ДҮРСЛЭХ_УРЛАГ,_ДИЗАЙН_ТЕХ_СУДЛАГДАХУУНЫ_ЗӨВЛӨМЖ2021 - PDF to Podcast
Published on Sep 21, 2026
Description:
Welcome back. I'm Sara, and this is the show where we take education policy and turn it into something you can actually use on a Monday morning. Today's topic is narrow and practical: how to build a regular e-lesson for the MEDLE.MN platform.
Glad to be here. And let me set the scope right away, because it matters. The guidance we're working from is aimed at drawing, design, and design technology subjects — the visual arts and design family of courses.
So who is that guidance actually written for? A classroom teacher, a dedicated content developer, or both?
Both, really. The documents are addressed to the people who develop e-content, and they also tell teachers how to work with what is already published on the platform.
Before we get into the how-to, let's talk about where these rules come from — because there's a stack of official paperwork behind them.
There is. The guidance tells developers to read the relevant legal documents and recommendations first, and it points to five of them.Number one, Annex 1 to Order 237 of the Minister of Education. Two, the operational guideline for building the e-content fund. Three, the recommendations addressed to e-content developers. Four, the instructions for entering e-content into the integrated information system. And five, reviewing the sample drawing, design technology, and other model lessons posted on medle.mn.
That is a lot of reading before you build anything.
There's also a specific pointer. The guidance says you'll understand this area much better if you read the second annex to Order A/193 of 2021 from the Minister of Education. So that's the reference document behind the reference document.
Let's move into the practical part. A teacher sits down, opens the platform. What actually happens first?
You log in to the MEDLE.MN platform through the esis.edu.mn system, using your own credentials.Once you're in, you pick one lesson to work on, from the lessons published for you and that you're eligible for.
And what if the lesson you want isn't in that list? That sounds like the moment people start assuming the system is broken.
In that case you contact your school's curriculum manager. The manager assigns the lesson in your teacher record inside esis.edu.mn, and after that, all the fields you need for your selection appear. Until the assignment happens, your own choice of lesson won't show up.
So that's a permissions step, not a glitch. Now the heart of it — what does the finished e-lesson actually have to contain?
The content has to be built in four blocks: the beginning, the main part, the reinforcement section, and the additional section.The beginning block carries the lesson topic, taken from the annual plan — though you're also free to give it a different name. Then you write a general introduction to the content, state the purpose and goal clearly, describe the expected outcome, list the resources you need, and build the opening part that motivates students.
Let's stay on the expected outcome for a second, because that is where a lot of lesson plans go vague.
The guidance is very direct about it. You write what the student will know, what they'll be able to do, and where they'll use it. Not a list of activities — a result.The main part can have several sections, and four to six is considered the comfortable range. The idea is that the earlier sections focus on identifying the patterns of an action, and the later sections focus on mastering that action.There are worked examples in the guidance too. In grade seven design technology, there's a topic on the structure of composite material — students learn the principle of how it's made, how to identify its structure, and they should be able to describe its properties. In grade six drawing, objective 6.1a is comparing traditional and national colour palettes.
And that word, compare — it has a specific meaning in the document, doesn't it?
It does. Comparing means showing the differences and the similarities between two or more things, processes, ideas, questions, or situations. It also means connecting a widely-known event to a similar one. And the guidance tells the teacher to focus their instruction on that method itself.
So the skill is the lesson. What about the reinforcement block?
That's where students consolidate and verify the knowledge and skills they gained from this particular lesson. It's the checkpoint.And the fourth block, the additional section, holds the extra material the lesson needs beyond the core.
Now let's talk about a mistake that's easy to make.
The guidance is blunt about it: don't turn the textbook into an audiobook. You're not recording a reading. The study text you produce is a resource students use while working with their hands, so it has to be designed for activity, not for passive listening.And a few structural requirements come with that. Choose key words that accurately express the meaning and ideas of the lesson, and under each video and audio segment include summary content in both text and image form.
So to bring it together: log in through esis.edu.mn, work with the lesson assigned to you, build the four blocks, be concrete about the expected outcome, and design for hands-on work rather than a read-aloud.
That's the shape of it. And if you want to go deeper, the sample lessons already on medle.mn are the best place to see it done properly.
Thanks for walking us through it. If you're building lessons on the platform, start with the structure — everything else gets easier from there. We'll see you next time.