A platform for realizing the creative potential of teachers
An innovative product that integrates digital instructional methods into the international educational space
An open system allowing students to contribute to methods and algorithms
Our platform allows you to:
The functionality developed by our IT specialists takes into account the wishes of the methodologists and administrators of the university. In addition to the standard features (chat, dictionary, classrooms), the platform allows you to use in class the variety of exercises developed by us. The online lesson has synchronous playback of educational videos. The break-out tool lets you divide the class into small groups enabling you to do what is almost impossible in offline learning - to divide students according to their language proficiency, completely controlling what is happening in their online classroom.
Creativity is a painstaking work; designing educational content is not a quick process. With our platform, we have done this work, so the teacher does not need to spend time on preparation if he/she does not want to change anything. However, a teacher must assign tasks and check student performance. We have also created unique exercises that allow you to stimulate students’ speaking skills development excluding manual assessment of their performance. Some of these exercises are a registered intellectual property of TSU (*Tomsk State University). We welcome any cooperation in this area.
Course syllabi have already been developed for A1-B2 courses. For C1 level, a considerable bank of authentic micro-content has been gathered, allowing you to mix and match materials and construct tailored courses. It is an optimal source for professional growth of the English language instructors.
We had created the platform long before the pandemic. For approximately twenty years, we have compiled a remarkable collection of short, authentic videos, and for nearly ten years these have been arranged into different generations of platforms, the main goal of which was to instruct speaking and understanding speech in English through interest in real-life examples. We applied these methods in English language schools in Tomsk, founded back in the 90s by Y. M. Lirmak. His partnership with TSU has lasted for several decades.
Evolution is based on the heredity of variability. Consequently, a structure that develops dynamically optimally safeguards traditions and is able to harmoniously combine them with modern-day approaches and advancements in the IT field. All the best of what has been created by the labor of generations of methodologists and teachers should be preserved digitally rather than in books and on disks. To guarantee its long-term use, all new materials should be stored in a reliable storage. The need for books and overhead transparencies for storing curriculum materials is obsolete. Even in the case of a disaster (e.g. fire, flood), the curriculum materials stored in a network resource will be kept safe. The platform can reduce the time and labor required, resulting in a cost savings for the university.
Tomsk State University and Engineering and Education Center LLC have collaborated in order to improve the platform's content with senior language students providing assistance. Students of the Higher IT School and the Institute of Applied Mathematics and Computer Science were involved in building new algorithms - from administrative functionality to learning technologies based on AI.
Through collaboration with leaders from the humanities and natural sciences departments, we have designed a course of professional communication language courses which are not only beneficial for students, but for employees intending to teach foreign students. Comprehensive educational materials are currently available for physicists, engineers, geologists and historians, with the option of expanding into other professions.
The process of adapting the platform for Tomsk State University was accompanied by the evolution of content usage modes - from the absolute freedom of borrowing and editing created by other methodologists (and even departments) to the creation of strict access regulations. This is due not only to the need for some methodological "filter" and internal censorship, but also to various aspects of copyright accounting - from the rights to developments to the rights to use authentic sources. The mode of using authentic sources has been worked out and recommended by TSU lawyers. IT specialists have created software that greatly simplifies the design of links to the sources used, but this process is not yet possible without human labor. To prevent other teachers from being tempted to teach using material protected under intellectual property owned by the customer, at the request of the customer, the functionality of the platform allows you to either block their use or warn about blocking. Depending on the policy adopted within the university, the teacher may or may not have a private space. For example, if the manager wants to see the work of the methodologist at any stage of content creation. Another example: the content was created by the department when doing work on a grant or commercial order. Can it be used in the work of another department of the university? For example, through the system of additional education. We cannot decide for the university, which has its own traditions, rules and corporate culture, but we can modify the architecture of the platform to suit the needs of the university.
Each action of a student or teacher on the platform leaves a so-called "digital footprint", on the basis of which we can judge the activity of using the platform and its sections. Pivot-tables and graphs allow both an ordinary teacher and the university administration to evaluate the intensity of work and the effectiveness of the educational process. We can tailor our solutions to your university's needs. Regarding the parameters of the CPC assessment, those interested can read the ideas of the platform in the section from the author. In this matter, purely scientific cooperation is possible between us to solve applied problems.
Before starting cooperation with universities to introduce the platform into their educational process, the English Patient online school has already, for quite some time, taught individual students. Methodological developments can also be applied in courses in different formats, given that the functionality of group work is developed. At the end of 2021, in cooperation with the IDO TSU, we trained about 100 students of the Demography program. It was the first experience of platform commercialization. Students of the program were given the opportunity to use the platform to teach their private students within six months after the end of the course.
Mobile application for students is available on Google Play and Appstore
At the request of the customer, alternative LMS can also be integrated: MATRIX,NEO, TUTOR CLASS etc.
Description of the methodology and functionality
This is far from a complete description. For those who want to study the platform in more depth, we recommend that you go to the "instructions" section or contact us for advice. We can also host educational webinars. They will go something like this →
This is far from a complete description. For those who want to study the platform in more depth, we recommend that you go to the "instructions" section or contact us for advice. We can also host educational webinars. They will go something like this →
Historically, what we have called "module" is not exactly what Methodists are used to:
The module is a combination of text, photo and audiovisual information for conducting face-to-face and remote classes with students, as well as their independent work.
For TSU, we partially changed our current terminology, but the term "module" was left in its former meaning.
The platform is based on the concept of an audiolingual approach: the emphasis is on recognizing, repeating and generating modifications of structures during intense oral practice sessions (“drills”). This is done with the help of hundreds of information modules and simulators supporting them. The simulator is an exercise performed by students, both in full-time lesson and homework formats.
We teach all types of speech activities with an emphasis on speaking and listening based on authentic materials.
Thousands of frequently used words, idioms, proverbs and grammatical constructions are illustrated with their help.
Simulators for the development of speaking involve recording speech. Students can listen to themselves, correct and save for teacher review, and then receive recommendations for improving speech. In some cases, the assessment is carried out automatically based on speech recognition technologies.
We teach all types of speech activities with an emphasis on speaking and listening based on authentic materials.
Thousands of frequently used words, idioms, proverbs and grammatical constructions are illustrated with their help.
Simulators for the development of speaking involve recording speech. Students can listen to themselves, correct and save for teacher review, and then receive recommendations for improving speech. In some cases, the assessment is carried out automatically based on speech recognition technologies.
We divide speaking simulators into passive and active.
Passive ones involve a simple repetition of short authentic phrases. They, in particular, solve the problem of memorizing new words and constructions. There are other passive trainers as well.
Active simulations require students to create their own phrases and encourage improvisation.
A training course is a complex series of modules equipped with simulators and organized in a logical sequence. In addition to simulators for reinforcing the lexical and grammatical material covered in the modules, the platform has hundreds of independent simulators. They complement already created courses and are a good basis for creating new modules and courses. Courses are packaged in folders.
Drills
Contacts
Tomsk, Frunze prospect,
11b, office 401
11b, office 401
Moscow, Dolgoprudny, Institutskiy lane, 6B