Olga Rudenko-Morgun
Doctor of Pedagogy

The future of education is with modern digital technologies.

1967

Graduated from the faculty of Russian language and literature of Moscow State Pedagogical Institute named after V. I. Lenin (now - MPSU).

1967 - 1973

Senior laboratory assistant at the research Institute of national schools of the Ministry of education of RSFSR.

1973 - 1975

Copy editor of the editorial board of “Science and life” journal.

1975 - present

Teacher of the Faculty of Russian language and General Educational Disciplines of Peoples’ Friendship University (now-RUDN) as an assistant, senior teacher, associate Professor, and since 2003 – as Professor 

1984

Gave a course of lectures on "Technical means of training in teaching Russian as foreign language" for teachers of Santa Clara University (Cuba).

1989 - present

Head of the interuniversity research and practice group "Theory of electronic textbook of Russian language" (based at RUDN and Lomonosov Moscow State University).

1992 - 2014

Head of projects for Federal target programs: “Electronic textbook”, “Advanced information technologies in higher education”, "State support for the integration of higher education and fundamental science", “Russian language and education promotion Program” and others.

1994

Defended the thesis on "Computer language course as new type of textbook" for the degree of Candidate of Pedagogical Sciences in specialty “Theory and methods of teaching and upbringing”.

1995 - 1997

Gave a course of lectures on discipline "Computer technologies in language teaching" at Lomonosov Moscow State University. 

2000

A lecturer of Intel program “Training for future” at Training center of Federation of Internet education.

2002 - 2020

Worked (part-time) at Moscow City Pedagogical University (MSPU), gave lectures on the discipline "Information technologies in education", supervised postgraduate students.

2006

Defended the thesis for the degree of Doctor of Pedagogical Sciences in specialty “Theory and methodology of education and upbringing”. The subject of the thesis: “Principles of modeling and implementation of electronic educational and methodological complex in Russian language based on hypermedia technologies”.

2007

Awarded the academic title of Professor at the Department of Russian language.

2014 – present

Chairman of State Attestation Commission of the faculty of Philology of Lomonosov Moscow State University (Department of Didactic linguistics and theory of teaching Russian as foreign language).

Teaching

  • Rudenko-Morgun O.I. gives practical classes in Russian as a foreign language at RUDN (beginner and elementary stages of training).
  • Rudenko-Morgun O.I. gives courses of lectures to the students of further vocational education programs of RUDN:
  • “Information technologies in education”;
  • “Computer technologies in language teaching”;
  • “Principles of modeling and implementation of electronic educational and methodological complex in Russian language based on hypermedia technologies”;
  • “Practice of teaching Russian language in blended learning system”;
  • “Internet and Smart training of Russian as a foreign language: the latest educational and communication”.

The author of the electronic textbook:

  1. O. I. Rudenko-Morgun, A. L. Arkhangelskaya, A. N. Al-Kaysi. "1C: School. Russian language, 5-6 grades. Lexicology" (Electronic textbook of the Russian language), 2015, Russian Ministry of Education.
    OC “1C: School. Russian language, 5-6 grades. Lexicology” is a software product that contains a course that completes a series of lessons in a virtual classroom in Russian language for the students of grades 5 and 6.
    The main training takes place in a virtual classroom, where you will be told in a fascinating way why you need to study lexicology, one of the sections of linguistics, the science of language. During the lessons, you will be able to get information about the words that we use in oral and written speech every day, and about those that occur to us only occasionally. The acquired knowledge will be useful both in training, for example, at writing essays and in everyday life – when communicating with representatives of different social groups. Thanks to the material collected in the OC (textbook, dictionaries, encyclopedia, interactive tasks, and more), you can make many interesting discoveries, learn more about the history and composition of the Russian language.
  2. О.И. Руденко-Моргун, А.Л. Архангельская, А.Н. Аль-Кайси. «1С: Школа. Русский язык, 5-6 классы. Лексикология» (электронный учебник русского языка), 2015, гриф Минобрнауки РФ.
    ОК "1С: Школа. Русский язык, 5–6 кл. Лексикология" – это программный продукт, содержащий курс, которым завершается серия уроков в виртуальном классе по русскому языку для учащихся 5-х и 6-х классов.
    Основное обучение проходит в виртуальном классе, где в увлекательной форме вам расскажут, зачем нужно изучать лексикологию, один из разделов языкознания, науки о языке. На уроках можно будет получить информацию о словах, которые мы употребляем в устной и письменной речи каждый день, и о тех, которые встречаются нам лишь иногда. Полученные знания пригодятся как в обучении, например при написании сочинений, так и в обыденной жизни – при общении с представителями разных социальных групп. Благодаря собранному в ОК материалу (учебник, словари, энциклопедия, интерактивные задания и другое), можно будет сделать много интересных открытий, узнать больше об истории и составе русского языка.
    http://1c.by/news/detail/1150372/   

Science

  • The founder of the theory and methodology of using information technologies in teaching Russian language;
  • Developed the concept of innovative hypermedia educational and methodological complex in the Russian language. The concept has been implemented in a number of electronic textbooks on Russian as native and as a foreign language;
  • Put forward the principles of modeling and implementing hypermedia complexes in the Russian language based on hypermedia technologies: the principles of integration, integrativity, interactivity, openness, multi-aspect, redundancy and pedagogical expediency;
  • Proposed a new form of interaction between teachers and students during classroom work with the electronic environment. Interaction occurs with the help of pedagogical agents, such as “virtual classroom”;
  • Identified and disclosed the possibilities of multimedia technology for visualizing language phenomena and creating mnemonic supports using drawings, animation, and videos;
  • The author-implementer and editor of the complex of educational information resources on the Russian language for secondary classes of secondary schools “Federal center for information and educational resources” (http://fcior.edu.ru);
  • The author and implementer of an innovative model of blending learning of Russian as a foreign language using the latest information and communication tools (electronic and printed). The model is based on the leading role of independent work in the online environment and the interconnectedness of the stages of preparatory and communicative learning activities. These principles have been put forward and described in teaching Russian as a foreign language methodology for the first time.
  • One of the authors-implementers of electronic resources that provide distant and blending learning of the Russian language for foreign students in the framework of the project "Distant sub-faculty" of the Laboratory of information technologies in education.

Scientific interests

  • Methods of teaching Russian as a native language;
  • Methods of teaching Russian as a non-native language;
  • Methods of teaching Russian as a foreign language;
  • Information and communication technologies in education;
  • Innovative activities in the field of education: blending and distance learning.
This article covers the didactic potential of the intelligent personal assistants (voice assistants) for reaching the communicative competence during the foreign language acquisition. The authors of the article emphasize that the variety of modern voice assistants embedded to the users’ personal devices (such as Siri, Google Assistant, etc.) and available for teachers as tools is necessary to study in detail since their functions and communicative abilities (although they have some visible similarities) nevertheless differ. These differences become especially distinctly when we use these “programs” at the foreign language classes. To illustrate that, authors describe particularly one of the newest voice assistants’ educational potential, the Russian assistant of Yandex – Alice, in Russian as a foreign language class. The article outlines the differences that Alice has with the analog voice assistants and describes its didactic capacities, as well as how they can be used from the very beginning of language learning. The authors of the research also present a system of the exercises with Alice, that supplements the blended language learning model for the beginners. The system of the exercises was tested during teaching Russian in several multinational students’ groups and the results of the experiment are represented in the study in detail.
This article is a summary of the theoretical and practical results of a large-scale scientific study of the problem of joint education of foreign students with non-native Russian language and Russian native speakers in comprehensive Russian schools. The study highlights the main stages in overcoming the difficulties of assimilation of migrant children among Russian schoolchildren in Russian schools. The paper analyses the effectiveness of attempts made by methodologists and teachers to overcome co-educational shortcomings. Traditionally these problems are solved within a differentiating methodology. By contrast, our research proposes an integrative way to solve the above-mentioned problems. An integrative approach is a dominant innovative feature of the work. The authors of the study singled out a set of principles for teaching the Russian language. Extensive research has shown that these principles unite a multilevel and multilingual team of schoolchildren in the general educational process and create a generalizing concept for teaching Russian to multinational and polyconfessional classes, including the use of specially-developed original multimedia tools, whose educational functions and structure are described in detail in the study. The article offers the results of approbation of the proposed concept and teaching tools in Russian comprehensive general education schools.
This article reveals the benefits of implementing "blended learning" in the practice of teaching Russian as a foreign language at the initial stage. The paper presents a brief analysis of the current state of the problem, describes the reasons for insufficient dissemination of blended learning in the Russian educational space and in the sphere of learning Russian as a foreign language. Then the article presents a complex model of blended learning Russian as a foreign language covering the levels of proficiency from A1 to B1 and describes in detail the components of this model, namely its three components: the stage of independent work with electronic resources, the stage of communication work in a group and the control stage. Special attention is paid to the principles of organization of independent work of students in the electronic environment, among which the principle of sustaining the motivation in independent learning, the principle of providing comprehensive assistance in the learning process, the principles of maximum variation and filling variability of electronic tasks, etc. play the important role. The article describes also a component of the classroom communication activities of students under the guidance of a teacher, which is based on the plotted and grammaticalized author's texts. The basic theoretical principles that constitute the description of the developed by the authors blended learning model are illustrated in the article with examples of the tasks, the texts and the presentation material.