienation, when the participants in the interaction are not connected by something in common, do not attach any value to joint discussions. From our point of view, such relations arise between individuals as disparate users of some unified information environment, which nevertheless allows exchanging messages and holding joint discussions. Pre-subject interaction may reflect the state of the network community at the pre-activity stage, when the prerequisites for the start of discussions and joint activities are created, but the activity of potential community members is not initiated, there are no motives and needs for joint activities.

Subject-object interactions in the network community can be rightly associated with the nominal level of the network community, when each of its members can already act as an active subject of some activity and turn to other members of the community for its implementation. However, the specificity of such interaction lies in the fact that the chosen partners are considered as objects that have only certain resources to carry out their activities. Such interaction is asymmetric, reflecting the needs for the implementation of the activities of only one of its participants, acting as a subject.

The nominal level of the network community is presented, from our point of view, in situations where the network activity of individual users is set from the outside, determined by conditions external to the network community. For example, at this level, a network community of a group of students can be represented, who, on the instructions of the teacher, write messages to the forum, exchange their information to carry out their educational activities.

The emergence of a real network community should be associated with the emergence of subject-subject interactions in a network environment. Such interactions are characterized by the fact that each participant reflects himself and his partner as a subject, sees value in himself and in the other. The main characteristic of subject-subject interactions in the network community is that they are not only the result of the activity of individual subjects of the network community, but also the source of such activity, which in this case lies “within” the community.

It should also be noted that, according to I. V. Vachkov, subject-subject interaction is not a homogeneous process that has a qualitatively uniform character. At this level, two types of interaction are distinguished, which have specific features: 1) the first level of subject-subject interaction, at which the partner's value is mediated by joint activities (activity-value interaction); 2) the second level of subject-subject interaction, characterized by the value attached by each participant in the interaction to each in itself, i.e., by giving it self-value, which is described by the author as polysubjective interaction. The allocation of the second level of subject-subject interaction is consistent, from our point of view, with the opinion of A. L. Zhuravlev that the most developed form of the collective subject is subjectivity as group self-reflexivity, as a result of which ideas about the group and feelings of “We” are formed. The real network communities of these two levels are in many respects rightly referred to as network communities of common interests and network communities of common values.

Thus, the levels of development of the network community are determined on the basis of the nature of the subject properties presented, the nature of the relationships that develop between the participants. From this point of view, the stages of formation of a network community become obvious, which can be represented as stages of increasing the subjectivity of a certain network group from a potential level to the level of a real network community. This means that the creation of network communities is associated with the implementation of pedagogical technologies based on the Internet, aimed at strengthening the subjective relations between the members of the network group, increasing the level of subjectivity of each of them. Such technologies can be described as project-based learning technologies in Internet network communities. Various aspects of the implementation of educational projects in the network communities of the Internet are presented by us in publications.

Reviewers:

Sakharchuk Elena Ivanovna, Doctor of Pedagogy, Professor, Professor of the Department of Pedagogy, Volgograd State Socio-Pedagogical University, Volgograd.

Smykovskaya Tatyana Konstantinovna, Doctor of Pedagogy, Professor, Professor of the Department of Theory and Methods of Teaching Mathematics and Informatics, Volgograd State Social and Pedagogical University, Volgograd.

Bibliographic link

Sergeev A.N. NETWORK COMMUNITY AS A SUBJECT OF EDUCATIONAL ACTIVITY ON THE INTERNET // Contemporary Issues science and education. - 2012. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=7475 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Pedagogical practice can use the unique characteristics of social services in the following ways: Using open, free and free electronic resources. Self-creation of online learning content. Mastering information concepts, knowledge and skills. Observation of the activities of members of the community of practice.

What is Web 2.0 Just two years ago, this term did not exist in nature, now the Google search engine provides 871 million links to documents that mention the concept of Web 2.0. Summing up, it is recognized as the main word of 2006. The main problem with him is that even the inventors of this term are not able to explain what it really means.

Differences between Web and Web 2.0 WebWeb 2.0 Content is created and controlled by the owners of servers and sites Content is created by users Accepted hierarchy, taxonomy Changing, popular classification, folksonomy Leadership = ownership of the resource Collective intelligence = changing but stable

Delicious is a website that gives registered users the service of storing and publishing bookmarks on the pages of the World Wide Web for free. Delishes (Delicio) Differences: Links can be added and viewed from any computer connected to the Internet; Each bookmark must be tagged with one or more tags or category tags; A private online collection of web page links is part of a group collection. When placing a bookmark, you can specify: Internet address; Bookmark name; Short description Label (tag)

BeaverDobr Bookmarking on BobrDobrStoring bookmarks in a search engine The Delicio website was launched on September 24, 2003 by Joshua Schachter. Initially, it was intended to organize a giant collection of bookmarks by the creator himself. Simple link placement using the beaver toolbar

Site addresses - BobrDobr (Russian interface) - Delicious (English interface) - Rumark (Russian interface) - Colored stripes (Russian interface)

Blog (Web-log) A blog (web-log) is a public diary with comments. The blog is open for reading, readers can leave their comments on the entries. Blog Differences: The blog is personal. It has a human author (or authors) The blog is social. First, the blog itself is, in a sense, a community. Secondly, from the very beginning of the existence of blogs, their authors began to unite in communities through the publication of blogrolls of the lists of blogs read. The blog exists at the time the entries appear in chronological order. A blog is a conversation. People usually talk about what is of interest to them and what they have a personal relationship with.

Blog (Web-log) According to the author composition, blogs can be: Personal Group (corporate, club…) Public (open). By Content: Thematic General Blogging founder Tim Berners-Lee (first blog in 1992). Blogging has been on the rise since 1996.

Basic concepts of the blogosphere: Blog (blog) - posted on the Internet diary of one or more users. Technically speaking, a blog is a type of website where new posts appear before older ones. A synonym is the concept of a network diary. Post or Posting is a single blog post. Usually includes title, content, date added, and permalink. May contain links to comments and tags. Comments - the opinions of blog readers about the entry, added entries through the form provided for this. Comments may accompany the entry. The blogosphere is a single information space formed by blogs. A blogger is the author of blog posts.

How to use in pedagogical practice: A platform for pedagogical discussions. Opportunity for consultations and gaining additional knowledge. A platform for organizing the training of schoolchildren in basic and additional courses. A platform for organizing a distance learning course. Working and not so working notes of school principals and teachers. School diaries of the 21st century. Environment for organizing network research activities of students.

Site addresses – LiveJournal LJ – Live Internet – Blogs on Mail.ru

A Wiki is a website whose structure and content can be collectively modified by users using tools provided by the site itself. WikiWiki (Wiki) Wiki is characterized by the following features: The ability to repeatedly edit the text A special markup language - which allows you to easily and quickly mark up structural elements and hyperlinks in the text; format and style individual elements. Accounting for changes (versions) of pages: the ability to compare revisions and restore earlier ones. Manifest changes immediately after they are made. Splitting content into named pages. Hypertext: linking pages and subsections of the site through contextual hyperlinks. Lots of authors.

The largest and most famous wiki site - Wikipedia - is a multilingual, public, freely distributed encyclopedia published on the Internet. Contains global information. Letopisi.ru is an educational wiki-project in the genre of a guide for schoolchildren, students and teachers. TolVIKI is an open Internet platform for supporting the creativity of teachers, methodologists, students and schoolchildren of the city district of Tolyatti (city wiki) type of content management systems, simple in its design and functionality. All actions for structuring and processing content are done manually by users. WikiWiki (Wiki) The first wiki network was created by Ward Cunningham on March 25, 1995 (the word "wiki-wiki", borrowed from the Hawaiian language, means "quickly-quickly".

How to use in teaching practice: Representation, extension and annotation teaching materials. Joint creation of virtual local history and ecological excursions by schoolchildren and students. Collective creation of creative works - fairy tales, poems, essays. Collective creation of teacher, student and school encyclopedias. A tool for conducting local and network seminars. Networking in the absence of the Internet.

Site addresses All-Russian educational project Letopisi.ru - World WikiPedia - A project of an open world encyclopedia, in the construction of which volunteers from many countries of the world participate. WikiPedia in Russian - WikiWikiWeb - The first WikiWiki, in existence since 1995, serves as an archive of templates and the main platform for discussion of Wiki WikiBooks technology. EvoWiki - An open encyclopedia of materials on the evolution and origin of species. (english) CommunityWiki - Community forum for community building and networking discussions.

Flickr (Flickr) Flickr is a service designed to store and further use the user's digital photos. Features: A registered user of the system can place his photos on a remote server. The free service assumes the ability to upload 100 megabytes of photos per month. For each photo, its owner can add a title, a short description and keywords (tag) for further search. You can also make notes on the photos themselves. If the photo shows several objects (for example, several buildings), then you can select any of the objects and add a description to it.

Flickr Flickr was acquired by Yahoo! in March 2005. Additional features: The photo can have the status of private, family, group or public. The service allows all users to share photos and tags on photos. Possibility of correspondence between users formation of interest groups Koshka (656 photos) Russian analogues: Fotodia, Flamber, Gallery.ru, 35 Photo

Photoservice site addresses: - Flickr (English interface) - Flamber (Russian interface) - Panoramio (multilingual interface) - Pikasa (multilingual interface) - Photo archive on Mail.ru (Russian interface) - Fotodia (Russian interface) - KalyaMalya (Russian interface)

YouTube (YouTube) YouTube is a social service for storing, viewing and discussing digital video recordings. What YouTube users do: Upload to the server, tag and share video clips View video clips of other community members Find, create and organize users into thematic interest groups Subscribe to video clip updates, create playlists and "video channels" Integrate video clips from YouTube into their own websites The service was founded in February 2005 Russian analogues: RUTube;

Site addresses: video services: - YouTube (English interface) - Rutube (Russian-language interface) - (Russian-language interface) - Rambler Vision (Russian-language interface)

Slideshare is a social service that allows you to convert PowerPoint presentations to Flash format and is designed for storage and further personal or sharing. SlideShare Any Internet user can find presentations on the Slideshare service using keywords to search. Presentations can be viewed in full screen mode. The site does not import effects, does not allow you to edit the imported presentation. It is possible to create groups and collect presentations on topics in them. In order to use the Slideshare service, you only need access to the Internet and any browser.

Site addresses: audio services: other services: - Scriptd (English interface) - for storing text files in any language - SlideShara (English interface) - for storing presentations - Spresent (English interface) for creating online presentations

Skype (Skype) A tool for real-time communication between people (text, sound, video) Multi-user chat with the ability to transfer files Multi-user voice communication Video call and video conferencing Calls can be divided into 3 types: Calls within the Skype network SkypeOut calls to landlines and mobile numbers SkypeIn incoming calls from any phone to your virtual number

“It is no coincidence that Time magazine named people who use Web 2.0 services and actively replenish the network with new content as the Person of the Year. If Web 1.0 opened up the opportunity to watch, copy, drag, save and then show a piece of your own success, then Web 2.0 is an opportunity for routine, constant activity within the network community. Not just - I thought, I did it, and only then I put it, but I did it right here ... "E. Patarakin

It is pleasant to communicate with the interlocutor looking eye to eye. Therefore, the rule of work and communication in Wiki Chuvashia is the representation of participants to each other. ? Answer - click Create an account In the forms that appear, you need to enter the Member Name - the name under which you will be displayed on the site, the password - a combination of characters that is required for each subsequent entry into the Chuvashia Wiki systems. Also fill in the field Your real name. This will contribute to comfortable communication and make the work of Wiki Chuvashia participants more convenient. Then click Register New Member Hooray! Wiki Chuvashia knows you!

Rules for creating text separate paragraphs from each other with an empty line (press Enter again) to highlight words and phrases in the text, use bold and italic font. In this case, it is more convenient to use the corresponding buttons on the toolbar located at the top left of the editing window (В and I) if there is one or more spaces at the beginning of the line, then this line will be displayed in a blue dotted frame. If such a display was not included in your plans, remove the extra spaces in the "Edit" mode to create a title, select the text and use the toolbar button (-А-) to create a second, third, etc. title. levels, it is enough to add one “=” sign to the title text at the beginning and at the end of the phrase in the text editing mode. Each successive "=" increases the heading level. Provided that the text does not fit on the screen page, the table of contents is automatically displayed to form a numbered list, you must add the # sign at the beginning of each item to form a bulleted list, you must add the * sign at the beginning of each paragraph to create links, use the Rules for creating links its final recording (the "Preview" button at the bottom of the editing window) changes are fixed only if you clicked on the "Record" button located at the bottom of the editing window pay attention to the "Discussion" page for your article, it may contain comments left by others users who wanted to help you (the talk page can be accessed by clicking on the Talk tab located at the top of the window with your article) use the "History" page that belongs to your article. With it, you can track the changes that have occurred with the edited text (you can get to the history page by clicking on the History tab located at the top of the window with your article) Geographic information systems (geographical information system, GIS) systems designed to collect, store, analyze and graphic visualization of geographic data and related information about the represented objects. In simpler terms, GIS are tools that allow users to search, analyze and edit digital maps, as well as additional information about objects, such as building height, address, number of residents. GIS includes the capabilities of databases, graphic editors and analytical tools and is used in cartography, geology, meteorology, land management, ecology, municipal government, transport, economics, defense.

How to use in pedagogical practice: As a source of maps and images of the area in the study of geography, history, local history, foreign languages ​​As a platform for solving research problems in various subjects related to calculating distances, choosing the shortest path, comparing the features of different areas, etc. As a platform for creative activities in modeling a new look of areas with drawing their own images of buildings, landscape objects. As a platform for conducting network projects (webquests) related to guessing and searching for various geographical points of the Earth

Site addresses - (Google maps) Google Maps - (Wikimapia) Google Maps + WikiWiki - (Googleers) Volumetric model of the Earth Google - (Panoramio) photo service with the ability to link to digital maps

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