title: ÐÐ¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ñ ÐºÐ°Ðº Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ð¹ ÑÐµÑÑÑÑ (Ð½Ð° Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ðµ Ð°Ð½Ð³Ð»Ð¾ÑÐ·ÑÑÐ½ÑÑ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð²)
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: Visualization as a didactic resource (based on the materials of English online courses)
Creators: name: ÐÑÑÐ±Ð°ÐºÐ¾Ð²Ð°, Ð®Ð»Ð¸Ñ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2021
Subjects: ÐÐ½ÑÐµÑÐ½ÐµÑ
Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ñ
Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð°Ñ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ñ
Ð¼ÑÐ»ÑÑÐ¸Ð¼Ð¾Ð´Ð°Ð»ÑÐ½Ð¾ÑÑÑ
Ð»Ð¸Ð½Ð³Ð²Ð¾Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÐºÐ°
Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¸Ð¹ ÑÐ·ÑÐº
Ð´Ð¸ÑÑÐ°Ð½ÑÐ¸Ð¾Ð½Ð½Ð¾Ðµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ
Ð¾Ð½Ð»Ð°Ð¹Ð½-ÐºÑÑÑ
ÑÐ»ÐµÐºÑÑÐ¾Ð½Ð½ÑÐ¹ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÐ¹ ÑÐµÑÑÑÑ
visualization
visual communication
multimodality
language education
English language
distance education
online course
electronic learning resource

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð² ÐºÐ°ÑÐµÑÑÐ²Ðµ Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ ÑÐµÑÑÑÑÐ° Ð½Ð° Ð¿ÑÐ¸Ð¼ÐµÑÐµ Ð°Ð½Ð°Ð»Ð¸Ð·Ð° Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð² Ð½Ð° Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼ ÑÐ·ÑÐºÐµ Ð¿Ð¾ Ð¼ÐµÐ´Ð¸ÑÐ¸Ð½Ðµ Ð² Ð°ÑÐ¿ÐµÐºÑÐµ Ð¸Ñ Ð¼ÑÐ»ÑÑÐ¸Ð¼Ð¾Ð´Ð°Ð»ÑÐ½Ð¾Ð¹ ÑÐ¿ÐµÑÐ¸ÑÐ¸ÐºÐ¸, Ð² ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐµ Ð¿Ð¾ÐºÐ°Ð·ÑÐ²Ð°ÑÑÐµÐ³Ð¾ Ð²Ð¾Ð·Ð¼Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð² Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ñ ÑÐµÐ»ÑÑ. ÐÐ°Ð´Ð°ÑÐ¸, ÐºÐ¾ÑÐ¾ÑÑÐµ ÑÐµÑÐ°Ð»Ð¸ÑÑ Ð² ÑÐ¾Ð´Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ: 1. Ð¡Ð¸ÑÑÐµÐ¼Ð°ÑÐ¸Ð·Ð¸ÑÐ¾Ð²Ð°ÑÑ ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½ÑÐµ ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¸Ðµ Ð¿Ð¾Ð´ÑÐ¾Ð´Ñ Ðº Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ ÑÐµÐ¼Ð¸Ð¾ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ½Ð¾ÑÑÐ¸ Ð¸ ÐµÑ Ð¼ÑÐ»ÑÑÐ¸Ð¼Ð¾Ð´Ð°Ð»ÑÐ½Ð¾Ð³Ð¾ ÑÐ°ÑÐ°ÐºÑÐµÑÐ°; 2. ÐÐ¿ÑÐµÐ´ÐµÐ»Ð¸ÑÑ Ð¾ÑÐ½Ð¾Ð²Ð½ÑÐµ ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸ÐºÐ¸ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¼Ð¾Ð´ÑÑÐ° ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ½Ð¾ÑÑÐ¸ Ð² ÑÐ²ÑÐ·Ð¸ Ñ Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ð¼ Ð¼Ð¾Ð´ÑÑÐ¾Ð¼; 3. ÐÐ¿ÑÐµÐ´ÐµÐ»Ð¸ÑÑ Ð¾ÑÐ½Ð¾Ð²Ð½ÑÐµ ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸ÐºÐ¸ Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ ÐºÐ°Ðº Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ ÑÑÐµÐ´ÑÑÐ²Ð° Ð² Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐµ; 4. ÐÑÐ¾Ð²ÐµÑÑÐ¸ Ð°Ð½ÐºÐµÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ Ð¿Ð¾ Ð²ÑÑÐ²Ð»ÐµÐ½Ð¸Ñ Ð½ÐµÐ¾Ð±ÑÐ¾Ð´Ð¸Ð¼Ð¾ÑÑÐ¸ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½ÑÑ ÑÐµÑÐ½Ð¾Ð»Ð¾Ð³Ð¸Ð¹ Ð¸ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð² Ð² ÑÐµÐ»ÑÑ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ; 5. ÐÑÐ´ÐµÐ»Ð¸ÑÑ ÐºÑÐ¸ÑÐµÑÐ¸Ð¸ Ð¾ÑÐ±Ð¾ÑÐ° Ð°Ð½Ð³Ð»Ð¾ÑÐ·ÑÑÐ½ÑÑ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð²; 6. ÐÑÐµÐ´ÑÑÐ°Ð²Ð¸ÑÑ ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸ÐºÑ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð², ÑÐ°Ð·Ð¼ÐµÑÐµÐ½Ð½ÑÑ Ð½Ð° Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð¾Ð½Ð»Ð°Ð¹Ð½ Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼Ðµ âStepikâ, âCourseraâ Ð¸ âFutureLearnâ. Ð Ð°Ð±Ð¾ÑÐ° Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð° Ð½Ð° Ð±Ð°Ð·Ðµ Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð°, Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð½Ð° Ð¾Ð½Ð»Ð°Ð¹Ð½ Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼Ð°Ñ âStepikâ, âCourseraâ Ð¸ âFuture Learnâ Ð² Ð²Ð¸Ð´Ðµ Ð¼Ð°ÑÑÐ¾Ð²ÑÑ Ð¾ÑÐºÑÑÑÑÑ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð² Ð´Ð»Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð¼ÐµÐ´Ð¸ÑÐ¸Ð½ÑÐºÐ¸Ñ ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐµÐ¹, ÑÐ¾Ð´ÐµÑÐ¶Ð°ÑÐ¸Ñ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½ÑÐµ Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ðµ ÑÐµÑÑÑÑÑ, ÑÐ¾Ð¾ÑÐ²ÐµÑÑÑÐ²ÑÑÑÐ¸Ðµ ÑÐµÐ°Ð»Ð¸ÑÐ¼ ÑÑÑÐ°Ð½ Ð¸Ð·ÑÑÐ°ÐµÐ¼Ð¾Ð³Ð¾ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾ ÑÐ·ÑÐºÐ° (Ð¡Ð¨Ð, ÐÐµÐ»Ð¸ÐºÐ¾Ð±ÑÐ¸ÑÐ°Ð½Ð¸Ñ) Ð¸ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð½ÑÐµ Ð½Ð° ÑÐ¿Ð¾ÑÐ¾Ð±ÑÑÐ²Ð¾Ð²Ð°Ð½Ð¸Ðµ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾Ð¼Ñ Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ ÑÐµÐ¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ Ð»ÐµÐºÑÐ¸ÐºÐ¸, ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÑÐºÑÑÑÐ°Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð²ÑÐºÐ¾Ð² Ð¸ ÑÐ¼ÐµÐ½Ð¸Ð¹, Ð° ÑÐ°ÐºÐ¶Ðµ Ð¿ÑÐ¾Ð³Ð½Ð¾Ð·Ð¸ÑÑÑÑÐ¸Ðµ Ð³Ð¾ÑÐ¾Ð²Ð½Ð¾ÑÑÑ Ðº Ð¾ÑÑÑÐµÑÑÐ²Ð»ÐµÐ½Ð¸Ñ Ð¾Ð±ÑÑÐ°ÑÑÐ¸Ð¼Ð¸ÑÑ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð¾Ð¹ Ð¼ÐµÐ¶ÐºÑÐ»ÑÑÑÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð¸ Ð² Ð¿ÑÐ¾ÑÐµÑÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾Ð¹ ÑÐ¿ÐµÑÐ¸Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð¹ ÑÑÐµÑÐµ Ð² ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ. ÐÑÐ» Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð»Ð¸Ð½Ð³Ð²Ð¾Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð°Ð½Ð°Ð»Ð¸Ð· Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð° Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ, Ð´Ð»Ñ ÑÐµÐ³Ð¾ Ð±ÑÐ»Ð¸ Ð²ÑÐ´ÐµÐ»ÐµÐ½Ñ ÐºÑÐ¸ÑÐµÑÐ¸Ð¸ Ð¾ÑÐ±Ð¾ÑÐ° Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð², Ð´ÐµÑÐ°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ð½ÑÐµ Ð¿Ð¾Ð´ ÑÐ¿ÐµÑÐ¸ÑÐ¸ÐºÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ, ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð° Ð°Ð½ÐºÐµÑÐ°, Ð¿Ð¾Ð´ÑÐ²ÐµÑÐ¶Ð´Ð°ÑÑÐ°Ñ Ð°ÐºÑÑÐ°Ð»ÑÐ½Ð¾ÑÑÑ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¸Ñ Ð°Ð½Ð°Ð»Ð¸Ð·Ð°, Ð²ÑÐ´ÐµÐ»ÐµÐ½Ñ ÑÑÐµÐ±Ð¾Ð²Ð°Ð½Ð¸Ñ Ðº ÐÐÐ¢-ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½ÑÑ Ð¿ÑÐµÐ¿Ð¾Ð´Ð°Ð²Ð°ÑÐµÐ»ÐµÐ¹ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÑ ÑÐ·ÑÐºÐ¾Ð², Ð¾Ð±Ð¾ÑÐ½Ð¾Ð²ÑÐ²Ð°ÑÑÐ¸Ðµ Ð½ÐµÐ¾Ð±ÑÐ¾Ð´Ð¸Ð¼Ð¾ÑÑÑ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¸Ñ Ð°Ð½Ð°Ð»Ð¸Ð·Ð°. ÐÑÐ¾Ð¼Ðµ ÑÐ¾Ð³Ð¾, Ð±ÑÐ»Ð° Ð¿Ð¾Ð´Ð³Ð¾ÑÐ¾Ð²Ð»ÐµÐ½Ð° ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ°Ñ Ð±Ð°Ð·Ð° Ð´Ð»Ñ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¸Ñ Ð°Ð½Ð°Ð»Ð¸Ð·Ð°, Ð¾ÑÐ½Ð¾Ð²Ð°Ð½Ð½Ð°Ñ Ð½Ð° Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ð¸ Ð½Ð°ÑÑÐ½ÑÑ ÑÑÑÐ´Ð¾Ð² ÑÐ¿ÐµÑÐ¸Ð°Ð»Ð¸ÑÑÐ¾Ð² Ð² Ð¾Ð±Ð»Ð°ÑÑÐ¸ Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÐºÐ¸ Ð¸ Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÐºÐ¸, Ð² ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐµ ÑÐµÐ³Ð¾: ÑÐ¸ÑÑÐµÐ¼Ð°ÑÐ¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð½Ð°ÑÑÐ½ÑÐµ ÑÐµÐ¼Ð¸Ð¾ÑÐ¸ÑÐµÑÐºÐ¸Ðµ Ð¿Ð¾Ð´ÑÐ¾Ð´Ñ Ðº Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ Ð¼ÑÐ»ÑÑÐ¸Ð¼Ð¾Ð´Ð°Ð»ÑÐ½ÑÑ Ð¾ÑÐ½Ð¾ÑÐµÐ½Ð¸Ð¹ Ð² ÐºÐ¾Ð½ÑÐµÐºÑÑÐµ ÑÐµÐ¼Ð¸Ð¾ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ½Ð¾ÑÑÐ¸, Ð´Ð°Ð½Ñ Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ð¸Ñ Ð¾ÑÐ½Ð¾Ð²Ð½ÑÐ¼ Ð¿Ð¾Ð½ÑÑÐ¸ÑÐ¼ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ (Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ñ, Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð°Ñ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ñ, Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑ, ÑÐ»ÐµÐºÑÑÐ¾Ð½Ð½Ð¾Ðµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ, Ð´Ð¸ÑÑÐ°Ð½ÑÐ¸Ð¾Ð½Ð½Ð¾Ðµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ, ÑÑÐµÐ±Ð½ÑÐ¹ ÑÐµÐºÑÑ), Ð¿ÑÐ¸Ð²ÐµÐ´ÐµÐ½Ñ ÐºÐ»Ð°ÑÑÐ¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¸ Ð¼ÐµÑÐ¾Ð´Ð¾Ð»Ð¾Ð³Ð¸Ð¸ Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¸ Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÑÐ¸Ð¿Ð¾Ð»Ð¾Ð³Ð¸Ð¸ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÐ¾Ð², Ð²ÑÐ´ÐµÐ»ÐµÐ½Ñ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½ÑÐµ Ð°ÑÐ¿ÐµÐºÑÑ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð¸, Ð¿ÑÐ¸Ð²ÐµÐ´ÐµÐ½ ÑÑÐ´ ÑÐ»ÐµÐºÑÑÐ¾Ð½Ð½ÑÑ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ ÑÐµÑÑÑÑÐ¾Ð², Ð¿Ð¾Ð·Ð²Ð¾Ð»ÑÑÑÐ¸Ñ ÑÐ¾Ð·Ð´Ð°Ð²Ð°ÑÑ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½ÑÐµ ÑÐµÑÐµÐ²ÑÐµ ÑÑÐµÐ±Ð½ÑÐµ Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ñ, Ð° ÑÐ°ÐºÐ¶Ðµ ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸ÐºÐ¸ Ð¾Ð½Ð»Ð°Ð¹Ð½ Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼. Ð ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐµ Ð±ÑÐ»Ð¸ Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÑÑÑÑ âThe Science of Medicineâ, âStories of Infectionâ Ð¸ âEnglish for Medical Studentsâ: Ð´Ð»Ñ ÐºÐ°Ð¶Ð´Ð¾Ð³Ð¾ ÐºÑÑÑÐ° Ð¿ÑÐ¸Ð²ÐµÐ´ÐµÐ½Ð° ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸ÐºÐ° Ð² ÑÐ¾Ð¾ÑÐ²ÐµÑÑÑÐ²Ð¸Ð¸ Ñ Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ»Ð°ÑÑÐ¸ÑÐ¸ÐºÐ°ÑÐ¸ÐµÐ¹, Ð¿ÑÐ¸Ð²ÐµÐ´ÐµÐ½Ñ Ð¿ÑÐ¸Ð¼ÐµÑÑ Ð¿ÑÐ¾ÑÐ²Ð»ÐµÐ½Ð¸Ñ ÑÐ°ÐºÐ¸Ñ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½ÑÑ Ð°ÑÐ¿ÐµÐºÑÐ¾Ð², ÐºÐ°Ðº Ð¸Ð½ÑÐµÑÑÐµÐºÑÑÑÐ°Ð»ÑÐ½Ð¾ÑÑÑ, Ð¸Ð½ÑÐµÑÐ°ÐºÑÐ¸Ð²Ð½Ð¾ÑÑÑ, ÑÐ¾ÑÐ¸Ð¾ÐºÑÐ»ÑÑÑÑÐ½Ð¾Ð³Ð¾, ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¸ ÑÑÑÐµÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð°ÑÐ¿ÐµÐºÑÐ¾Ð², Ð´Ð¸Ð³Ð¸ÑÐ°Ð»ÑÐ½ÑÐ¹ Ð¸ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½ÑÐ¹ Ð°ÑÐ¿ÐµÐºÑÑ, Ð° ÑÐ°ÐºÐ¶Ðµ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ñ Ð´Ð¾Ð¿Ð¾Ð»Ð½Ð¸ÑÐµÐ»ÑÐ½ÑÐµ Ð¸ Ð¸Ð½ÑÐµÐ³ÑÐ°ÑÐ¸Ð²Ð½ÑÐµ Ð¼ÑÐ»ÑÑÐ¸Ð¼Ð¾Ð´Ð°Ð»ÑÐ½ÑÐµ Ð¾ÑÐ½Ð¾ÑÐµÐ½Ð¸Ñ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¾Ð±ÑÐ°Ð·Ð° Ð¸ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ ÑÐµÑÑÑÑÐ°, ÑÐ¾ÑÐ¼Ð¸ÑÑÑÑÐ¸Ðµ ÑÐµÐ¼Ð¸Ð¾ÑÐ¸ÑÐµÑÐºÑÑ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ½Ð¾ÑÑÑ Ð²Ð¸Ð·ÑÐ°Ð»ÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð¸. 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description: This work is devoted to the study of visualization as a didactic resource on the basis of the analysis of Medical online courses in English due to the aspect of their multimodal specificity, as a result of representation of possibilities of the use of visualization for didactic purposes. The research set the following goals: 1. Systematization of modern theoretical approaches to the study of semiotic complexity and its multimodal nature; 2. Determination of the main characteristics of the visual mode of complexity in the connection with the linguistic mode; 3. Determination of the main characteristics of visualization as a didactic tool in the online course; 4. Conduction of a survey to identify the need of the use of visual technologies and online courses in order to teach a foreign language; 5. Appropriation of the selective criteria for English-language online courses; 6. Analysis of online courses hosted on the educational online platform "Stepik", "Coursera" and "FutureLearn". The work was carried out on the basis of the material presented on the online platforms "Stepik", "Coursera" and "Future Learn" in the form of massive open online courses for students of medical specialties, containing visual didactic resources corresponding to the realities of the countries of the foreign language being studied (USA, UK) and aimed at promoting the effective study of thematic vocabulary, the development of extra-linguistic skills and abilities, as well as predicting the readiness of students to implement visual intercultural communication in a professional specialized field as a result of training. A lingua didactic analysis of the research material was carried out, for which criteria for the selection of online courses, detailed for the specifics of the study, were identified, a questionnaire was developed confirming the relevance of the analysis, the requirements for the ICT competence of modern teachers of foreign languages were highlighted, justifying the need for an analysis. In addition, a theoretical basis for the analysis was prepared, based on the study of the scientific works of specialists in the field of linguistics and didactics, as a result of which: scientific semiotic approaches to the study of multimodal relations in the context of semiotic complexity were systematized, the basic concepts were defined (visualization, visual communication, online course, e-learning, distance learning, educational text), classifications of visualization methodology and didactic typology of online courses are given, visual aspects of visual communication are highlighted, a number of electronic educational resources are given that allow you to create visual network educational materials, as well as characteristics of online platforms. As a result, the online courses âThe Science of Medicineâ, âStories of Infectionâ and âEnglish for Medical Studentsâ were analyzed: for each course, a characteristic is given in accordance with the didactic classification, examples of the manifestation of such visual aspects as intertextuality, interactivity, sociocultural , technical and aesthetic aspects, digital and cognitive aspects, and also presents additional and integrative multimodal relations of a visual image and a visual resource, which form the semiotic complexity of visual communication. The analyzed online courses are recommended for use in universities and secondary educational institutions of the Russian Federation in the classroom for teaching English.