Innovation Process

Based on the analysis of practical options for implementing distance education in higher education abroad and in our country, we can clearly identify three strategies for its development: minor local changes, the block-modular and system changes. Minor local changes are minor and therefore, as significant breakthroughs in the development are not expected. As generally, innovation process is fragmented, the innovators of each other almost know nothing, do not share their experiences. This strategy requires little or no serious investment from the university, for teachers-enthusiasts so passionate about learning new technologies that can support their implementation of their own. In this case, if the number of teachers working in a new direction, will exceed the critical mass and they will have followers infected with interesting ideas, there is a chance to move to a more progressive model of implementation – modular changes. The second strategy is intermediate "cost" to the university. However, it allows a fairly comfortable conditions for the gradual deployment of remote systems in all forms of learning.

This assumes the following milestones: 1.Creation minimum resource base implementation of the system distance education in one or two departments. 2.Realizatsiya distance learning technologies in multiple specialties. 3.Development testing and deployment models of distance technologies in educational system of the university. 4.Teoreticheskoe formed generalization of experience, the establishment of points of growth and development of constructed models. System implementation requires significant investment and so huge Preparatory work on the creation of the resource base: the legal, logistical, informational, motivational, staffing, etc., that such a development of innovations in the forces of the universities, the financial position which resistant to all sorts of innovative risks. Thus, the neglect and carelessness in choosing or constructing a model of implementation of distance education based on regional conditions, as a rule, leads to a complete or 'fading' of the innovation process, or to its degradation and profanation of the idea. Practical research implementation models of distance education institutions working in the Kirov region, made during the development program for the introduction of distance education in VyatGGU fully confirm our findings.