Recently, the industry of creating online lecturer courses became very popular. However, despite their significant number, the satisfaction of the trainees of these courses is not very high. The value of online education for practicing lecturers should be associated with personalized knowledge relevant to their professional activities and the possibility of gaining work experience in a modern open educational environment. The ability to professionally carry out distributed-collective activities in teaching children in the context of mass communication and globalization of education are becoming an important component of a teacher’s digital literacy. The experience of implementing the “Mega-class” project in the context of educational clusters, organized by the Academic Department of Informatics and Information Technologies of Krasnoyarsk State Pedagogical University, made it possible to identify significant deficiencies in the lecturer’s professional training for such activities and the need for recursive professional development directly in the process of organizing Mega-lessons. At the same time, the different level of lecturers’ readiness for the network educational activities and a significant range of professional aspirations should be noted.The purpose of this study is to create and substantiate a personalized model of the online lecturer training course for the network educational activities in a digital environment using the example of the Megaclass platform.The idea of creating personalized online courses is associated with the transformation of educational content into a problem-question format for structuring course modules (inverted course). Such a restructuring of educational content makes it possible to change the learning strategy: from the paradigm of “accumulating knowledge for solving problems” to the paradigm of “solving problems by mastering the necessary knowledge”.As a result of the analysis of the types of activities and possible deficits of all participants in the educational cluster in the design and conducting mega-lessons, a model of a personalized online course for preparing lecturers for the network educational activities was proposed. On its basis, the online course “Technology for developing and conducting a Mega-lesson” was developed, consisting of modules that answer the questions: what is a Mega-lesson, how to design an effectively-target model, how to form soft-skills, how to select content, how to design an organizational and activity model of the lesson, how to select the content of the lesson, how to organize the interaction of participants, develop or search for digital resources and services, etc. Training is organized in the process of real professional activity in the design and conducting of Mega-lessons in the educational cluster conditions. The course is hosted on the platform “Electronic University Krasnoyarsk State Pedagogical University named after V.P. Astafiev”, it was tested in training school teachers in the process of preparing Mega-lessons, students of Krasnoyarsk State Pedagogical University named after V.P. Astafiev within the discipline “Methods of teaching computer science”.Conclusion. The proposed method of personalizing an online course allows you to improve its consumer qualities, significantly raise the level of student satisfaction by switching to a learning strategy “from my professional deficits to the necessary knowledge” and the possibility of choosing an individual training route. The materials of the article may be of interest to developers of online courses, as well as lecturers who want to acquire the necessary knowledge and experience in educational clusters, in particular, on the Mega-class platform.

Purpose of research. The purpose of the paper is to describe the features of the "inverted" educational resources intended for the implementation of additional subject training of schoolchildren in a distance mode, which are created on the basis of the concepts of the problem-solving approach and micro-learning. Distance learning technologies, widely introduced into educational practice, require a high level of self-organization and internal motivation from the student to work independently, which necessitates the search for new approaches to the development of educational resources that would help maintain the interest and attention of students until the end of training. Features of the generation of modern schoolchildren, such as a low level of concentration, the prevalence of "clip way of thinking" and the visual channel of information perception, the search for the most comfortable conditions for the * Исследование выполнено при поддержке краевого государственного автономного учреждения «Красноярский краевой фонд поддержки научной и научно-технической деятельности» в рамках реализации проекта №2021011106914 «Образовательная трансформационная Платформа «перевернутых» учебных ресурсов для дистанционного обучения школьников».

The article considers the problem of organization and methodological support of the process of formation of skills of network joint activities in primary school students. The relevance of this research problem is due to the following contradictions:between the need for a practice-oriented and controlled focus on the process of forming in young schoolchildren the skills of safe and ethical interaction in the network, as a requirement of a modern digital society and the lack of pedagogical conditions for its implementation in educational institutions;between the high potential of network interaction in the formation of digital literacy elements of elementary schoolchildren and insufficient practical and theoretical research in this area;between the didactic opportunities of joint network activities in the process of training and education in elementary school and the insufficient development of pedagogical conditions for its implementation.The purpose of the study:  the development and experimental testing of the level model of network interaction of primary school children in a distributed information and educational environment. This model is based on the principle of a phased increase in the degree of activity, independence and responsibility of subjects of joint network activities, which is implemented through specially designed educational and methodological support. The problem is highlighted due to the lack of research and the lack of specialized methodological support in the field of networking in elementary school.Materials and methods.  The theoretical basis of the study is the analysis of research works in the field of Internet security for schoolchildren and the psychology of primary school children, a generalization of pedagogical experience in the use of distance and network technologies in classroom activities, an analysis of the regulatory documents of primary general education.Results.  The approbation of the level model of network interaction of primary schoolchildren was carried out during the 2016–2017, 2017– 2018, 2018–2019 academic years on the basis of MAOU Gymnasium No. 9 of Krasnoyarsk and secondary school No. 11 of Abakan. The study covered 105 primary school students. A complete set of educational and methodological support for the network interaction of elementary schoolchildren in computer science lessons in a distributed information and educational environment has been developed and fully tested.Conclusion.  The level model of network interaction of elementary schoolchildren described in the article can be used both in the classroom and in extracurricular activities in various subject areas in elementary school. This model includes four levels of network interaction formation: interaction independently from each other without feedback, interaction independently from each other with the need for mutual control, consistent interaction with observance of the order and correctness of the task, non-linear interaction. In accordance with the developed model of network interaction, a distributed informational and educational environment of elementary school was formed and filled up on the example of the subject field “informatics”, which ensures the implementation of various types of elementary school students network interaction in classroom activities. Research materials can be replicated in general education organizations at the initial stage, and also used to improve the skills of primary school teachers and computer scientists.

Problem and goal. The article represents the description, model and result of the development of application software available on the Internet to automate the organization of competitive procedures. The relevance of the creation of automated systems for assessing the quality of educational resources is due to the need to ensure the availability and efficiency of evaluation and competitive procedures in educational institutions. Methodology. The study is aimed at the design and development of a cloud portal-designer, which allows to automate competitive activities in educational institutions. In contrast to the existing similar developments, the created system represents the applied software for creation and carrying out competitive actions in educational institutions. Results. The work is of practical value for educational institutions of all levels and individual communities in need of automated systems of competitive evaluation of educational resources. Conclusion. For the first time, a projective cloud environment for automating the assessment of the quality of educational resources that have an object form (digital educational resource, teacher activity, information system, information environment, lesson, etc.) is proposed, and for which it is possible to build a criterion model of quality.